Childhood is supposed to be happy, and if you can't remember yours with any happiness, what hope have you later, when life starts handing you fresh grief?
AMITY GAIGE, Good Housekeeping, Feb. 2009
Childhoods never last. But everyone deserves one.
WENDY DALE, Avoiding Prison and Other Noble Vacation Goals
Thursday, 22 December 2011
Friday, 9 December 2011
Aptitude, Achievement and IQ
Aptitude, Achievement and IQ
Aptitude is the potential to master specific skills or learn certain body of knowledge. Intellectual aptitude an important aptitude is measured by IQ tests.
Achievement is what a person has learnt and is taken routinely to asses the children in all sujects and the teacher’s ability to teach. Aptitude and achievement measure different characteristics but are co-related with wealth, individually and nationally.
Intelligence quotient abbreviated IQ shows the mental age divided by the chronical age the multiplied by100. Based on results one can tell whether a child weak or strong intellectually. About thirty years ago all children who had 70 and below were regarded as mentally retarded but over the years people have realized that children who may be given this reference can actually be stonger in other areas and lead a successful life.
Some developmentalists believe that a test can not measure potential without measuring achievement and all scores reflect the people who wrote and took the test. Any test taken is dependant on cultural influence. The intellectual potential may change over the years and make changes in performance.
In the United Kingdom and schools in other parts of the world that use the British National curriculum SATS are a requirement for children for assessment. Below is an example of a test procedure.
Children will normally be 11 at the end of key stage 2, although a minority may be slightly younger or older. A typical 11-year-old will normally be working at level 4.
The KS2 tests are strictly timed, unlike the KS1 tests which do not have strict time limits.
Children with statements of special needs are entitled to 25% additional time. The school will need to apply for additional time for children with other special needs such as SPLD. Please note: permission may not be granted
Children working at levels 3-5 will be assessed by the statutory key stage 2 tests. QCA provides optional tasks to support teacher assessment of children working below the level of the tests or above the level of the tests.
Monday
9th May Tuesday
10th May Wednesday
11th May Thursday
12th May Friday
13th May
Reading Test
45 minutes (plus 15 minutes reading time) Writing test
(short)
20 minutes
Spelling test
(10 minutes) Mental mathematics test
20 minutes fe Mathematics
Test B
45 minutes Science test
(selected sample schools only)
but school likely to administer science test if not part of sample
Writing test
(long)
45 minutes
including up to 10 minutes planning time Mathematics
Test A
45 minutes
What is teacher assessment?
When children are 7, 11 and 14, teachers make formal National Curriculum assessments of their work. This is called teacher assessment.
Of course, teachers also assess children’s work informally almost every time they teach a class. For example, they mark sums, listen to a child reading or watch how they carry out a scientific experiment. Knowing what children can do helps the teachers plan what the children should learn next.
References
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
www.mosley.staff.sch.uk/toppage2htm
Aptitude is the potential to master specific skills or learn certain body of knowledge. Intellectual aptitude an important aptitude is measured by IQ tests.
Achievement is what a person has learnt and is taken routinely to asses the children in all sujects and the teacher’s ability to teach. Aptitude and achievement measure different characteristics but are co-related with wealth, individually and nationally.
Intelligence quotient abbreviated IQ shows the mental age divided by the chronical age the multiplied by100. Based on results one can tell whether a child weak or strong intellectually. About thirty years ago all children who had 70 and below were regarded as mentally retarded but over the years people have realized that children who may be given this reference can actually be stonger in other areas and lead a successful life.
Some developmentalists believe that a test can not measure potential without measuring achievement and all scores reflect the people who wrote and took the test. Any test taken is dependant on cultural influence. The intellectual potential may change over the years and make changes in performance.
In the United Kingdom and schools in other parts of the world that use the British National curriculum SATS are a requirement for children for assessment. Below is an example of a test procedure.
Children will normally be 11 at the end of key stage 2, although a minority may be slightly younger or older. A typical 11-year-old will normally be working at level 4.
The KS2 tests are strictly timed, unlike the KS1 tests which do not have strict time limits.
Children with statements of special needs are entitled to 25% additional time. The school will need to apply for additional time for children with other special needs such as SPLD. Please note: permission may not be granted
Children working at levels 3-5 will be assessed by the statutory key stage 2 tests. QCA provides optional tasks to support teacher assessment of children working below the level of the tests or above the level of the tests.
Monday
9th May Tuesday
10th May Wednesday
11th May Thursday
12th May Friday
13th May
Reading Test
45 minutes (plus 15 minutes reading time) Writing test
(short)
20 minutes
Spelling test
(10 minutes) Mental mathematics test
20 minutes fe Mathematics
Test B
45 minutes Science test
(selected sample schools only)
but school likely to administer science test if not part of sample
Writing test
(long)
45 minutes
including up to 10 minutes planning time Mathematics
Test A
45 minutes
What is teacher assessment?
When children are 7, 11 and 14, teachers make formal National Curriculum assessments of their work. This is called teacher assessment.
Of course, teachers also assess children’s work informally almost every time they teach a class. For example, they mark sums, listen to a child reading or watch how they carry out a scientific experiment. Knowing what children can do helps the teachers plan what the children should learn next.
References
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
www.mosley.staff.sch.uk/toppage2htm
Saturday, 26 November 2011
poverty
Theordore Dalrymple , (1999) Today, no one seriously expects to go hungry in England or to live without running water or medical care or even TV. Poverty has been redefined in industrial countries, so that anyone at the lower end of the income distribution is poor ex officio, as it were—poor by virtue of having less than the rich. And of course by this logic, the only way of eliminating poverty is by an egalitarian redistribution of wealth—even if the society as a whole were to become poorer as a result.
Poverty is the state of one who lacks a certain amount of material possessions or money.[1] Absolute poverty or destitution is inability to afford basic human needs, which commonly includes clean and fresh water, nutrition, health care, education, clothing and shelter. About 1.7 billion people are estimated to live in absolute poverty today. Relative poverty refers to lacking a usual or socially acceptable level of resources or income as compared with others within a society or country.[1]
Research has found that there is a high risk of educational underachievement for children who are from low-income housing circumstances. This often is a process that begins in primary school for some less fortunate children. Instruction in the US educational system, as well as in most other countries, tends to be geared towards those students who come from more advantaged backgrounds. As a result, these children are at a higher risk than other children for retention in their grade, special placements during the school's hours and even not completing their high school education.[49] There are indeed many explanations for why students tend to drop out of school.. Additionally, poor children are much more likely to suffer from hunger, fatigue, irritability, headaches, ear infections, flu, and colds.[50] These illnesses could potentially restrict a child or student's focus and concentration.
Over the years there has been a reduction in poverty levels because of organisations like Programm Against Malnutrition. PAM is a local umbrella Non-Governmental Organisation working with more than 100 NGOs. As an umbrella organisation, PAM is working closely with the Zambian Government, Donors and local International Organisations. PAM has developed to be one of the leading accountable and efficient NGO on the Zambian Food Security Network.
References
Theodore Dalrymple, City Journal Spring,1990
Wikipedia.org/wiki.poverty
Share4dev.info/kb/organization.view
Poverty is the state of one who lacks a certain amount of material possessions or money.[1] Absolute poverty or destitution is inability to afford basic human needs, which commonly includes clean and fresh water, nutrition, health care, education, clothing and shelter. About 1.7 billion people are estimated to live in absolute poverty today. Relative poverty refers to lacking a usual or socially acceptable level of resources or income as compared with others within a society or country.[1]
Research has found that there is a high risk of educational underachievement for children who are from low-income housing circumstances. This often is a process that begins in primary school for some less fortunate children. Instruction in the US educational system, as well as in most other countries, tends to be geared towards those students who come from more advantaged backgrounds. As a result, these children are at a higher risk than other children for retention in their grade, special placements during the school's hours and even not completing their high school education.[49] There are indeed many explanations for why students tend to drop out of school.. Additionally, poor children are much more likely to suffer from hunger, fatigue, irritability, headaches, ear infections, flu, and colds.[50] These illnesses could potentially restrict a child or student's focus and concentration.
Over the years there has been a reduction in poverty levels because of organisations like Programm Against Malnutrition. PAM is a local umbrella Non-Governmental Organisation working with more than 100 NGOs. As an umbrella organisation, PAM is working closely with the Zambian Government, Donors and local International Organisations. PAM has developed to be one of the leading accountable and efficient NGO on the Zambian Food Security Network.
References
Theodore Dalrymple, City Journal Spring,1990
Wikipedia.org/wiki.poverty
Share4dev.info/kb/organization.view
Saturday, 12 November 2011
Breastfeeding
This is interesting to me because at four months old my son Lombe refused to feed from my breast, at the time I didnt mind because I always had pain in my stomach after his feeds. The Doctor's explanation was that my nipples were not shaped well enough for him and he probably found the bottle easier, he was very impatient when it came to food. I always thought this would affect our relationship and tried harder in other areas to make up. He is 22 years old and I have never seen any problems in his cognitive development, he was a very naughty boy though but this made interesting reading and I would like to share.
Breastfeeding produces not only healthier babies but also brighter children, according to a study. As little as four weeks of breastfeeding for a new-born infant has a "positive and significant effect" on brain development, it finds, right up to secondary school and beyond.
Children who had been breastfed consistently outperformed their formula-fed peers at ages five, seven, 11 and 14 in tests of reading, writing and mathematics, researchers from the University of Oxford and the Institute for Social and Economic Research at the University of Essex found.
The NHS already recommends that babies should be breastfed rather than given formula for their first six months, but Britain has one of the world's lowest rates of breastfeeding. Only 35% of UK infants are exclusively breastfed at one week old, 21% at six weeks, 7% at four months and just 3% at six months.
One of the paper's co-authors, Maria Iacovou, a social scientist at the Institute for Social and Economic Research, said that while the health benefits of breast milk were widely known and understood, it had been less clear to what extent there were benefits for cognitive development.
"The issue was that while it looked as though breast feeding did have an impact on cognitive development, no one knew if that was just because the type of mother more likely to breastfeed in the first place was more likely to nurture brighter children, or whether there was a true causal link," she said.
The ISER study – a working paper that will be peer-reviewed at a later date – compared breastmilk-fed children with formula-fed "twins", children who were equivalent in all other observable respects. "We did find there is a link [between breast milk and cognitive development]," said Iacovou. "Breast milk has well-known health benefits and now we can say there are clear benefits for children's brains as well."
Despite the findings, she said, she still supported mothers who decided for whatever reason that breastfeeding wasn't for them. "It really, really wasn't my intention to make any mother feel guilty," she said. "All this talk about bringing up children would sometimes seem to have us think that the child is the only thing that matters. Mothers are people too and have feelings and if you don't want to breastfeed your baby, well, luckily in this country you are not going to cause it harm. They would just do a little bit less well.
"I think we have a lot of challenges to change our culture and attitudes to breastfeeding but it's likely to happen through a gradual process of normalisation. Don't pressurise women who don't want to breastfeed but we should start focusing more on those women who do want to and try to help them pull it off and make it more normal for everyone."
Janet Fyle, professional policy adviser at the Royal College of Midwives, welcomed the research and said that, while it was interesting and further proof of the benefits of breastfeeding, there were several reasons behind the popularity of bottle-feeding infants in the UK.
The UK had a long way to go in normalising breastfeeding in the way other countries had done, she said. "In Sweden most mothers breastfeed because they are not forced to go straight back to work. In this country we are cutting benefits to single parent families and poorer people and mothers have to get back to work and earn a living, whether it's in Sainsbury's or the City – it is what the government wants them to do.
"So we are restricting them from breastfeeding there, while in society breastfeeding mothers are still getting chucked out of cafes and out of libraries. It's a problem.
"Often seeing the mothers who really need to be breastfeeding, really needing their children to be getting those cognitive and health benefits, are the ones least likely to. Then we look at young women today and the messages they are getting from magazines, from television, from certain parts of the media, about what breasts are actually for – there is another area we need to tackle."
She added that it was vital no one should be made to feel guilty. "Cleverer children is one thing that people have never pushed before – it's very easy to make mothers or families feel guilty about the choices they make and that is not in anyone's interest. We need to engage with mothers but also we need to take a softly-softly approach."
www.guardian.co.uk/society
Breastfeeding produces not only healthier babies but also brighter children, according to a study. As little as four weeks of breastfeeding for a new-born infant has a "positive and significant effect" on brain development, it finds, right up to secondary school and beyond.
Children who had been breastfed consistently outperformed their formula-fed peers at ages five, seven, 11 and 14 in tests of reading, writing and mathematics, researchers from the University of Oxford and the Institute for Social and Economic Research at the University of Essex found.
The NHS already recommends that babies should be breastfed rather than given formula for their first six months, but Britain has one of the world's lowest rates of breastfeeding. Only 35% of UK infants are exclusively breastfed at one week old, 21% at six weeks, 7% at four months and just 3% at six months.
One of the paper's co-authors, Maria Iacovou, a social scientist at the Institute for Social and Economic Research, said that while the health benefits of breast milk were widely known and understood, it had been less clear to what extent there were benefits for cognitive development.
"The issue was that while it looked as though breast feeding did have an impact on cognitive development, no one knew if that was just because the type of mother more likely to breastfeed in the first place was more likely to nurture brighter children, or whether there was a true causal link," she said.
The ISER study – a working paper that will be peer-reviewed at a later date – compared breastmilk-fed children with formula-fed "twins", children who were equivalent in all other observable respects. "We did find there is a link [between breast milk and cognitive development]," said Iacovou. "Breast milk has well-known health benefits and now we can say there are clear benefits for children's brains as well."
Despite the findings, she said, she still supported mothers who decided for whatever reason that breastfeeding wasn't for them. "It really, really wasn't my intention to make any mother feel guilty," she said. "All this talk about bringing up children would sometimes seem to have us think that the child is the only thing that matters. Mothers are people too and have feelings and if you don't want to breastfeed your baby, well, luckily in this country you are not going to cause it harm. They would just do a little bit less well.
"I think we have a lot of challenges to change our culture and attitudes to breastfeeding but it's likely to happen through a gradual process of normalisation. Don't pressurise women who don't want to breastfeed but we should start focusing more on those women who do want to and try to help them pull it off and make it more normal for everyone."
Janet Fyle, professional policy adviser at the Royal College of Midwives, welcomed the research and said that, while it was interesting and further proof of the benefits of breastfeeding, there were several reasons behind the popularity of bottle-feeding infants in the UK.
The UK had a long way to go in normalising breastfeeding in the way other countries had done, she said. "In Sweden most mothers breastfeed because they are not forced to go straight back to work. In this country we are cutting benefits to single parent families and poorer people and mothers have to get back to work and earn a living, whether it's in Sainsbury's or the City – it is what the government wants them to do.
"So we are restricting them from breastfeeding there, while in society breastfeeding mothers are still getting chucked out of cafes and out of libraries. It's a problem.
"Often seeing the mothers who really need to be breastfeeding, really needing their children to be getting those cognitive and health benefits, are the ones least likely to. Then we look at young women today and the messages they are getting from magazines, from television, from certain parts of the media, about what breasts are actually for – there is another area we need to tackle."
She added that it was vital no one should be made to feel guilty. "Cleverer children is one thing that people have never pushed before – it's very easy to make mothers or families feel guilty about the choices they make and that is not in anyone's interest. We need to engage with mothers but also we need to take a softly-softly approach."
www.guardian.co.uk/society
Wednesday, 2 November 2011
Lombe's Birth
The Birth of my son-Lombe
The only birth I have ever witnessed is my son’s birth. Lombe was born on the 29th of October in 1989. October is the hottest month in Zambia I could not wait. I had started bleeding in the morning and my sister whom I had been living with and happens to be a midwife said I was still a long way. She told me to keep myself busy and take note of the intervals between the contractions. She reassured me that everything would be alright. I worked and stayed on my feet the whole day and in the night around 22.00hrs she gave me a bath and her and her husband took me to the hospital. When we arrived the nurse said I was 10cm wide and asked me to wait for the Doctor. I was not feeling much pain and kept waiting for more pain. I lay on the bed the whole night and Lombe was taking his time, finally the Doctor decided to use forceps and my sister grabbed them from out of the blues and said, you better stop relaxing and push, I don’t want to tell you what is going to happen to you if he uses these. The nurses asked her to leave and she told them she wouldn’t and that she was a qualified midwife. My sister took over and made me push and when Lombe finally decided to come out my sister took him with no gloves and washed him and brought him to me. Lombe is not allowed to call her aunt its Mummy K because she says its her son. The Nurses forgave her and then she went home to rest. I didn’t have a painful birth I kept expecting more pain during birth, it was only after the stitches that I felt a bit of pain. Lombe weighed 3.8kg. It felt good to be a mother, I have always enjoyed my sleep and mom always laughed at the way I changed to attend to the baby. He is 22 now.
TRADITIONAL CHINESE BELIEFS ABOUT CHILDBIRTH
During pregnancy
In the early months of pregnancy, women should not do any heavy work or have sexual intercourse to avoid a miscarriage..
If a pregnant woman criticizes someone, the baby will look and act like the person criticized.
Since pregnancy is considered a “hot” condition, a pregnant woman should eat “cold” food to keep yin and yang balanced.
Eating shellfish could give the baby rashes while pineapple could cause miscarriages.
The shape and size of the belly could tell you if the baby is a boy or a girl. If the belly is “pointed,” it will be a boy; if “rounded,” a girl.
During labor and delivery
The pregnant woman's mother is present at the first delivery but not for subsequent ones.
The woman should try to be quiet during labor, as crying out will attract evil spirits to the new child.
The ideal position for labor is squatting. The baby will not have enough energy to come out if the mother is lying on her back.
The only birth I have ever witnessed is my son’s birth. Lombe was born on the 29th of October in 1989. October is the hottest month in Zambia I could not wait. I had started bleeding in the morning and my sister whom I had been living with and happens to be a midwife said I was still a long way. She told me to keep myself busy and take note of the intervals between the contractions. She reassured me that everything would be alright. I worked and stayed on my feet the whole day and in the night around 22.00hrs she gave me a bath and her and her husband took me to the hospital. When we arrived the nurse said I was 10cm wide and asked me to wait for the Doctor. I was not feeling much pain and kept waiting for more pain. I lay on the bed the whole night and Lombe was taking his time, finally the Doctor decided to use forceps and my sister grabbed them from out of the blues and said, you better stop relaxing and push, I don’t want to tell you what is going to happen to you if he uses these. The nurses asked her to leave and she told them she wouldn’t and that she was a qualified midwife. My sister took over and made me push and when Lombe finally decided to come out my sister took him with no gloves and washed him and brought him to me. Lombe is not allowed to call her aunt its Mummy K because she says its her son. The Nurses forgave her and then she went home to rest. I didn’t have a painful birth I kept expecting more pain during birth, it was only after the stitches that I felt a bit of pain. Lombe weighed 3.8kg. It felt good to be a mother, I have always enjoyed my sleep and mom always laughed at the way I changed to attend to the baby. He is 22 now.
TRADITIONAL CHINESE BELIEFS ABOUT CHILDBIRTH
During pregnancy
In the early months of pregnancy, women should not do any heavy work or have sexual intercourse to avoid a miscarriage..
If a pregnant woman criticizes someone, the baby will look and act like the person criticized.
Since pregnancy is considered a “hot” condition, a pregnant woman should eat “cold” food to keep yin and yang balanced.
Eating shellfish could give the baby rashes while pineapple could cause miscarriages.
The shape and size of the belly could tell you if the baby is a boy or a girl. If the belly is “pointed,” it will be a boy; if “rounded,” a girl.
During labor and delivery
The pregnant woman's mother is present at the first delivery but not for subsequent ones.
The woman should try to be quiet during labor, as crying out will attract evil spirits to the new child.
The ideal position for labor is squatting. The baby will not have enough energy to come out if the mother is lying on her back.
Friday, 21 October 2011
Codes of Ethics- NAEYC and DEC
Codes of Ethics- NAEYC and DEC.
The three ideals that I find meaningful to my career in the NAEYC code of ethics are :
Ethical responsibility to children- 1-1.3
To recognize and respect the unique qualities, abilities and potential of each child.
Each child is unique indeed and can not be treated in a certain way, as an educator I need to find means to make each child in my care comfortable and happy. It is the educator’s duty to study each and every child’s learning style for instance and also understand weaknesses and find solutions to these.
Ethical responsibility to Families-1-2.3
To welcome all family members and encourage them to participate in the program.
It is a wonderful experience to see a child make progress when you work with the family, I think it gives the child assurance of the love and support and there is bound to be positive results.
Ethical responsibility to the colleagues – 1-3A.1
To establish and maintain relationships of trust, confidentiality, collaboration and co-operation with co workers.
This is something I am personally working on, I was trying to resolve an issue with my staff and the above ideal was my intention from the bottom of my heart, but the reaction I got from a colleague was very un expected and I thought about the principles relating to having concerns about professional behaviour and let her know but showing respect to her and in confidence had a discussion.
The three ideals that I find meaningful to my career in the DEC code of ethics are:
Professional Practice. Professional and interpersonal behaviour-
We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.
Families are not always prepared to have a disabled child and need support and information on the services provided and the condition of the child. We as educators need to advocate for even more help wherever possible.
Professional Development and Preparation
We shall engage in ongoing and systemic reflective inquiry and self assessment for the purpose of continuous improvement of professional performance and services to young children with disabilities and their families.
This ideal is important in that it would not be right to base your work with the children on guess work, one needs to improve on their skills and seek guidance where necessary.
Ethical and Evidence Based Practises
We shall rely upon evidence based research and interventions to inform our practice with children and families in our care.
As a professional I think this is the right way especially where people are relying on you for information and for the child’s progress
The three ideals that I find meaningful to my career in the NAEYC code of ethics are :
Ethical responsibility to children- 1-1.3
To recognize and respect the unique qualities, abilities and potential of each child.
Each child is unique indeed and can not be treated in a certain way, as an educator I need to find means to make each child in my care comfortable and happy. It is the educator’s duty to study each and every child’s learning style for instance and also understand weaknesses and find solutions to these.
Ethical responsibility to Families-1-2.3
To welcome all family members and encourage them to participate in the program.
It is a wonderful experience to see a child make progress when you work with the family, I think it gives the child assurance of the love and support and there is bound to be positive results.
Ethical responsibility to the colleagues – 1-3A.1
To establish and maintain relationships of trust, confidentiality, collaboration and co-operation with co workers.
This is something I am personally working on, I was trying to resolve an issue with my staff and the above ideal was my intention from the bottom of my heart, but the reaction I got from a colleague was very un expected and I thought about the principles relating to having concerns about professional behaviour and let her know but showing respect to her and in confidence had a discussion.
The three ideals that I find meaningful to my career in the DEC code of ethics are:
Professional Practice. Professional and interpersonal behaviour-
We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.
Families are not always prepared to have a disabled child and need support and information on the services provided and the condition of the child. We as educators need to advocate for even more help wherever possible.
Professional Development and Preparation
We shall engage in ongoing and systemic reflective inquiry and self assessment for the purpose of continuous improvement of professional performance and services to young children with disabilities and their families.
This ideal is important in that it would not be right to base your work with the children on guess work, one needs to improve on their skills and seek guidance where necessary.
Ethical and Evidence Based Practises
We shall rely upon evidence based research and interventions to inform our practice with children and families in our care.
As a professional I think this is the right way especially where people are relying on you for information and for the child’s progress
Saturday, 8 October 2011
Additional Course resoures
Three additional resources- early childhood ;
Early childhood
http://www.earlychildhood.com/
Experts provide articles in the early childcare field. This site provides ideas for projects and links and has a bulletin board for communicating with colleagues on specific issues.
EduPuppy
http://www.edupuppy.com
Provides a diverse set of links geared to preschool and primary grades. Links are categorized into over 50 subject areas, from content areas to professional concerns to support materials
ERIC Clearinghouse on Elementary and Early Childhood Education
http://www.eric.ed.gov
ERIC provides publications; research in early childhood education and assorted web links.
Early childhood
http://www.earlychildhood.com/
Experts provide articles in the early childcare field. This site provides ideas for projects and links and has a bulletin board for communicating with colleagues on specific issues.
EduPuppy
http://www.edupuppy.com
Provides a diverse set of links geared to preschool and primary grades. Links are categorized into over 50 subject areas, from content areas to professional concerns to support materials
ERIC Clearinghouse on Elementary and Early Childhood Education
http://www.eric.ed.gov
ERIC provides publications; research in early childhood education and assorted web links.
Course Resources for Early Childhood
• 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/
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/
Course Resources for Early Childhood
Course Resources – Early Childhood
• 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:/ 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
• 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:
o World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us
o World Organization for Early Childhood Education
http://www.omep-usnc.org/
• Association for Childhood Education International
http://acei.org/about/
National Association for the Education of Young Children
http://www.naeyc.org/
• 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:/ 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
• 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:
o World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us
o World Organization for Early Childhood Education
http://www.omep-usnc.org/
• Association for Childhood Education International
http://acei.org/about/
National Association for the Education of Young Children
http://www.naeyc.org/
Saturday, 1 October 2011
QUOTES ABOUT CHILDREN
QUOTES ABOUT CHILDREN
''Every child must be encouraged to get as much education as he has the ability to take.
We want this not only for his sake but for the nation's sake.''
President Lyndon Johnson
Annual message to the congress ( The presidential papers, item 9) 1965 Jan 12 Toward full educational opportunity
QUOTE BY LILIAN KATZ PhD. PUBLIC EARLY CHILDHOOD EDUCATOR
"Each of us must come to care about everyone else's children. We must recognize that the welfare of our children is intimately linked to the welfare of all other people's children. After all, when one of our children needs life-saving surgery, someone else's child will perform it. If one of our children is harmed by violence, someone else's child will be responsible for the violent act. The good life for our own children can be secured only if a good life is also secured for all other people's children."
Lilian Katz,
Director of the ERIC Clearinghouse for Early Childhood Education and
Professor of Early Childhood Education at the University of Illinois (Champaign-Urbana)
I would like to start our next staff meeting with these quotes and hope that these wise words will inspire my colleagues as they have inspired me.
I have learnt a great deal about President Johnson’s contribution to the programme Headstart. Professor Katz is an inspiration to many educators and this is one of the many quotes I would like to share on my Blog.
The Early Childhood Professional who spoke the DVD entitled The passion for early childhood
‘’ As a child, I always wanted to be a teacher’’ when she became a teacher she goes on to say, ‘’It was a joyful experience made me feel whole I had passion to make sure children were nurtured in the right environment.’’
Louise Derman-Sparks Professor Emeritus, Pacific Oakland
Sandy Escobido gets her motivation to work in the field of early childhood from her personal experiences as a child of immigrants from Latin America . ‘’ Seeing parent s when I attend parent teacher meetings, learning to write, and learning to speak and tell their stories regardless of all the challenges going on.’’
Sandy Escobido Deputy Field Director, Los Angelos Pre-School Advocacy Initiative, Carlifornia Community Foundation .
‘’Its not all about you, you have to take your ego out of it and think about whats best for this child and you care about them enough to help them transition to what comes next and whats best’’
Quote on wisdom by Renatta. M Cooper, LA County, Chie f Adminstrative Officer.
We worry about what a child will become tomorrow, Yet we forget that he is someone today.
~Stacia Tauscher
‘’It is not enough for the teacher to love the child. She must love and understand the universe. She must prepare herself and truly work at it.’’
Maria Montisorri
References
Maria Montesorri
Womenshistory.about.com/od/quotes/a/montisorri.htm
Quote Garden
www.quotegarden.com/children.html
Laureate Education, Inc. (Producer). (2010). The Passion for early childhood [Video webcast]. In Foundations of early childhood studies. Retrieved from http://www.courseurl.com
''Every child must be encouraged to get as much education as he has the ability to take.
We want this not only for his sake but for the nation's sake.''
President Lyndon Johnson
Annual message to the congress ( The presidential papers, item 9) 1965 Jan 12 Toward full educational opportunity
QUOTE BY LILIAN KATZ PhD. PUBLIC EARLY CHILDHOOD EDUCATOR
"Each of us must come to care about everyone else's children. We must recognize that the welfare of our children is intimately linked to the welfare of all other people's children. After all, when one of our children needs life-saving surgery, someone else's child will perform it. If one of our children is harmed by violence, someone else's child will be responsible for the violent act. The good life for our own children can be secured only if a good life is also secured for all other people's children."
Lilian Katz,
Director of the ERIC Clearinghouse for Early Childhood Education and
Professor of Early Childhood Education at the University of Illinois (Champaign-Urbana)
I would like to start our next staff meeting with these quotes and hope that these wise words will inspire my colleagues as they have inspired me.
I have learnt a great deal about President Johnson’s contribution to the programme Headstart. Professor Katz is an inspiration to many educators and this is one of the many quotes I would like to share on my Blog.
The Early Childhood Professional who spoke the DVD entitled The passion for early childhood
‘’ As a child, I always wanted to be a teacher’’ when she became a teacher she goes on to say, ‘’It was a joyful experience made me feel whole I had passion to make sure children were nurtured in the right environment.’’
Louise Derman-Sparks Professor Emeritus, Pacific Oakland
Sandy Escobido gets her motivation to work in the field of early childhood from her personal experiences as a child of immigrants from Latin America . ‘’ Seeing parent s when I attend parent teacher meetings, learning to write, and learning to speak and tell their stories regardless of all the challenges going on.’’
Sandy Escobido Deputy Field Director, Los Angelos Pre-School Advocacy Initiative, Carlifornia Community Foundation .
‘’Its not all about you, you have to take your ego out of it and think about whats best for this child and you care about them enough to help them transition to what comes next and whats best’’
Quote on wisdom by Renatta. M Cooper, LA County, Chie f Adminstrative Officer.
We worry about what a child will become tomorrow, Yet we forget that he is someone today.
~Stacia Tauscher
‘’It is not enough for the teacher to love the child. She must love and understand the universe. She must prepare herself and truly work at it.’’
Maria Montisorri
References
Maria Montesorri
Womenshistory.about.com/od/quotes/a/montisorri.htm
Quote Garden
www.quotegarden.com/children.html
Laureate Education, Inc. (Producer). (2010). The Passion for early childhood [Video webcast]. In Foundations of early childhood studies. Retrieved from http://www.courseurl.com
Sunday, 25 September 2011
thank you
thank you for all your encouraging words about my family. I enjoyed reading about all my colleagues families and learnt so much and how happy most families are.
Wednesday, 21 September 2011
Personal Childhood Web
I alwayssay that , I had a wonderful childhood. My parents divorced when I was a baby. My mum had to raise 4 children, help her sibblings to look after her mother and extended family. My mother never believed in self pity and I have learnt this from her, when she realised she wouldnt manage to look after the family on her salary, she went back to study. My sister was in boarding school and my brothers had the task of cooking for me and my granny, doing my homework with me as I was the youngest. When mum would arrive from her evening classes, she would then start knitting for hours stuff to sell to make sure our needs were met. She taught us to give and every family birthday and Christmas she would help us plan what we were going to give each other. She taught us to always look after our extended family especially if they were less fortunate than us. She comes from a very close family and has taught us that family is very important. My granny was my best friend, we did a lot of naughty things together like not telling mum we were selling mangoes to poor people when she was at work.
My sister always made sure I looked good and still does. She taught me to cook and look after the house.
My brothers have always been very protective of me. I am 50 and they still check up on me and want to know that I make the right decisoins about everything I do. My family have always made me feel so special.
My sister always made sure I looked good and still does. She taught me to cook and look after the house.
My brothers have always been very protective of me. I am 50 and they still check up on me and want to know that I make the right decisoins about everything I do. My family have always made me feel so special.
Sunday, 18 September 2011
My favourite childrens book.
My favourite childrens book is African Nursery Rhymes. It is abook about rhymes that have been reworked and illustrated by Liz Mills in the African context, it makes children laugh and makes them realise that there are rhymes in Africa.
Saturday, 17 September 2011
Tuesday, 13 September 2011
2nd week Early Childhood Studies -
I think am getting better but my son thinks am not making progress as quickly as i should. Today I understood the meaning of URL and RSS. I mean i see these abreviations and think I will never get that technical. I hope I will master the use of blogspots to share knowledge with colleagues.
Saturday, 10 September 2011
Deirdre: This is the first time I am studying on line and l...
Deirdre: This is the first time I am studying on line and l...: This is the first time I am studying on line and learning all these things like creating a blog, its exciting and am sure it will be great f...
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