A Note of Thanks & Support

Could it be signs of Spring already? This as been an amazing journey. Time seems to have passed rather quickly. They say, "time flies when you're having fun". It has been such a joy to be in the Foundations class for Early childhood Studies at Walden University with such wonderful people. I would like to thank everyone for their support and encouragement. Early childhood is so important and I know moving forward we are going to sing like the birds in Spring, to make changes,to make improvements,share accomplishments, and create new goals. I have learned so much and gained wisdom from all of my colleagues and my professor in this course. I hope that everyone I have been working with is able to continue their professional journey. I hope they can meet the needs of early learners across the nation and across the world one child at a time, one family at a time, or through one organization at a time. Now is our time and we can do this!
Thanks so much.

Examining Codes of Ethics

The Division for Early Childhood (DEC)
II. Professional Development and Preparation
2.We shall continually be aware of issues challenging the field of early
childhood special education an advocate for changes in laws, regulations,
and policies leading to improved outcomes and services for young children
with disabilities and their families.
National Association for the Education of the Young Child (NAEYC)
Section I - Ethical Responsibilities to Children
I-1.8 -- 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.
I-1.9 -- To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.

Inclusion comes to mind-a word often used but rarely without a teacher gritting her teeth at the thought. In early childhood, we get it all, inclusion at it's best. A child who's never been to grandma's, never been to daycare, church, the grocery, and a library (what's that). Mom and Dad, bother and sister may be all they know. For some even play can be difficult. I enjoy working with the pre-k special ed teacher on staff with me. We are able to share ideas to improve the education among all early childhood classrooms. I serve children with disabilities just as she does. If testing is needed then referrals are made but I try to exhaust all options first.
Speech, is big among the early childhood children. This is a challenge at this time among early childhood professionals. In pre-k to give speech services or not to give speech services, is it just developmental delays? It maybe it may not be. This year the students I work with that I felt needed help with speech beyond my ability to help are being tested. For the last five years help in speech as been hard to come by. I believe this students will benefit from this service and feel better about themselves because of it. These services and others are so important as this code of ethics states. We should continually stay informed about the laws and where we are headed so that services for young children with special needs remains available. In helping to make sure that happens we will need to advocate for the services we believe in. Inclusion is great but these students must not be cut short for lack of services.

NAEYC
Section I - Ethical Responsibilities to Children

I-1.6 -- To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children.
Assessment in the Pre-k classroom is very different from higher grades. It doesn't or shouldn't involve much sitting. (NO sitting and testing) Assessment should be age appropriate and done through play. Assessment through play allows students to learn through discovery, which is very age appropriate. Not only should students not be sitting but it is also important for the teacher to assess while interacting with the child during play or through play. I like to see what my students will come up with. Sometimes I get the most out of watching them write their name on the window in science, or build a whole city and then describe where they live through play with blocks. Another favorite is to watch them be me and to see them teach themselves or a friend how to count or say their alphabet. These moments are priceless. It is important for assessment to make sure you are teaching what they need. Also,to make sure you are able to get or give them the help they need.
I-1.7 -- To use assessment information to understand and support children's development and learning, to support instruction, and identify children who may need additional services.

NAEYC
Section II - Ethical Responsibilities to Families

1-2.7 -- To share information about each child's education and development with families and to help them understand and appreciate the current knowledge base of the early childhood profession.
Advocating for early childhood education is so important and the more people involved the better. At the beginning of the year I have this discussion with my parents. I explain that among the things they will be receiving, there may be things about early childhood and ways they can help to keep programs going. I encourage my parents to attend everything possible and I am a real stickler when it comes to parent/teacher conferences. The following ethical ideal states why I feel this way about the conferences. Although I send home newsletters they don't always get read. Even though we have events at school the parents don't always come. This is my chance to talk face to face, one on one with each parent and family to let them know, their child can do it and they are going to make it. I can also really stress the importance of being involved in their educational journey. I do this during these other times but their attention may not be with me then. I always tell them we are in this together and with there help and a joint effort their child will do great things. I truly believe this and I try to instill that belief in my families.
1-2.8 - To help family members enhance their understanding of their children and support the continuing development of their skills as parents.

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from
http://www.dec-sped.org/

Additional Resources

I have found these resources to be helpful in the classroom and in the early childhood field. I hope they are helpful to you as well. You may find a full list of resources on Early Childhood at the bottom of this page. They were given by Dr. Longo from Walden university. You will find these additions listed under Additional Resources below her list. Enjoy and Happy Researching!
* Kid Info
* Early Childhood News: The Professional Resource for Teachers and Parents
* Kids Health in the Classroom
* Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
* Technical Assistance Center on Social Emotional Intervention
* Stand for Children
* Family Involvement Makes a Difference

Words of Inspriration & Motivation

"Television viewing and video games are often a substitute for the fantasy playing and peer interactions of the past."
-Deborah J. Leong Ph.D                                         
Scaffolding Self-Directed Learning in the Primary Grades

"The challenge for early childhood educators at all levels is to ensure that our practices reflect this current knowledge while also staying true to our principles and core values - a challenge but also an opportunity."
- Susan Bredekamp Ph.D 
Staying True to our Principles

"Good teachers acknowledge and encourage children's efforts, model and demonstrate, create challenges and support children in extending their capabilities, and provide specific directions and instruction."
- Susan Bredekamp Ph.D
 Staying True to our Principles

"We as professionals in the Early Childhood field have an opportunity to shape a child's life for the better, and so that's what makes me passionate about this field."
- Sandy Escobido
                                                                                                    
"You got to take your ego out of it and thing about what's best for this child."
- Renatta M. Cooper

"Today my passion as a professional really is to bring my ideas in action, into changing policy, into practice, and influencing research."
- Leticia Lara LCSW
                                                                                                                              

                                                                                                                

Personal Childhood Web

If you are looking for my My Personal Childhood Web...
It is located on the right side of this page above my childhood picture. Click on Ginny's Childhood Web and it will open. It has been up for several days but I thought maybe some people that view my blog for a class might miss it.  I hope you enjoy!
My technology skills were challenged in creating this web but I did enjoy it.  These people really have touched my life in many ways.  There are also many others from my church family who I did not mention. I didn't mention them because I couldn't decide on just one or two.  Someone posted the quote "it takes a village to raise a child" well these are only 5 people from a very large village where I was loved and nurtured.

He Touched Me

I work with children how are living in environments where unfortunately guns are a part of their everyday lives.
I saw two boys playing in House Keeping one day with electric drills from the Tools center.  Of course it's ok if they fix something on the house but it's not ok to peek through the kitchen window and pretend to shoot at your classmates.
Well, knowing this is reality for this one boy I took him and the other aside to discuss the incident.

Teacher: What were you doing? Were you playing like you had a gun? And do we play like that?
Student: Quiet at first.  The boys said yes, and said no we are not suppose to play like that.
Teacher: Do you know what happens when you shoot someone? Have you seen someone with a gun?
Student: Very quiet now.  They bleed, they get hurt.  My uncle brought one over, and my dad has one.
Teacher: Neither boy said the person would die.  Well, die isn't a vocabulary word widely used around young children.  Yet this is reality.
We discussed how they might die and we discussed what would happen to that person that shot them.  They would go to prison.   They would both be missed by their mom's or family because they would  not live at their home anymore.
This brought it home to these boys thinking about how there mom would feel if they weren't at home.  Also, how they would feel if they never got to see that person that cares about them, feeds them, loves them.  We talked about how the person who was shot's family would feel.
We also discussed as we had previously what to do if we see someone who wants to play with a gun. 

You have to make it reality for kids even though they are kids.  I had a friend ask don't you think it was a little harsh to say they might die. I said no because that's reality.  TV sugar coats it we have to make it real before they do and are faced with it.

Well, he touched me. You never know if what you say will sink in you only hope.
Student to student.

Boy1 who was in previous discussion: 

Mrs. Ginny says we don't play with guns. Do you know what happens if you shoot someone.
Boy2: Puts gun down.
Boy1: continues to explain in his own words.

We don't always over hear or see where we've helped a child but in this case I was able to.  I hold this story close to my heart because I grew up with gunfire outside my window at night in an inner city. I hope in this child's life and others it will make a difference. 

Children's Books x2

 "The Crayon Box That Talked" by Shane DeRolf

I first learned of this story when completing a project for a teaching diversity class as an undergrad student.  It wasn't until I started teaching that I found it as a book.  My classroom theme was crayons at the time so this book worked in perfectly at back to school time and on several other occasions.  The children love the colorful pictures. It can be a good way to find out their favorite color and why it is their favorite.
This is a wonderful book that illustrates how we are all different and unique, like a box of crayons. In the beginning of the story a young girl buys the box of crayons and takes it home.  None of the crayons get a long.  She colors a picture and in the end the crayons like each other and have worked together (through her coloring with them) to create a beautiful picture.  The last words say it all, "We are a box of crayons each one of us unique but when we get together the picture is complete". 

"Charlie the Caterpillar" by Dom Deluise

This one falls along the lines of friendship and also sees people as unique.  I first read this during a lesson on butterflies.  This book is about much more than butterflies and it really touches the heart of students.  Students can sometimes relate to animals or crayons like in the above book more so than people.  

In this story Charlie is a caterpillar and although I think he is really cute and fuzzy the characters in the book do not feel the same way.  Charlie tries to make friends with everyone and they call him names and tell him he can't play.  This is very real for young children.  In the end he of course changes to a beautiful butterfly and they all want to become his friend.  He remembers how he was treated by them and just floats about without giving in to their new kindness.  He meets up with anther (girl) caterpillar who is having his same luck with friends.  They become friends and all is well.  

In both of these stories there are lessons that can be learned and lots of discussion that can take place. Lots of discussion about feelings, friends, and social behavior come from these books and often when children see a similar behavior being acted out they refer to the books. For example when someone says, "I'm not your friend, or I don't want to play with you".  These books can help young children to work through those difference and make good choices and good friends.  I always enjoy reading these to my students and they never tire of hearing them.  They ask for them over and over again.