There are many benefits when one collaborate with colleagues at any level. As part of the learning activities in the course, I developed a collaborative relationship with a colleague from South Africa, the experience has been both revealing and beneficial, giving me a cherished opportunity of learning about the international early childhood field with particular reference to South Africa. My personal and professional growth has been extraordinarily great as a result of the interaction.
The consequences of engaging in such professional learning for me include acquisition of skills and strategies needed for effective and professional communication across culture; development of strategies and skills that help in working successfully with international colleagues; and enhancement of greater creativity- I have through the interaction been able to modify my professional goals in a tandem with my passion. I also discovered that such interaction can boost one's sense of competence and confidence as it enhances ones academic skills, increases one's knowledge base of issues in the field, and helps in enlarging one's perspective.
In a rapidly changing and highly globalised world, issues and trends in early education childhood field among nations of the world are more similar than different which makes international collaboration between practitioners in the field necessary and of tremendous benefits to practitioners and the field. The world is fast becoming a global village and the problems surrounding a field in one country are often issues in other countries as well ( Smith 2001). From learning and awareness got through such collaboration, an important window for globally looking at common issues and trends might be opened and might form a vital part or starting point of problem-solving globally.
References:
Smith, D. (2001). Collaborative research: Policy and management of knowledge creation in UK universities. Higher Education Quarterly, 55(2), 131-157
Thursday, December 22, 2011
Friday, December 16, 2011
GETTING TO KNOW YOUR INTERNATIONAL CONTACT-PART 3
The importance of early childhood care and education is known to all, however, what makes this meaningful is for all families and indeed all children to have equal access to the best programs. As early childhood education is about laying a sound intellectual, psychological, emotional, social, and physical foundation for development and lifelong learning, making quality program accessible and affordable to all children would make it of great benefits to the society as a whole, a child that is left untrained today is a potential danger not only to himself/herself but to the society as a whole. It is at the early childhood period that children develop their basic values, attitudes, skills, behaviours and habits, which may be long lasting.
I have a passion for the education of the children of the poor. I grew up in an environment where poverty level is high, where children education is considered a luxury and where most children see their chance of been educated an impossibility and where lots of potential has been lost. My professional goal therefore is to have an NGO that focus on reaching out to these children and make education available to them. My plan is to go back to Nigeria after my retirement and start the NGO and have an early childhood care and education centre.
My International contact, Rebbecca Moyo is also into a similar project in South Africa and I have been talking to her and getting some ideas from her that can be useful. I will also explore possible area of assistance and collaboration with her organisation. This week I asked her some questions based on the assignment for the week, her responses to those questions are produced below:
Question 1 : What issues regarding quality and early childhood professionals are being discussed in South Africa?
Response: One of the major issues being discussed is how practitioners in the field will be able to meet the unique situation of children in South Africa- a large percentage of age 0-5 children in South Africa are experiencing poverty and other challenges occasioned by HIV pandemic. So one of the issues on the table is how to provide support and training for professionals in the field of early childhood education in order for them to be able to meet not just the educational needs of these children but also their health, psychological, social, and emotional needs.
Question 2 : What opportunities and/or requirements for professional development exist?
Response: Quite a lot. There are on going professional development programs aimed at attracting and retaining quality professionals into the field. On the government part, the department of education trained more than 15,000 practitioners and support staff in 2008, while the department of labour trained more than one thousand support staff such as cooks and gardeners in the same period. There are also professional development opportunities and training provided by non-government organisations, one of such is Training and Resources in Early Education (TREE), the organisation runs course-based, family based, and community based programs.
Question 3 : What are some of your professional goals:
Response: Having worked in my active career life with children, my goal (and am pursuing it passionately and vigorously) is to build and run a school that cater for children that became orphans due to the loss of their parents to AIDS scourge.
Question 4: What are some of your professional hopes, dreams, and challenges?
Response : My hope is to see a South Africa where all children have access to quality care and education, I sincerely believe we cannot have a country of our dream and that of our founding fathers until that is first achieved. My major challenges so far has been in the area of support, especially financial support.
Credit
Rebbecca Moyo (Personal Communication, December 16, 2011).
I have a passion for the education of the children of the poor. I grew up in an environment where poverty level is high, where children education is considered a luxury and where most children see their chance of been educated an impossibility and where lots of potential has been lost. My professional goal therefore is to have an NGO that focus on reaching out to these children and make education available to them. My plan is to go back to Nigeria after my retirement and start the NGO and have an early childhood care and education centre.
My International contact, Rebbecca Moyo is also into a similar project in South Africa and I have been talking to her and getting some ideas from her that can be useful. I will also explore possible area of assistance and collaboration with her organisation. This week I asked her some questions based on the assignment for the week, her responses to those questions are produced below:
Question 1 : What issues regarding quality and early childhood professionals are being discussed in South Africa?
Response: One of the major issues being discussed is how practitioners in the field will be able to meet the unique situation of children in South Africa- a large percentage of age 0-5 children in South Africa are experiencing poverty and other challenges occasioned by HIV pandemic. So one of the issues on the table is how to provide support and training for professionals in the field of early childhood education in order for them to be able to meet not just the educational needs of these children but also their health, psychological, social, and emotional needs.
Question 2 : What opportunities and/or requirements for professional development exist?
Response: Quite a lot. There are on going professional development programs aimed at attracting and retaining quality professionals into the field. On the government part, the department of education trained more than 15,000 practitioners and support staff in 2008, while the department of labour trained more than one thousand support staff such as cooks and gardeners in the same period. There are also professional development opportunities and training provided by non-government organisations, one of such is Training and Resources in Early Education (TREE), the organisation runs course-based, family based, and community based programs.
Question 3 : What are some of your professional goals:
Response: Having worked in my active career life with children, my goal (and am pursuing it passionately and vigorously) is to build and run a school that cater for children that became orphans due to the loss of their parents to AIDS scourge.
Question 4: What are some of your professional hopes, dreams, and challenges?
Response : My hope is to see a South Africa where all children have access to quality care and education, I sincerely believe we cannot have a country of our dream and that of our founding fathers until that is first achieved. My major challenges so far has been in the area of support, especially financial support.
Credit
Rebbecca Moyo (Personal Communication, December 16, 2011).
Friday, December 9, 2011
SHARING WEB RESOURCES 3
All the web sites I have explored have been unequivocal in the praise and support for early childhood care and education. This is not surprising as evidences abound that experiences a child had in the early years has profound consequences on the child later on in life. Studies have shown how patterns of experience a child had in the early years have had long-term impacts on the social and cognitive development of the child. However, it must be stressed that the much talked about gains of early childhood care and education such as returns in human capital development, better social development, fewer drop-outs etc can only make sense and be felt by the society if programs been provided are of high quality and can be accessible by all children- their social, religious and cultural backgrounds and physical differences notwithstanding.
The last website that I visited was that of Eurochild at www.eurochild.org. Eurochild is a network of organizations and individuals working in Europe to improve the quality of life of children and young people. Eurochild's activities are underpinned by the principles enshrined in the United Nations Convention on the Rights of the Child and is being funded by the European Commission within the Progress Program. From the site I was able to assess conclusions made at the 3090th Education, Youth, Culture and Sport Council meeting held in Brussels between 19th and 20th May, 2011. Stressing the importance of early childhood education, the council, among other conclusions recognizes the need for a provision of a generalized equitable access to high quality early childhood education and care as a strong contributing factor to the success of Europe 2010 strategy.
One important new insight about issues and trends in early childhood education that I got from exploring this site is that of the need to increase the proportion of men in early childhood education and care programs. I have never given this a thought before now, albeit, it is the tradition and implied practice in some schools that only women can provide education and care for young children. I now remember how parents kicked against a male teacher that was employed in my former school to teach at the preschool level- he was eventually moved to grade 1. Having role models of both sexes is good for children and helps their development, it can help break gender stereotyped feelings and perceptions. A care center or school composed of both sexes will widening children's experience and will make a positive statement about reduced gender segregation in the labor market.
Sources:
www.eurochild.org
http://www.consilium.europa.eu/Newsroom
The last website that I visited was that of Eurochild at www.eurochild.org. Eurochild is a network of organizations and individuals working in Europe to improve the quality of life of children and young people. Eurochild's activities are underpinned by the principles enshrined in the United Nations Convention on the Rights of the Child and is being funded by the European Commission within the Progress Program. From the site I was able to assess conclusions made at the 3090th Education, Youth, Culture and Sport Council meeting held in Brussels between 19th and 20th May, 2011. Stressing the importance of early childhood education, the council, among other conclusions recognizes the need for a provision of a generalized equitable access to high quality early childhood education and care as a strong contributing factor to the success of Europe 2010 strategy.
One important new insight about issues and trends in early childhood education that I got from exploring this site is that of the need to increase the proportion of men in early childhood education and care programs. I have never given this a thought before now, albeit, it is the tradition and implied practice in some schools that only women can provide education and care for young children. I now remember how parents kicked against a male teacher that was employed in my former school to teach at the preschool level- he was eventually moved to grade 1. Having role models of both sexes is good for children and helps their development, it can help break gender stereotyped feelings and perceptions. A care center or school composed of both sexes will widening children's experience and will make a positive statement about reduced gender segregation in the labor market.
Sources:
www.eurochild.org
http://www.consilium.europa.eu/Newsroom
Thursday, December 1, 2011
MY INTERNATIONAL CONTACT 2
I want to start this week's posting by expressing my appreciation to Rebbecca, my international contact, for being such a wonderful and nice person. Within two weeks of my contacting and getting to know her, she has not only offered me highly informative and rich insights into early childhood programs and practices in South Africa, she has also become a caring and loving friend. Just this morning, she sent me an SMS wishing me “happy new month of December.”
In my discussions with Rebbecca on phone yesterday I asked her about the state of early childhood education in South Africa and what is the future of the child in South Africa in relationship with quality of programs and equal educational opportunities for all children. After our discussions she sent additional information through e mail and gave me the website and physical address of South Africa's Centre for Early Childhood Development.
According to Rebbecca, greater efforts has been concentrated on education after transition to democratic government in South Africa, government has introduced lot of initiatives and programs aimed at improving access, equity and quality. Government has increased funding, and took steps to bridge the achievement gap and stopped the system where funding is based on race.
For early childhood, the Early Childhood Development is the term used as general classification for the process and program through which children from ages 0 to 9 grow, flourish, and develop socially, physically, morally, and cognitively. The purpose is to protect the child's right to education and development in all domains. The Centre for Early Childhood Development based in Western Cape but with regional offices all over South Africa, coordinate and regulate early childhood education programs in South Africa.
As a measure of quality, all early childhood practitioner were given till 31 July, 2011 to register with the South African Council of Educators (SACE), there are conditions and standards to be met before they are registered and once they are registered, they are bound by the council's code of professional ethics. After 31 July, 2011 all unregistered day care, creche, and any other such programs are considered illegal and they face government sanction.
Despite all these efforts, the quality of schooling for children and accessibility in South Africa leaves much to be desired when properly assessed. For example, more than 50% of children still do not have access to any form of ECD. The good thing is that the government and the centre for early childhood development are aware of this and are making efforts at meeting the needs of South Africa's youngest children through a range of programs to children, families, educators, and communities. One of these programs is Little Village Early Learning Program through which (at the pilot stage) 100 early childhood educators and 1,884 children were provided with valuable learning materials. With such efforts there is hope for the child in South Africa and the cycle of poverty which is the greatest challenge that children face in South Africa will be broken.
Source:
Rebbecca Moyo (personal communication, November 30, 2011).
In my discussions with Rebbecca on phone yesterday I asked her about the state of early childhood education in South Africa and what is the future of the child in South Africa in relationship with quality of programs and equal educational opportunities for all children. After our discussions she sent additional information through e mail and gave me the website and physical address of South Africa's Centre for Early Childhood Development.
According to Rebbecca, greater efforts has been concentrated on education after transition to democratic government in South Africa, government has introduced lot of initiatives and programs aimed at improving access, equity and quality. Government has increased funding, and took steps to bridge the achievement gap and stopped the system where funding is based on race.
For early childhood, the Early Childhood Development is the term used as general classification for the process and program through which children from ages 0 to 9 grow, flourish, and develop socially, physically, morally, and cognitively. The purpose is to protect the child's right to education and development in all domains. The Centre for Early Childhood Development based in Western Cape but with regional offices all over South Africa, coordinate and regulate early childhood education programs in South Africa.
As a measure of quality, all early childhood practitioner were given till 31 July, 2011 to register with the South African Council of Educators (SACE), there are conditions and standards to be met before they are registered and once they are registered, they are bound by the council's code of professional ethics. After 31 July, 2011 all unregistered day care, creche, and any other such programs are considered illegal and they face government sanction.
Despite all these efforts, the quality of schooling for children and accessibility in South Africa leaves much to be desired when properly assessed. For example, more than 50% of children still do not have access to any form of ECD. The good thing is that the government and the centre for early childhood development are aware of this and are making efforts at meeting the needs of South Africa's youngest children through a range of programs to children, families, educators, and communities. One of these programs is Little Village Early Learning Program through which (at the pilot stage) 100 early childhood educators and 1,884 children were provided with valuable learning materials. With such efforts there is hope for the child in South Africa and the cycle of poverty which is the greatest challenge that children face in South Africa will be broken.
Source:
Rebbecca Moyo (personal communication, November 30, 2011).
Saturday, November 26, 2011
SHARING WEB RESOURCES 2
In the first days of this course I had visited the website of the National Black Child Development Institute. My interest in the website was based on the fact that the Institute was conceived and still run as an advocacy group for the development and promotion of strategies aimed at improving the life circumstances of the Black child through policy change. In my past post, I had mentioned the aims and goals of the Institute and in addition mentioned one issue that was of particular interest to me: the black - white test score gap in America's public school system. The information from the website about test gap got me thinking and made me see things clearly thus realizing the need to close the black-white test score gap as the best of indicator of the promotion of racial equality in the United States.
On my visit to the website again this week, I found an interesting and highly informational section of the site- the CHILD TALK section of the site. This section can be assessed through the Initiative menu and it has many highly researched articles which provide a range of information for professionals, families and centers with young children on topics related to their health and well-being. Two of such articles are “Being Healthy is Fun” and “How can Children be Obese and Hungary At The Same Time?” It may be surprising, but the truth is that hunger and
obesity can exist together in the same child, adult,
family or community (Johnson-Askew, 2011). I found this a hard pill to swallow but Dr Johnson-Askew, using many researches in the field of Science, Medicine, and Nutrition shows the connecting dots between obesity and hunger.
The issue of obesity among children deserves the attention and action of all in view of the health implication for the children and the society. This is the focus of the article “Being Healthy Is Fun” the article focus on programs making the difference in improving the health of children and
families in communities across America. One of such program is Donna
R. Joyner Foundation “GROW Green Get Fit”
curriculum
. The GROW Green Get Fit program aims to instill into
children the virtues of a healthy and positive lifestyle
based upon 5 key seeds of growth:
• Seed 1 – Physical activity 5 days a week will help our
bodies get stronger
• Seed 2 – We can grow 5 fruits and vegetables
ourselves
• Seed 3 – We can eat 5 fruits and vegetables each day
to practice eating healthier
• Seed 4 – Each week we can do 5 things to help others
• Seed 5 – we can volunteer to help others 5 times this
year.
This program involves activities that will in addition to bringing movement and nutrition
awareness into the classroom give children the
opportunity to plant and watch a garden grow as they
and their parents work together to bring a message that a
meal can be good and still bless your heart.
Sources:
National Black Child Development Institute http://nbcdi.org/
http://nbcdi.org/blog/2010/08/27/child-health-talk
On my visit to the website again this week, I found an interesting and highly informational section of the site- the CHILD TALK section of the site. This section can be assessed through the Initiative menu and it has many highly researched articles which provide a range of information for professionals, families and centers with young children on topics related to their health and well-being. Two of such articles are “Being Healthy is Fun” and “How can Children be Obese and Hungary At The Same Time?” It may be surprising, but the truth is that hunger and
obesity can exist together in the same child, adult,
family or community (Johnson-Askew, 2011). I found this a hard pill to swallow but Dr Johnson-Askew, using many researches in the field of Science, Medicine, and Nutrition shows the connecting dots between obesity and hunger.
The issue of obesity among children deserves the attention and action of all in view of the health implication for the children and the society. This is the focus of the article “Being Healthy Is Fun” the article focus on programs making the difference in improving the health of children and
families in communities across America. One of such program is Donna
R. Joyner Foundation “GROW Green Get Fit”
curriculum
. The GROW Green Get Fit program aims to instill into
children the virtues of a healthy and positive lifestyle
based upon 5 key seeds of growth:
• Seed 1 – Physical activity 5 days a week will help our
bodies get stronger
• Seed 2 – We can grow 5 fruits and vegetables
ourselves
• Seed 3 – We can eat 5 fruits and vegetables each day
to practice eating healthier
• Seed 4 – Each week we can do 5 things to help others
• Seed 5 – we can volunteer to help others 5 times this
year.
This program involves activities that will in addition to bringing movement and nutrition
awareness into the classroom give children the
opportunity to plant and watch a garden grow as they
and their parents work together to bring a message that a
meal can be good and still bless your heart.
Sources:
National Black Child Development Institute http://nbcdi.org/
http://nbcdi.org/blog/2010/08/27/child-health-talk
Sunday, November 20, 2011
MY INTERNATIONAL CONTACT
After more than two weeks of waiting to get response from my initial contacts and with no response coming from any of them, I decided to contact a former colleague in South Africa to help me. Luckily for me, he linked up with a friend of his by the name Rebbecca Moyo. Rebbecca Moyo taught at preschool and elementary levels for 29 years before she retired two years ago to start an NGO together with the husband. Their attention has been on helping children who lost their parents as a result of the AIDS scourge and those who have been invested with AIDS. They plan to start a school soon to cater for these children from preschool to secondary school.
Poverty is a great problem facing many African countries. South Africa, though ranked as an upper-middle income economy by the World Bank is still trying to break the grip of poverty more than a decade after transition from apartheid. From my discussion with Rebbecca, more than 40% South Africans are living in poverty. Though the poor are mostly blacks, there has been an increased in the numbers of whites that are living in poverty in recent years. Rebbecca mentioned that there are now squatter camps for Afrikaners (White South Africans) and the population of the dwellers is growing steadily. She mentioned a particular camp named Coronation Park that housed close to 500 white squatters. This clearly shows that poverty is a general human issue not necessarily racial.
According to Rebbecca more than 5 million South Africans are living with AIDS and that about 200,000 died of AIDS yearly. South Africa’s HIV and AIDS epidemic is having a devastating effect on children in a number of ways. Some have become orphans, some have dropped out of school, and many has become “child parent” a phrase she used to describe young children that have taken up the responsibility of taking care of their younger ones as a result of the death of their parents. As a result of poverty and lost of one or both parents due to AIDS, more children are being removed from school- either to stay at home to care for the sick or to work in order to care for themselves or supplement the family income.
In my next discussion with Rebbecca, I would be asking her about cultural responsiveness in South Africa school in view of the pluralistic nature of the society and other issues that has to do with early childhood education.
Poverty is a great problem facing many African countries. South Africa, though ranked as an upper-middle income economy by the World Bank is still trying to break the grip of poverty more than a decade after transition from apartheid. From my discussion with Rebbecca, more than 40% South Africans are living in poverty. Though the poor are mostly blacks, there has been an increased in the numbers of whites that are living in poverty in recent years. Rebbecca mentioned that there are now squatter camps for Afrikaners (White South Africans) and the population of the dwellers is growing steadily. She mentioned a particular camp named Coronation Park that housed close to 500 white squatters. This clearly shows that poverty is a general human issue not necessarily racial.
According to Rebbecca more than 5 million South Africans are living with AIDS and that about 200,000 died of AIDS yearly. South Africa’s HIV and AIDS epidemic is having a devastating effect on children in a number of ways. Some have become orphans, some have dropped out of school, and many has become “child parent” a phrase she used to describe young children that have taken up the responsibility of taking care of their younger ones as a result of the death of their parents. As a result of poverty and lost of one or both parents due to AIDS, more children are being removed from school- either to stay at home to care for the sick or to work in order to care for themselves or supplement the family income.
In my next discussion with Rebbecca, I would be asking her about cultural responsiveness in South Africa school in view of the pluralistic nature of the society and other issues that has to do with early childhood education.
Friday, November 11, 2011
SHARING WEB RESOURCES
For the second part of last week's assignment I visited the website of the National Black Child Development Institute.Conceived as an advocacy group by the Black Women’s Community Development Foundation, the Institute aims at creating a unified voice that will develop and promote strategies to improve the life circumstances of the Black child through policy change. The focus of the Institute is on early childhood education, child welfare, elementary and secondary education, and health and the mission statement is “To improve and advance the lives of black children and their families through education and advocacy."
In order to accomplish its mission, the Institute provides material and disseminate important information to all individuals who work directly with children, in particular child care professionals, educators, parents, social workers and academicians. Additionally, the Institute provides direct services at the local level through its nationwide affiliate network composed of volunteers, who work in concert with the Institute to improve child welfare services, provide access to universal early care and education, build family support services, and provide vital information on children's health.
One current issue that caught my attention is the 2011 National Assessment of Educational Progress report that was released on November 1. It is noteworthy that there is still a 25 point score gap between Black and White students, though there is a slight decrease from what the score was in 2009 (26 points) and a remarkable improvement of what the score was in 1994 when it was 38 points there is need to pay more attention to the black -white test score gap. Probably, closing the black-white test score gap will be the best of indicator of the promotion of racial equality in the United States.
Resources:
National Black Child Development Institute
http://nbcdi.org/
In order to accomplish its mission, the Institute provides material and disseminate important information to all individuals who work directly with children, in particular child care professionals, educators, parents, social workers and academicians. Additionally, the Institute provides direct services at the local level through its nationwide affiliate network composed of volunteers, who work in concert with the Institute to improve child welfare services, provide access to universal early care and education, build family support services, and provide vital information on children's health.
One current issue that caught my attention is the 2011 National Assessment of Educational Progress report that was released on November 1. It is noteworthy that there is still a 25 point score gap between Black and White students, though there is a slight decrease from what the score was in 2009 (26 points) and a remarkable improvement of what the score was in 1994 when it was 38 points there is need to pay more attention to the black -white test score gap. Probably, closing the black-white test score gap will be the best of indicator of the promotion of racial equality in the United States.
Resources:
National Black Child Development Institute
http://nbcdi.org/
Saturday, November 5, 2011
Establishing Professional Contacts and Expanding Resources.
Connecting with professionals and groups in one's field offers a lot of benefits such as expansion of one's knowledge base and effectiveness. Through such connections one is also able to identify best practices.Learning from what others do is a valuable strategy for professional development in all fields.
I found the aims and purposes of the Global For Alliance for the Education of Young Children to be in line with the purpose of this week's blog assignment and I have written letters to six contact addresses of participating members from different continents apart from America. As at now I am yet to get a response from any. I sincerely hope I would get at least two favourable responses, otherwise, I might be considering the alternative option in the assignment.
For the second aspect of this week assignment which is the expansion of our resources in the field of early childhood education, I visited the website of National Black Child Development Institute. I have subscribed to the institute newsletter, updates, and alerts and might be applying for membership of the institute.
I found the aims and purposes of the Global For Alliance for the Education of Young Children to be in line with the purpose of this week's blog assignment and I have written letters to six contact addresses of participating members from different continents apart from America. As at now I am yet to get a response from any. I sincerely hope I would get at least two favourable responses, otherwise, I might be considering the alternative option in the assignment.
For the second aspect of this week assignment which is the expansion of our resources in the field of early childhood education, I visited the website of National Black Child Development Institute. I have subscribed to the institute newsletter, updates, and alerts and might be applying for membership of the institute.
Friday, October 14, 2011
MY SUPPORTS
Support is a very broad word and it can mean different things to different people. For me, when I talked about my supports, I am referring to people, things: both natural and man made that provide help for me and make my life easier. A supportive person to me is somebody I can count on to help me, that cares about what happens to me, that believes in me, that sticks with me in time of challenges, that is reliable and that gives me hope. Materials I work with, that I used for instruction in my classroom are also considered to be part of my supports, equally as well and going by my perception of what my supports are, I considered the air I breath, the water I drink as part of my support.
“There is nothing better than the encouragement of a good friend.” Katharine Hathaway. My husband and children are my supports at home, with their support I am able to get on- not only at home but even with my work. My husband believes in me, my children give me hope, they all care about what happens to me. It will be extremely difficult for me to live without my husband, he is not only caring and very supportive, he is a practical person and an encourager. When I am stuck with idea to use in my classroom or face with a challenge, I know talking with my husband goes a long way to provide needed lift for me to be back on track. Even with my graduate program, he is both the initiator and my greatest support. Recently I lost my major financial support for the program but my husband has not only sustained payment he has been encouraging me and has gone round to create other avenues for provision of finance for the program.
My children are my source of inspiration and motivation. I realised with this assignment how my first daughter has been so wonderful, she ensures I have enough time to do my assignments on weekends, get the house well organised on Sundays so that I would have a good start on Mondays and have a stress free week, as she always says, “mum is at her best when she is not stressed, so folks, lets make this week stress-free for mum.” I also enjoy tremendous support form my colleagues in my school, they are people I can discuss ideas with, get positive comments from, and that I can rely on for sincere, genuine, and helpful criticism. I know without these human support, life would be a bit challenging and boring for me and I may not be able to accomplish or do some of the things I am doing.
Even with good health, good people around us, there are things provided by nature and made by man without which we may feel incomplete emotionally, physically, and practically. The roof over my head, the air I breath, and the water I drink are among numerous blessings I enjoyed and that offer support which I am thankful for. Also my computer and other electronic devices are among man made materials that offer valuable support to me. Would I have been able to do this program without my computer? Before my enrolment at Walden University, I have tried to do my graduate program in two traditional Universities but it has been met with serious challenges due to demand from work and pressure from home.
“A man wrapped up in himself makes a small bundle. ” Benjamin Franklin. Love, understanding, care, and emotional support are key elements for any human being to find strength to carry on in life. Those who cannot find emotional support from people and do not get support from nature and man made materials may be going through a lot, it will not be out of place to say they are fading away.
“There is nothing better than the encouragement of a good friend.” Katharine Hathaway. My husband and children are my supports at home, with their support I am able to get on- not only at home but even with my work. My husband believes in me, my children give me hope, they all care about what happens to me. It will be extremely difficult for me to live without my husband, he is not only caring and very supportive, he is a practical person and an encourager. When I am stuck with idea to use in my classroom or face with a challenge, I know talking with my husband goes a long way to provide needed lift for me to be back on track. Even with my graduate program, he is both the initiator and my greatest support. Recently I lost my major financial support for the program but my husband has not only sustained payment he has been encouraging me and has gone round to create other avenues for provision of finance for the program.
My children are my source of inspiration and motivation. I realised with this assignment how my first daughter has been so wonderful, she ensures I have enough time to do my assignments on weekends, get the house well organised on Sundays so that I would have a good start on Mondays and have a stress free week, as she always says, “mum is at her best when she is not stressed, so folks, lets make this week stress-free for mum.” I also enjoy tremendous support form my colleagues in my school, they are people I can discuss ideas with, get positive comments from, and that I can rely on for sincere, genuine, and helpful criticism. I know without these human support, life would be a bit challenging and boring for me and I may not be able to accomplish or do some of the things I am doing.
Even with good health, good people around us, there are things provided by nature and made by man without which we may feel incomplete emotionally, physically, and practically. The roof over my head, the air I breath, and the water I drink are among numerous blessings I enjoyed and that offer support which I am thankful for. Also my computer and other electronic devices are among man made materials that offer valuable support to me. Would I have been able to do this program without my computer? Before my enrolment at Walden University, I have tried to do my graduate program in two traditional Universities but it has been met with serious challenges due to demand from work and pressure from home.
“A man wrapped up in himself makes a small bundle. ” Benjamin Franklin. Love, understanding, care, and emotional support are key elements for any human being to find strength to carry on in life. Those who cannot find emotional support from people and do not get support from nature and man made materials may be going through a lot, it will not be out of place to say they are fading away.
Saturday, October 1, 2011
MY CONNECTION TO PLAY
“Play is a right of all children because it is vital for their development and well-being.”
United Nations
“Children's natural energy and enthusiasm can be channelled into experiences where they learn about their bodies, about themselves, and how to cope with others when they are sharing in movement, games, and skill based activities.”
Australian Sports Commission
PLAY is important for children because it helps them to develop physically, intellectually, emotionally, socially and spiritually in a more robust way. Through play, children have opportunities to experience delight, display their understanding of the world around them and to unleash their imagination. They may also express their feelings such as love, grief, and loss through play and come to better understand things that trouble or confuse them.
Growing up was fun for me and playing was part of it. My childhood was in a culture where children are expected to play on a daily basis because of the believe that play, especially traditional games develop fundamental skills and good character in a child. Though boys and girls were not allowed to play together, there were enough age and gender appropriate games and play types for each gender. The importance attached to play in my growing-up years can be seen in the way parents react if their child is not playing, it is taken that something is terribly amiss with that child and as such parents are worried and troubled.
I can still remember how mum will drop me off at grand ma's place and how I played with other
children that were with her, she ran a kind of charitable day care then. Apart from toys that I normally go with, grand ma's house was full of toys that most times I do not unpacked my bag to get my toys as there were enough toys for me to play with. In addition to toys, there was a big space that we used for outdoor activities such as sand plays, water games, climbing, planting, driving and so on. For my grand mother, play remains the most important tool for children's education and healthy development. I could remember how my mother will always tell her that she brought some books for me to read and she should make sure I read them and she would countered her that what I need for brain development and healthy growth is play
Though my dad and mum were working when I was growing up, they encouraged my playing by buying toys for me, albeit I have regulated time to use my toys. Dad always found time, especially on weekends to sit down and play with me, most times he initiated games and activities that we are to do. One way my dad encouraged and motivated me in playing some games was that any time I won or played well he rewarded me with a gift which used to be my favourite -chocolate.
Despite the many benefits that play offers for children as shown by research, time for play is been reduced for children. Even at schools, child centred/play-based learning is been rejected in favour of adult-directed, instruction-based learning. Bradon (2002) gave the example of a case whereby the science, art, and
dramatic play areas a public school kindergarten
teacher envisioned in her classroom were prohibited by school administrators who “expected
preschoolers” to sit all day at desks, go without
recess so that they can learn to read by year’s end.
As an adult, I found play to be of great benefits. When I play with my son, not only is he happy, he equally develops skills, discovers some things and learn some social skills. And for me, I always finds it a refreshing time, a better way to prevent boredom, and a way of reducing stress.
United Nations
“Children's natural energy and enthusiasm can be channelled into experiences where they learn about their bodies, about themselves, and how to cope with others when they are sharing in movement, games, and skill based activities.”
Australian Sports Commission
Growing up was fun for me and playing was part of it. My childhood was in a culture where children are expected to play on a daily basis because of the believe that play, especially traditional games develop fundamental skills and good character in a child. Though boys and girls were not allowed to play together, there were enough age and gender appropriate games and play types for each gender. The importance attached to play in my growing-up years can be seen in the way parents react if their child is not playing, it is taken that something is terribly amiss with that child and as such parents are worried and troubled.
I can still remember how mum will drop me off at grand ma's place and how I played with other
Though my dad and mum were working when I was growing up, they encouraged my playing by buying toys for me, albeit I have regulated time to use my toys. Dad always found time, especially on weekends to sit down and play with me, most times he initiated games and activities that we are to do. One way my dad encouraged and motivated me in playing some games was that any time I won or played well he rewarded me with a gift which used to be my favourite -chocolate.
dramatic play areas a public school kindergarten
teacher envisioned in her classroom were prohibited by school administrators who “expected
preschoolers” to sit all day at desks, go without
recess so that they can learn to read by year’s end.
As an adult, I found play to be of great benefits. When I play with my son, not only is he happy, he equally develops skills, discovers some things and learn some social skills. And for me, I always finds it a refreshing time, a better way to prevent boredom, and a way of reducing stress.
Saturday, September 17, 2011
RELATIONSHIP REFLECTION
“ Shared joy is a double joy; shared sorrow is half a sorrow”.
Swedish proverb
Relationship is about connection. There can be no relationship without connection, the connection might be biological, social, religious, economical and even political. There are people in my life that the cause of our relationship is because we work together, some because we are of the same faith, and many because we are family. I think my most enduring relationships has been those based on family ties. Relationship is important. People we are close with and relate with influence us since we share their thoughts, feelings and engage in activities together. A man once told his son that the son's future will be determined to a large extent by the types of books he read and the types of friends and people he associate with, such is the power of relationship. Relationships can add value to us or decrease us, as Mike Murdock said “ Each relationship nurtures a strength or weakness within you”.
Having to reflect on relationships I have in my life, I discovered that the most important, the most beneficial and the most cherished relationship I have is with my husband. We met at the University, actually my first day at the University. We started as study mates and he was instrumental to my success at the University, he is a great encourager and motivator. I have discovered that once I am upset or I am at the point of giving up on any project, all I need to get back on track is just to have a discussion with him, he has a way of making me have another perspective and reasons to continue. When I was offered my present job -preschool teacher in place of elementary classroom teacher that I applied for- he talked me into accepting it and here I am today finding joy, fulfilment, peace, and satisfaction in ways I have never found before simply by nurturing toddlers.
The quality of relationship between my younger sister and I is also strong. I think this is because we were so close when we were younger as a result of being close in age and also because we were most of the time alone at home since our parents are both working. In spite of the long distance between us now, she is in Nigeria while I am in Turkey, we still keep in touch and talks for hours whenever we are able through Skype.
I enjoyed a good relationship with my colleagues, we work as a team and relate as members of the same family. One thing that I so much appreciate about my colleagues is that we are always looking for what we can share that will be of good benefits to all of us. We see the success of any of us as our success and equally share our individual moment of pains and downs. I can boldly say the love, trust and encouragement I received from my colleagues when I started as a preschool teacher helped me a lot. A Turkish proverb describes this better, “ No road is long with good company.”
Relationships are like plants. Just as plants need sunshine, rain, good soil, and nurturing to grow so does relationships need elements such as communication, respect, responsibility, forgiveness, time, sacrifice, and giving to grow and flourish.
“Let us be grateful to people who make us happy, they are the charming gardeners who make our souls blossom”.
Marcel Proust
Swedish proverb
Relationship is about connection. There can be no relationship without connection, the connection might be biological, social, religious, economical and even political. There are people in my life that the cause of our relationship is because we work together, some because we are of the same faith, and many because we are family. I think my most enduring relationships has been those based on family ties. Relationship is important. People we are close with and relate with influence us since we share their thoughts, feelings and engage in activities together. A man once told his son that the son's future will be determined to a large extent by the types of books he read and the types of friends and people he associate with, such is the power of relationship. Relationships can add value to us or decrease us, as Mike Murdock said “ Each relationship nurtures a strength or weakness within you”.
Having to reflect on relationships I have in my life, I discovered that the most important, the most beneficial and the most cherished relationship I have is with my husband. We met at the University, actually my first day at the University. We started as study mates and he was instrumental to my success at the University, he is a great encourager and motivator. I have discovered that once I am upset or I am at the point of giving up on any project, all I need to get back on track is just to have a discussion with him, he has a way of making me have another perspective and reasons to continue. When I was offered my present job -preschool teacher in place of elementary classroom teacher that I applied for- he talked me into accepting it and here I am today finding joy, fulfilment, peace, and satisfaction in ways I have never found before simply by nurturing toddlers.
The quality of relationship between my younger sister and I is also strong. I think this is because we were so close when we were younger as a result of being close in age and also because we were most of the time alone at home since our parents are both working. In spite of the long distance between us now, she is in Nigeria while I am in Turkey, we still keep in touch and talks for hours whenever we are able through Skype.
I enjoyed a good relationship with my colleagues, we work as a team and relate as members of the same family. One thing that I so much appreciate about my colleagues is that we are always looking for what we can share that will be of good benefits to all of us. We see the success of any of us as our success and equally share our individual moment of pains and downs. I can boldly say the love, trust and encouragement I received from my colleagues when I started as a preschool teacher helped me a lot. A Turkish proverb describes this better, “ No road is long with good company.”
Relationships are like plants. Just as plants need sunshine, rain, good soil, and nurturing to grow so does relationships need elements such as communication, respect, responsibility, forgiveness, time, sacrifice, and giving to grow and flourish.
“Let us be grateful to people who make us happy, they are the charming gardeners who make our souls blossom”.
Marcel Proust
Thursday, April 21, 2011
CHILDREN'S QUOTES
* "Children are the living messages we send to a time we will not see".
John W. Whitehead.
* "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character."
Martin Luther King Jr.
John W. Whitehead.
* "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character."
Martin Luther King Jr.
Saturday, April 9, 2011
ASSESSING INTELLIGENCE AND ABILITY IN CHILDREN
There are as many definitions of intelligence as there are many divergent views on the topic. Intelligence means different things to different people, some see intelligence as the general mental ability to learn and apply knowledge to manipulate the environment; to some it is simply the ability to solve problems; others see intelligent as the practical sense or ability to get along well in all sort of situations- a superior ability to interact with the environment and overcome its challenges is often seen as a sign of intelligence. Intelligence is the ability to evaluate and judge, the ability to comprehend complex ideas, the capacity for original and productive thought, the ability to learn quickly and learn from experience and even the ability to comprehend relationships(http://www.aboutintelligence.co.uk/). From all definitions, the central meaning of intelligence is hinged on possessing and demonstrating some abilities. Such abilities include but not limited to problem-solving, mental speed, general knowledge, creativity, abstract thinking and memory. Since people cannot see, hear, touch, or even taste intelligent, it is also an equally daunting task to find a common ground to measure intelligence, especially in children. Like the definition of intelligence, the measurement of intelligence is dogged by controversy and disagreement.
During early childhood, assessing children's intelligence and ability is necessary in order for stakeholders, especially teachers and parents to know and determine progress on significant developmental achievements. Additionally, for teachers it helps to make good placement or promotion decisions; diagnosing of learning and teaching problems; taking of informed/balanced instruction and curriculum decisions; and it serves as a basis for reporting to parents. It also serves, for the child, the purpose of knowing and evaluating own progress.
The traditional view of intelligence as a single entity has been challenged by scientists and researchers who have come up with the alternative theories of multiple intelligences. For example, Howards Gardner came up with his theory of multiple intelligences which states that intelligence can be broken down into 8 distinct components: logical, spatial, linguistic, interpersonal, naturalist, kinesthetic, musical and intra-personal; Daniel Goleman added to this list, the emotional intelligence component; for Robert Sternberg, there are 3 fundamental aspects to intelligence: analytical, practical and creative. Like Gardener and others, he also believes that traditional intelligence view only focus on one aspect – analytical – and does not address the necessary balance from the other two aspects. He suggests that abilities such as initiative, trustworthiness, self-confidence, and empathy are more important to consider than general intelligence.
What make for effective measurement of children's abilities is not just specific tests in the components mentioned above but should be that the measurement(s) is/are done when the required types of intelligence are developed. The items and behaviors being assessed should have demonstrable relationships to significant human developmental domains. Methods such as the Barley Scales, Stanford-Binet scale, the Wechsler Intelligence Scales, and the Kaufman Assessment Battery for Children measure abilities such as information processing, memory, reasoning, ability to respond in appropriate and acceptable way to different social situations, and problem solving skills in children.
Like other countries of the world, the issues of children's development and education is been given serious attention in Nigeria, assessing school age children is therefore a tool for observing the characteristics and behavior of pupils as well as a tool meant to promote development and learning. At the onset of formal education in Nigeria, a summative assessment was adopted. Pupils were assessed through a single examination administered at the end of school year. Teachers gave tests and examinations to pupils but scores obtained from these exercises were only used for purposes of promotion from one class to the other and were not part of the criteria for final certification. But as a result of inadequacies of this system, a new assessment method known as continuous assessment was introduced in the early 80's. The continuous assessment method was designed to take care of all aspects of pupils learning and thus a better alternative to the former method because it will involve the teacher meaningfully in the assessment of his pupils and also create opportunity for the teacher to be more
innovative, more creative and exploratory in his teaching.
Measuring a child's mind and abilities is aimed at finding out how much a child has acquired in terms of learning skills and also takes into consideration the personal-social development of the child. Therefore, assessment should not be concentrated on cognitive achievement to the detriment of affective, and psychomotor development of learners.
Sources:,
http://www.aboutintelligence.co.uk/)
Petronilla, E.( )School based assessment in Nigerian primary schools. Retrieved fromwww.iaea.info/documents/paper_1162d2034d.pdf
During early childhood, assessing children's intelligence and ability is necessary in order for stakeholders, especially teachers and parents to know and determine progress on significant developmental achievements. Additionally, for teachers it helps to make good placement or promotion decisions; diagnosing of learning and teaching problems; taking of informed/balanced instruction and curriculum decisions; and it serves as a basis for reporting to parents. It also serves, for the child, the purpose of knowing and evaluating own progress.
The traditional view of intelligence as a single entity has been challenged by scientists and researchers who have come up with the alternative theories of multiple intelligences. For example, Howards Gardner came up with his theory of multiple intelligences which states that intelligence can be broken down into 8 distinct components: logical, spatial, linguistic, interpersonal, naturalist, kinesthetic, musical and intra-personal; Daniel Goleman added to this list, the emotional intelligence component; for Robert Sternberg, there are 3 fundamental aspects to intelligence: analytical, practical and creative. Like Gardener and others, he also believes that traditional intelligence view only focus on one aspect – analytical – and does not address the necessary balance from the other two aspects. He suggests that abilities such as initiative, trustworthiness, self-confidence, and empathy are more important to consider than general intelligence.
What make for effective measurement of children's abilities is not just specific tests in the components mentioned above but should be that the measurement(s) is/are done when the required types of intelligence are developed. The items and behaviors being assessed should have demonstrable relationships to significant human developmental domains. Methods such as the Barley Scales, Stanford-Binet scale, the Wechsler Intelligence Scales, and the Kaufman Assessment Battery for Children measure abilities such as information processing, memory, reasoning, ability to respond in appropriate and acceptable way to different social situations, and problem solving skills in children.
Like other countries of the world, the issues of children's development and education is been given serious attention in Nigeria, assessing school age children is therefore a tool for observing the characteristics and behavior of pupils as well as a tool meant to promote development and learning. At the onset of formal education in Nigeria, a summative assessment was adopted. Pupils were assessed through a single examination administered at the end of school year. Teachers gave tests and examinations to pupils but scores obtained from these exercises were only used for purposes of promotion from one class to the other and were not part of the criteria for final certification. But as a result of inadequacies of this system, a new assessment method known as continuous assessment was introduced in the early 80's. The continuous assessment method was designed to take care of all aspects of pupils learning and thus a better alternative to the former method because it will involve the teacher meaningfully in the assessment of his pupils and also create opportunity for the teacher to be more
innovative, more creative and exploratory in his teaching.
Measuring a child's mind and abilities is aimed at finding out how much a child has acquired in terms of learning skills and also takes into consideration the personal-social development of the child. Therefore, assessment should not be concentrated on cognitive achievement to the detriment of affective, and psychomotor development of learners.
Sources:,
http://www.aboutintelligence.co.uk/)
Petronilla, E.( )School based assessment in Nigerian primary schools. Retrieved fromwww.iaea.info/documents/paper_1162d2034d.pdf
Monday, March 28, 2011
WAR AS A STRESSOR IN CHILDREN
It is common for adult to see children as living a stress free life because they are always happy and care free, after all children do not have bills to pay, they do not have jobs to keep, and they do not face challenges that make for stress in adults. Nothing could be further from the truth. If stress is a result what happened around us or situation we go through, then there are situations, circumstances that do make children to be stressful. While stress is the feeling we have when we are under pressure, stressors are the things around us that we are responding or reacting to, in other words stressors are events or situations that cause stress. War is one major stressor that children all over the world may experience.
Children from countries that have recently been is war are prone to Post Traumatic Stress Disorder(PTSD), a life incapacitating mental health disorder. In a research headed by Dr. Claudia Catani of the University Of Bielefeld, the researchers discovered that at least half of the children who experienced the Afghanistan war were diagnosed with post traumatic stress disorder. Images of war as seen on the television can be disturbing and worrisome to children, who are even living in places where there is no on-going war, they may be concerned about their own safety and security of loved ones.
I did not experience war when growing up as a child, (even as an adult), neither do I have any one close to me who experienced war as a child but I have read stories about what some children went through in some countries as a result of war- stories that has made me cried. One country that has been in war for many years now is Sudan, many stories abound of what children are going through in that country and how the war has affected the development of many children negatively. One of such stories (Courtesy of UNICEF) is produced below.
RECOVERING FROM THE TRAUMA
Like many others in the region, Peter lost his childhood to war. Kidnapped at the age of 10 by the Lord’s Resistance Army (LRA) – a Ugandan militia whose ranks include numerous abducted children – Peter was forced to march from his native Uganda into Sudan, where the LRA is also active.
But a gunshot wound to the leg became a ticket to freedom for Peter, who had endured 40 months of forced servitude in the brutal militia, roaming between northern Uganda and Southern Sudan. After Peter suffered the serious injury and his unit began a retreat from hostile forces, his commander took the boy’s gun and abandoned him so he would not slow down the group.
The injury probably saved Peter’s life. Rescued by military officers on patrol nearby, he was taken for medical treatment and then to a UNICEF-supported safe house for psycho-social care.
“You can only guess what he feels,” said Mr. Koss after meeting Peter. “It is a horrendous trauma.”
Social indicators still lag
Peter’s experience is part of a larger pattern of instability throughout the region. A peace agreement, signed in January 2005, ended the civil war in Southern Sudan and opened up enormous potential for progress. Yet outbreaks of armed conflict involving secondary or foreign groups like the LRA continue to plague the area, making it difficult for children to return to school and regain a measure of normalcy.
Meanwhile, social indicators here remain among the lowest in the world. Only about one in five children is enrolled in primary school, while three-quarters of the estimated 9 million people in Southern Sudan cannot read or write. Safe drinking water is scarce and electricity is almost non-existent.
Peace is gradually returning to Southern Sudan, a referendum took place from January 9 to 15 this year on whether the region should be independent or not, with over 90% votes in support, July 9 2011 has been fixed for independent of the region. It is hoped that with this development the plight of children in that region would be minimized.
Source: Rachel Berk. (2006). Goodwill Ambassador Johann Koss Sees Effects of War in Southern Sudan. Retrieved from http://www.unicef.org/infobycountry/sudan_33801.html
Children from countries that have recently been is war are prone to Post Traumatic Stress Disorder(PTSD), a life incapacitating mental health disorder. In a research headed by Dr. Claudia Catani of the University Of Bielefeld, the researchers discovered that at least half of the children who experienced the Afghanistan war were diagnosed with post traumatic stress disorder. Images of war as seen on the television can be disturbing and worrisome to children, who are even living in places where there is no on-going war, they may be concerned about their own safety and security of loved ones.
I did not experience war when growing up as a child, (even as an adult), neither do I have any one close to me who experienced war as a child but I have read stories about what some children went through in some countries as a result of war- stories that has made me cried. One country that has been in war for many years now is Sudan, many stories abound of what children are going through in that country and how the war has affected the development of many children negatively. One of such stories (Courtesy of UNICEF) is produced below.
RECOVERING FROM THE TRAUMA
Like many others in the region, Peter lost his childhood to war. Kidnapped at the age of 10 by the Lord’s Resistance Army (LRA) – a Ugandan militia whose ranks include numerous abducted children – Peter was forced to march from his native Uganda into Sudan, where the LRA is also active.
But a gunshot wound to the leg became a ticket to freedom for Peter, who had endured 40 months of forced servitude in the brutal militia, roaming between northern Uganda and Southern Sudan. After Peter suffered the serious injury and his unit began a retreat from hostile forces, his commander took the boy’s gun and abandoned him so he would not slow down the group.
The injury probably saved Peter’s life. Rescued by military officers on patrol nearby, he was taken for medical treatment and then to a UNICEF-supported safe house for psycho-social care.
“You can only guess what he feels,” said Mr. Koss after meeting Peter. “It is a horrendous trauma.”
Social indicators still lag
Peter’s experience is part of a larger pattern of instability throughout the region. A peace agreement, signed in January 2005, ended the civil war in Southern Sudan and opened up enormous potential for progress. Yet outbreaks of armed conflict involving secondary or foreign groups like the LRA continue to plague the area, making it difficult for children to return to school and regain a measure of normalcy.
Meanwhile, social indicators here remain among the lowest in the world. Only about one in five children is enrolled in primary school, while three-quarters of the estimated 9 million people in Southern Sudan cannot read or write. Safe drinking water is scarce and electricity is almost non-existent.
Peace is gradually returning to Southern Sudan, a referendum took place from January 9 to 15 this year on whether the region should be independent or not, with over 90% votes in support, July 9 2011 has been fixed for independent of the region. It is hoped that with this development the plight of children in that region would be minimized.
Source: Rachel Berk. (2006). Goodwill Ambassador Johann Koss Sees Effects of War in Southern Sudan. Retrieved from http://www.unicef.org/infobycountry/sudan_33801.html
Friday, March 11, 2011
EFFECTS OF MALNUTRITRION ON CHILDREN'S.
Nutrition is one of the most important factors determining growth and development in children. What a child eats affect his/her physical growth as well as cognition development. Nutrition which is also called nourishment is the provision, to cells and organisms, of the materials necessary (in the form of food) to support life. Nutrition is the basic source of energy that fuels the body for everyday activities. Malnutrition occurs when the body is not properly nourished either through insufficient nourishment known as undernourishment or when there is excessive intake of food in the body known as over-nourishment. Most often when people talk about malnutrition the focus has always been on the undernourishment which is more common and highly devastating. Undernourishment occurs primarily when women and children are in poverty, lack food, live in poor hygienic condition, lack care, and have inappropriate feeding system. More than 30 percent of children's death around the world has been attributed to malnutrition: specifically malnutrition resulting from undernourishment.
Studies have shown that good nutrition and good health are closely related throughout the life span but the effects of malnutrition is more striking, highly devastating and enduring during infancy.
Whether or not children are well-nourished during their first years of life will have a profound effect on their health status and also their ability to think analytically, process information, communicate well, socialize effectively and function well in the society. In young children (age 0-8), malnutrition results in delayed physical growth and motor skills; affects cognitive development resulting in low IQ; behavioral problems and deficient skills in school; low attention span. Learning impairment and low academic achievement.
This is why as an early childhood educator, the issue of malnutrition, especially as it relates to children is of great importance to me. Malnutrition negatively affects a child's performance in school, a child that is not properly fed cannot listen to a teacher. An hungry child is an unteachable child. Survival precedes learning. Again undernourishment is inimical to good health. Good nutrition is the first line of defense against numerous diseases in early childhood, malnutrition breaks and destroys this all important wall of defense. As Ann Veneman, UNICEF's executive director said,“undernourishment steals a child's strength and makes illness that the body might otherwise fight off far more dangerous.”
The issue of malnutrition in Central African Republic is alarming and calls for urgent global attention. In a report by UNICEF, about 1 million children under five years are living below acceptable nutritional standards. Preliminary assessment conducted in three provinces of Mambere Kadei, Sangha Mbaere and Lobaye revealed that 16 per cent of children under five are acutely malnourished, far above the emergency thresholds of 2 oer cent for severe acute malnutrition and 15 per cent for global acute malnutrition.
For the sake of the future of these children and many more in other regions and countries of the world, global actions and commitments on food security and nutrition is necessary. Malnutrition accounts for one third of nutrition-related causes of death in children. Malnutrition can also prevent children from reaching their full mental and physical potential. Unless urgent attention is paid to addressing the causes of children undernutrition today, the society risks payinga higher cost tomorrow. The best strategy to address the prevalence of malnutrition amongst children remains the one that addresses the many causes of undernutrition.
SOURCES
Facts For Life. http://www.factsforlifeglobal.org/05/
Sagon, C., Daruyan., A. 1994. Literacy- “The Path to A More Prosperous, Less dangerous America”. Parade Magazine, March 6. 1994
UNICEF : Malnutrition Among Children in Southern Central African Republic. Retrieved from http://www.unicef.org/infobycountry/media_50744.htm
Studies have shown that good nutrition and good health are closely related throughout the life span but the effects of malnutrition is more striking, highly devastating and enduring during infancy.
Whether or not children are well-nourished during their first years of life will have a profound effect on their health status and also their ability to think analytically, process information, communicate well, socialize effectively and function well in the society. In young children (age 0-8), malnutrition results in delayed physical growth and motor skills; affects cognitive development resulting in low IQ; behavioral problems and deficient skills in school; low attention span. Learning impairment and low academic achievement.
This is why as an early childhood educator, the issue of malnutrition, especially as it relates to children is of great importance to me. Malnutrition negatively affects a child's performance in school, a child that is not properly fed cannot listen to a teacher. An hungry child is an unteachable child. Survival precedes learning. Again undernourishment is inimical to good health. Good nutrition is the first line of defense against numerous diseases in early childhood, malnutrition breaks and destroys this all important wall of defense. As Ann Veneman, UNICEF's executive director said,“undernourishment steals a child's strength and makes illness that the body might otherwise fight off far more dangerous.”
The issue of malnutrition in Central African Republic is alarming and calls for urgent global attention. In a report by UNICEF, about 1 million children under five years are living below acceptable nutritional standards. Preliminary assessment conducted in three provinces of Mambere Kadei, Sangha Mbaere and Lobaye revealed that 16 per cent of children under five are acutely malnourished, far above the emergency thresholds of 2 oer cent for severe acute malnutrition and 15 per cent for global acute malnutrition.
For the sake of the future of these children and many more in other regions and countries of the world, global actions and commitments on food security and nutrition is necessary. Malnutrition accounts for one third of nutrition-related causes of death in children. Malnutrition can also prevent children from reaching their full mental and physical potential. Unless urgent attention is paid to addressing the causes of children undernutrition today, the society risks payinga higher cost tomorrow. The best strategy to address the prevalence of malnutrition amongst children remains the one that addresses the many causes of undernutrition.
SOURCES
Facts For Life. http://www.factsforlifeglobal.org/05/
Sagon, C., Daruyan., A. 1994. Literacy- “The Path to A More Prosperous, Less dangerous America”. Parade Magazine, March 6. 1994
UNICEF : Malnutrition Among Children in Southern Central African Republic. Retrieved from http://www.unicef.org/infobycountry/media_50744.htm
Tuesday, March 8, 2011
CHILDBIRTH EXPERIENCE
CHILDBIRTH EXPERIENCEThe birth experience I would want to talk about is that of my third child. I choose this particular experience because of two reasons : My conscious preparation for the birth by having child education and the fact that her birth was quite different from the two previous ones, while they were through c section, hers was natural. When I became pregnant again after two previous births that were through C section, my husband and I were terrified, not with the believe in my country then that after two C sections a woman should not be pregnant again otherwise it could be fatal. We were fortunate to meet a doctor who assured us there is no need to worry provided we do not take things for granted and we do all necessary things especially attending all prenatal appointments, take childbirth education, and optimize health measures for both mother and child. We took to her advice and did everything we were asked to do. Every pregnant woman is always expecting, especially when it gets to the last trimester, I think that is why pregnant women are called expectant mothers in my country. Though my EDD was given as 24th of December, I had already packed my hospital bag weeks before but the day came and went with no sign of the baby coming. I went to the hospital the following day just to be sure and the doctor said there is no problem and that the baby was still high and my cervix wasn't ready in letting a baby out soon. I was not only disappointed and frustrated, I became apprehensive. The following day I told my husband that I would like to go to work so as to get myself engaged and stop brooding over the non-arrival of the baby, he agreed with me. After taking a shower, I started noticing some signs: my stomach will harden for about fews second with occasional pain. I told my husband this, and he said we should just leave for the hospital immediately in view of our previous experiences and not to take chances. The doctor did not suspect labour when she saw us, she thought it must be somethings else, but she did an IE, she discovered I was 7 cm dilated! I was quickly taken to the delivery room and they started preparing me for the “show”. My husband was not allowed to enter with me, though the pain was getting unbearable, I managed to let him know that, I am determined to birth naturally, if only to experience what it takes to give birth as a woman- the natural way. I was dilating one cm every 30 minutes or so, the last hour of contractions was so painful but I remained strong and refused to scream and say a word, which made the doctor to name me “Iron Lady” I pushed when I was asked to push and within few minutes, it should be about 10 to 15 minutes my little angel came out. She was cleaned and handed to me. That was a moment in my life that remain indelible. When I look at the growth of my three daughters, I have not been able to see any significant difference in any of them that can be attributed to the circumstance of their birth, however, I realized, I am more attached to my third daughter than her sisters. I am afraidthough that at times I feel the sisters were taken out of me, while I birthed her and kind of produced her. I think it is psychological and cultural. Has anyone experienced such? Or you have something to say about this kind of feeling? I would welcome and appreciate your view.
CHILDBIRTH IN NIGERIA
I found out the last time I visited Nigeria that traditional methods of delivery is still common. As a woman who has witnessed what many women passed through when giving birth through the traditional ways ( some did not survive it), I have my reservations about this system. Some people might say some of these practices are beneficial, it remains an undisputable fact that many cases of child birth deaths and complications are traceable to these practices. According to UNICEF, West Africa has the world highest fertility rate, Nigeria's population arguably is about half of the population of the region. Half of Nigeria's maternal mortality deaths are due to post partum haemorrhaging which these unskilled traditional health workers lack the knowledge or equipment to stop. Unfortunately with inadequate health facilities, insufficient trained personnel, and poverty this practice will continue for a long time. At present about 60% of women of child bearing age depend on traditional birth attendants, quack doctors, traditional healers, religious healers, and herbalists as aresult of any of these reasons. I hope governments around the world, corporations, and individuals will show more concern to the plights of these women
CHILDBIRTH IN NIGERIA
I found out the last time I visited Nigeria that traditional methods of delivery is still common. As a woman who has witnessed what many women passed through when giving birth through the traditional ways ( some did not survive it), I have my reservations about this system. Some people might say some of these practices are beneficial, it remains an undisputable fact that many cases of child birth deaths and complications are traceable to these practices. According to UNICEF, West Africa has the world highest fertility rate, Nigeria's population arguably is about half of the population of the region. Half of Nigeria's maternal mortality deaths are due to post partum haemorrhaging which these unskilled traditional health workers lack the knowledge or equipment to stop. Unfortunately with inadequate health facilities, insufficient trained personnel, and poverty this practice will continue for a long time. At present about 60% of women of child bearing age depend on traditional birth attendants, quack doctors, traditional healers, religious healers, and herbalists as aresult of any of these reasons. I hope governments around the world, corporations, and individuals will show more concern to the plights of these women
Saturday, February 19, 2011
THREE IDEALS AND THEIR SIGNIFICANCE
A.) I.1 Professional Practice: This is contained in the Code of Ethics of the Division For Early Childhood. It states that "We shall demonstrate in our behaviour and language respect and appreciation for the unique value and human potential of each child".
Children like adults want to be appreciated and valued. When children are appreciated they feel good, when they are valued, we get the best out of them, they are encouraged and work harder. Demonstrating our respect to children through our behaviour and language as early childhood educators helps us in getting the students motivated for learning.
B.) Ideal I-1.1 "To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training".
The field of early childhood education is unique and dynamic, it is of utmost importance that all practitioners in the field posses the essential knowledge and skills needed for effectiveness. Continuous professional development increases the knowledge base of a practitioner, makes him/her stay informed as well as helping in improving his/her instructional and intervention practices. It is the realisation of this fact that informed my decision to take a graduate program in early childhood education.
C.) Ideal I-1.9 "To ensure that each child's culture, language, ethnicity, and family structure are recognised and valued in the program".
Studies have shown that a learner's culture, language background and family structure affect his /her learning. When a child's culture is recognised and valued the child's self esteem and self confidence increases which invariably help his/her motivation for learning. Facilitating successful learning experience for all children in the classroom is the goal of any childhood educator that worth the name. In a multicultural classroom, successful learning for all children can only take place when each child's culture, language, and family structure are not only recognised but equally valued.
Children like adults want to be appreciated and valued. When children are appreciated they feel good, when they are valued, we get the best out of them, they are encouraged and work harder. Demonstrating our respect to children through our behaviour and language as early childhood educators helps us in getting the students motivated for learning.
B.) Ideal I-1.1 "To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training".
The field of early childhood education is unique and dynamic, it is of utmost importance that all practitioners in the field posses the essential knowledge and skills needed for effectiveness. Continuous professional development increases the knowledge base of a practitioner, makes him/her stay informed as well as helping in improving his/her instructional and intervention practices. It is the realisation of this fact that informed my decision to take a graduate program in early childhood education.
C.) Ideal I-1.9 "To ensure that each child's culture, language, ethnicity, and family structure are recognised and valued in the program".
Studies have shown that a learner's culture, language background and family structure affect his /her learning. When a child's culture is recognised and valued the child's self esteem and self confidence increases which invariably help his/her motivation for learning. Facilitating successful learning experience for all children in the classroom is the goal of any childhood educator that worth the name. In a multicultural classroom, successful learning for all children can only take place when each child's culture, language, and family structure are not only recognised but equally valued.
Friday, February 4, 2011
Additional Resouırces From Preschoolers
1. Lee, Betsy. Mother Teresa, Caring for all God's Children. Minneapolis, Minnesota: Dillon Press, Inc., 1949.
2. Child Care Workers : Occupational Outlook Handbook, 2010-11 Edition http://www.bls.gov/oco/ocos170.htm
Think we can have time to laugh a bit. Here is what a friend sent to me last week. Cheers.
Children Are Quick
____________________________________
TEACHER: Maria, go to the map and find North America .
MARIA: Here it is.
TEACHER: Correct. Now class, who discovered America ?
CLASS: Maria.
____________________________________
TEACHER: John, why are you doing your math multiplication on the floor?
JOHN: You told me to do it without using tables.
__________________________________________
TEACHER: Glenn, how do you spell 'crocodile?'
GLENN: K-R-O-K-O-D-I-A-L'
TEACHER: No, that's wrong
GLENN: Maybe it is wrong, but you asked me how I spell it.
(I Love this child)
____________________________________________
TEACHER: Donald, what is the chemical formula for water?
DONALD: H I J K L M N O.
TEACHER: What are you talking about?
DONALD: Yesterday you said it's H to O.
__________________________________
TEACHER: Winnie, name one important thing we have today that we didn't have ten years ago.
WINNIE: Me!
__________________________________________
TEACHER: Glen, why do you always get so dirty?
GLEN: Well, I'm a lot closer to the ground than you are.
_______________________________________
TEACHER: Millie, give me a sentence starting with ' I. '
MILLIE: I is.
TEACHER: No, Millie..... Always say, 'I am.'
MILLIE: All right... 'I am the ninth letter of the alphabet.'
________________________________
TEACHER: George Washington not only chopped down his father's cherry tree, but also admitted it.
Now, Louie, do you know why his father didn't punish him?
LOUIS: Because George still had the axe in his hand....
______________________________________
TEACHER: Now, Simon , tell me frankly, do you say prayers before eating?
SIMON: No sir, I don't have to, my Mom is a good cook.
______________________________
TEACHER: Clyde , your composition on 'My Dog' is exactly the same as your brother's.. Did you copy his?
CLYDE : No, sir. It's the same dog.
(I want to adopt this kid!!!)
___________________________________
TEACHER: Harold, what do you call a person who keeps on talking when people are no longer interested?
HAROLD: A teacher
__________________________________
2. Child Care Workers : Occupational Outlook Handbook, 2010-11 Edition http://www.bls.gov/oco/ocos170.htm
Think we can have time to laugh a bit. Here is what a friend sent to me last week. Cheers.
Children Are Quick
____________________________________
TEACHER: Maria, go to the map and find North America .
MARIA: Here it is.
TEACHER: Correct. Now class, who discovered America ?
CLASS: Maria.
____________________________________
TEACHER: John, why are you doing your math multiplication on the floor?
JOHN: You told me to do it without using tables.
__________________________________________
TEACHER: Glenn, how do you spell 'crocodile?'
GLENN: K-R-O-K-O-D-I-A-L'
TEACHER: No, that's wrong
GLENN: Maybe it is wrong, but you asked me how I spell it.
(I Love this child)
____________________________________________
TEACHER: Donald, what is the chemical formula for water?
DONALD: H I J K L M N O.
TEACHER: What are you talking about?
DONALD: Yesterday you said it's H to O.
__________________________________
TEACHER: Winnie, name one important thing we have today that we didn't have ten years ago.
WINNIE: Me!
__________________________________________
TEACHER: Glen, why do you always get so dirty?
GLEN: Well, I'm a lot closer to the ground than you are.
_______________________________________
TEACHER: Millie, give me a sentence starting with ' I. '
MILLIE: I is.
TEACHER: No, Millie..... Always say, 'I am.'
MILLIE: All right... 'I am the ninth letter of the alphabet.'
________________________________
TEACHER: George Washington not only chopped down his father's cherry tree, but also admitted it.
Now, Louie, do you know why his father didn't punish him?
LOUIS: Because George still had the axe in his hand....
______________________________________
TEACHER: Now, Simon , tell me frankly, do you say prayers before eating?
SIMON: No sir, I don't have to, my Mom is a good cook.
______________________________
TEACHER: Clyde , your composition on 'My Dog' is exactly the same as your brother's.. Did you copy his?
CLYDE : No, sir. It's the same dog.
(I want to adopt this kid!!!)
___________________________________
TEACHER: Harold, what do you call a person who keeps on talking when people are no longer interested?
HAROLD: A teacher
__________________________________
EDUC 6005: Foundations: Early Childhood Studies : Course Resources for Week 5.
Required Resources
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
- 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://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://www.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.
- 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://www.worldforumfoundation.org/wf/about.php
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.
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/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/
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.)
Monday, January 31, 2011
QUOTES
"Service is the rent we pay to be living. It is the very purpose of life and not something you do in your spare time."
Marian Wright Edelman
"Don't feel entitled to anything you didn't sweat and struggle for."
Marian Wright Edelman
"My hope is that the early childhood field will begin to recognize and challenge the cultural standards of leadership that silence many of our most creative and dedicated colleagues."
Marcy Whitebook.
"Inadequate pay fuels high rates of job turnover among early care and education workers, forcing many of our most experienced and skillful practitioners to seek jobs outside the classroom or home, and even the field."
Marcy Whitebook.
"When you follow your passion, you are not only rewarded, you are creative, you are fulfilled." Paraphrased from Louise Derman-Sparks
Marian Wright Edelman
"Don't feel entitled to anything you didn't sweat and struggle for."
Marian Wright Edelman
"My hope is that the early childhood field will begin to recognize and challenge the cultural standards of leadership that silence many of our most creative and dedicated colleagues."
Marcy Whitebook.
"Inadequate pay fuels high rates of job turnover among early care and education workers, forcing many of our most experienced and skillful practitioners to seek jobs outside the classroom or home, and even the field."
Marcy Whitebook.
"When you follow your passion, you are not only rewarded, you are creative, you are fulfilled." Paraphrased from Louise Derman-Sparks
Saturday, January 22, 2011
PERSONAL CHILDHOOD WEB
"Children are like wet cement. Whatever falls on them makes an impression."
Dr. Haim Ginott.
My childhood was fun, filled with passion, memorable, peaceful and full of love. Thanks to my father, mother, grand mother and my two loving sisters.
My father represents the ideal father, firm yet caring, highly principled but sincerely compassionate, always busy as a police officer but he will always have time for us a family. We are the centre of his life as he will always say and we are so important to him. My father developed in me the strong personality, the resoluteness and commitment that make for success in life. I can still hear the voice of my father as he told me about 30 years ago that " what limit men and women in life is not the circumstances of their births or color of their skins, men and women are limited by the size of their hope and scope of their vision." Dad gave me hope, dad made me dream, dad gave me vision of a better tomorrow.
My mother is my jewel of inestimable value. She is a strong woman, hard working and industrious. Though I was not as close to my mum as with my dad, I took a lot from her, her life dispositions gave me the needed foundations for motherhood. We lived in an environment then where women don't work, they are full time housewives, my mother was different, she combined full time work with her role both as a mother and wife, and she made a great success of it. She is a kind of enigma, a trail blazer. Mother made me to value hard work, she made me to be self-independent. I developed the 'I can do spirit' through her.
Because mother was working, I spent most days of my childhood with grand mother. Grand ma always makes me feel special, loved and unique. I developed self confidence and pride in myself because grand ma showed me I am greatly valued. I still remember her home baked cake and what we called jollof rice-- so so yummy because she delicately prepared them for me. Every night grand ma would tell me a story- stories that made you laugh, stories that got you thinking and asking probing questions, I am sure I developed my knack for knowledge and inquiry mind that time. Those stories shaped me kind of as there is always a moral lesson in them.
And yes my sisters. They were so wonderful, full of life, fun to be with. Because I am their big sister, they depended on me for many things then. In view of the responsibility this placed on me, I developed some attributes which are helping me in my career now: Attributes such as being compassionate, being willing and ready to help, having a listening ear and most especially the skill of story telling since I have to tell them stories every night. Even when I have to retell some of the stories, I have to make those stories fresh by adding new information and ideas.
Dr. Haim Ginott.
My childhood was fun, filled with passion, memorable, peaceful and full of love. Thanks to my father, mother, grand mother and my two loving sisters.
My father represents the ideal father, firm yet caring, highly principled but sincerely compassionate, always busy as a police officer but he will always have time for us a family. We are the centre of his life as he will always say and we are so important to him. My father developed in me the strong personality, the resoluteness and commitment that make for success in life. I can still hear the voice of my father as he told me about 30 years ago that " what limit men and women in life is not the circumstances of their births or color of their skins, men and women are limited by the size of their hope and scope of their vision." Dad gave me hope, dad made me dream, dad gave me vision of a better tomorrow.
My mother is my jewel of inestimable value. She is a strong woman, hard working and industrious. Though I was not as close to my mum as with my dad, I took a lot from her, her life dispositions gave me the needed foundations for motherhood. We lived in an environment then where women don't work, they are full time housewives, my mother was different, she combined full time work with her role both as a mother and wife, and she made a great success of it. She is a kind of enigma, a trail blazer. Mother made me to value hard work, she made me to be self-independent. I developed the 'I can do spirit' through her.
Because mother was working, I spent most days of my childhood with grand mother. Grand ma always makes me feel special, loved and unique. I developed self confidence and pride in myself because grand ma showed me I am greatly valued. I still remember her home baked cake and what we called jollof rice-- so so yummy because she delicately prepared them for me. Every night grand ma would tell me a story- stories that made you laugh, stories that got you thinking and asking probing questions, I am sure I developed my knack for knowledge and inquiry mind that time. Those stories shaped me kind of as there is always a moral lesson in them.
And yes my sisters. They were so wonderful, full of life, fun to be with. Because I am their big sister, they depended on me for many things then. In view of the responsibility this placed on me, I developed some attributes which are helping me in my career now: Attributes such as being compassionate, being willing and ready to help, having a listening ear and most especially the skill of story telling since I have to tell them stories every night. Even when I have to retell some of the stories, I have to make those stories fresh by adding new information and ideas.
Sunday, January 16, 2011
A SHORT STORY
A TEACHER'S LOVE, PASSION AND COMMITMENT
I was thinking of how best to present the above topic to a group of students in my after-school activity class next week when a story I read sometimes ago crossed my mind. It is a story that best describes the love, passion and commitment of a professional teacher. A story that can be the bench mark for any aspiring preschool educator.
The Story:
An old and feeble Chinese man, above 70 years had to walk more than 966 km to visit his son in prison. He embarked on the journey out of his love for this wayward child, the journey that could have taken the man about 24 hours on train actually took him more than 70 days. He had planned to take the train but had all his savings stolen shortly after leaving home. Undeterred he made the journey on feet, using his walking stick as a support, having to beg for food on the way, sometimes eating rotten food from bins to survive. All this done out of love, and wait for this : the son, Xie Fe revealed later that this man is actually his adoptive father, as his real father died when he was 10. What manner of love?
We Are This Old Chinese Man
This story best describes who a preschool educator should be. A preschool educator should love all children under his or her care unconditionally and equally. A preschool educator should be prepared to surmount all obstacles to reach all children under his/her care. A preschool educator should be ready to go extra miles in showing and giving love to the students.
FAVOURITE QUOTE
"WE WORRY ABOUT WHAT A CHILD WILL BECOME TOMORROW, YET WE FORGET THAT HE IS SOMEONE TODAY."
Stacia Touscher
Stacia Touscher
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