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.
Saturday, February 19, 2011
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.)
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