"Children have more need of models than of critics."
-Joseph Joubert
Finally, I would like to thank all of my colleagues in EDUC 6160-6 for your insightful posts!
Wednesday, December 21, 2011
Final Thoughts
I have been influenced greatly by the work of Lev Vygotsky throughout this course. I believe that the development of a child relies upon social interaction. When adults provide scaffolds and opportunities for modeling, children become skilled and independent. A quote that represents this theory is:
Tuesday, December 6, 2011
Assessment
Assessment in the United States
In the United States, it is common for students to be assessed in the core subjects (language arts, math, science, and history). These assessments are usually in the form of standardized tests. Students simply write responses to a long list of questions. The questions only test one aspect of the students' development. When viewing children holistically, there should be a range of developments that are assessed in various ways. One way to start is by looking at Howard Gardner's multiple intelligence theory. The multiple intelligences include linguistic, musical, logical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic (Parkway & Standford, 2004). Children may have a high IQ in one area and a low IQ in another area. By assessing according to the intelligences, one can see areas of development in each of the domains. Additionally, educators should consider different learning styles and should use various forms of assessment. Not all students are successful with pencil and paper tests. Performance- based and project- based assessments are great ways to assess knowledge and development. In the first assessment, teachers observe the children while completing a task. The task could require certain biosocial and cognitive developments that can be assessed during the observation. The other assessment involves the students working in teams to produce a final product. This type of assessment allows for psychosocial development to be assessed. Assessments should reflect the diversity among children. All children are not the same therefore, alternative methods must be used to assess areas in all of the developmental domains.
Assessment in China
In china, educators are putting much effort into school-based assessments. There has been a major reform over the past couple of years issued by the Ministry of Education (MOE). The goal of the reform is to make the assessments more student centered. The first way they hope to achieve this is by expanding the curriculum to include practical knowledge. Students are taught how to solve real-life problems, and teachers were given the freedom to create unique assessments. Traditional tests were limited and assessments are now focused on the students' progress. Portfolio assessment is strongly encouraged. The MOE also stopped ranking students by percentages to eliminate competition (Lingbiao, 2007). Furthermore, the amount of assessments that are given has been reduced. All of these changes in assessment is due to one goal: viewing the children holistically.
Personal Experience with Assessment
From my personal experiences with standardized tests, I would strongly suggest that educators use a variety of assessments. My scores on standardized test never reflected how well I did in school. My school grades were much higher than my test scores. I believe this is because my teachers used various forms of assessment in the classroom. The state assessments were timed pencil and paper tests. The timing aspect of the tests would cause me to have anxiety, and then I would not be able to perform at my best. Educators should consider the amount of pressure they put on students when they require them to finish a test in a certain amount of time. For this reason, I believe that time limits for standardized tests should be eliminated.
References
Lingbiao, G. (2007, January 6). Assessment reform in China: A respond to the international trend in the new century. Retrieved from http://xypj.cersp.com/GLB/LUNWEN/200701/3223.html
In the United States, it is common for students to be assessed in the core subjects (language arts, math, science, and history). These assessments are usually in the form of standardized tests. Students simply write responses to a long list of questions. The questions only test one aspect of the students' development. When viewing children holistically, there should be a range of developments that are assessed in various ways. One way to start is by looking at Howard Gardner's multiple intelligence theory. The multiple intelligences include linguistic, musical, logical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic (Parkway & Standford, 2004). Children may have a high IQ in one area and a low IQ in another area. By assessing according to the intelligences, one can see areas of development in each of the domains. Additionally, educators should consider different learning styles and should use various forms of assessment. Not all students are successful with pencil and paper tests. Performance- based and project- based assessments are great ways to assess knowledge and development. In the first assessment, teachers observe the children while completing a task. The task could require certain biosocial and cognitive developments that can be assessed during the observation. The other assessment involves the students working in teams to produce a final product. This type of assessment allows for psychosocial development to be assessed. Assessments should reflect the diversity among children. All children are not the same therefore, alternative methods must be used to assess areas in all of the developmental domains.
Assessment in China
In china, educators are putting much effort into school-based assessments. There has been a major reform over the past couple of years issued by the Ministry of Education (MOE). The goal of the reform is to make the assessments more student centered. The first way they hope to achieve this is by expanding the curriculum to include practical knowledge. Students are taught how to solve real-life problems, and teachers were given the freedom to create unique assessments. Traditional tests were limited and assessments are now focused on the students' progress. Portfolio assessment is strongly encouraged. The MOE also stopped ranking students by percentages to eliminate competition (Lingbiao, 2007). Furthermore, the amount of assessments that are given has been reduced. All of these changes in assessment is due to one goal: viewing the children holistically.
Personal Experience with Assessment
From my personal experiences with standardized tests, I would strongly suggest that educators use a variety of assessments. My scores on standardized test never reflected how well I did in school. My school grades were much higher than my test scores. I believe this is because my teachers used various forms of assessment in the classroom. The state assessments were timed pencil and paper tests. The timing aspect of the tests would cause me to have anxiety, and then I would not be able to perform at my best. Educators should consider the amount of pressure they put on students when they require them to finish a test in a certain amount of time. For this reason, I believe that time limits for standardized tests should be eliminated.
References
Lingbiao, G. (2007, January 6). Assessment reform in China: A respond to the international trend in the new century. Retrieved from http://xypj.cersp.com/GLB/LUNWEN/200701/3223.html
Parkway, F. W. & Stanford, B. H. (2004). Becoming a teacher (6th ed.). Boston, MA: Allyn and Bacon.
Monday, November 21, 2011
Childhood Stressors: Divorce & Hunger
Divorce
As a child, I experienced a childhood stressor that seems to go unnoticed. Divorce had a substantial impact on my psychosocial development as a young child. When looking at the children around me, I felt different because my parents were not together. I thought that my family was abnormal because my father lived in another state. I was reluctant to invite friends over my house because I thought they would view me negatively once they saw that I lived with my mother and grandmother. There would be times when I wanted my father to be physically present, but he could not.
The resource that helped me to overcome this stressor was my extended family. My uncle, aunts, and grandmother would help by taking me to and from school. They also helped me complete homework assignments. My uncle would step up and take me to father/daughter events at my school. What helped me the most was the conversations I had with my mom and dad. They encouraged me, showed me love, and assured me that my family was not weird. My dad visited me as often as he could. He even surprised me at school and all my friends saw that I had a father too! Although divorce is not the ideal situation for any child, family can help to overcome it.
Hunger
There are many children who experience stress because of hunger. In Africa, many children suffer from malnutrition and have died. It is obvious that starvation affects the bisocial development of children. The immune system is weakened and body growth is limited. However, malnutrition affects cognitive development as well. "Abraham Maslow suggested that for students to have energy for learning, their basic personal needs must be met" (Jones & Jones, 2004, p. 39). UNICEF is one organization that is making sure that the basic need of nutrition is being met in Africa. Not only do they provide food, but the organization also adds essential vitamins and minerals to the food. By fortifying foods, many illnesses and defects have been reduced.
To learn more about how UNICEF is fighting hunger visit:
Reference
Jones, V. & Jones, L. (2004). Comprehensive classroom management (7th ed.). Boston, MA: Allyn and Bacon.
Monday, November 7, 2011
Public Health: Immunization
Immunizations help the body fight diseases by allowing the immune system to produce antibodies that can fight the disease. Many diseases that were common in the past have been reduced due to immunization. When a child is vaccinated, it not only protects that child, but it also means that the people who come in contact with the child will not be exposed to diseases (Berger, 2009). In other words, it stops the spreading of diseases. However, even in the United States some children are not vaccinated on time or their parents have decided against it. It is becoming common in the United States for parents to refuse vaccinations because they believe that it causes autism in some children.
This shift in many parents thinking has made this topic meaningful to me. It is my belief that the complications associated with preventable diseases have far greater consequences than autism. It is senseless to put a child's life a risk simply because there is a possibility that he/she might have a form of autism. Furthermore, it has not been scientifically proven that immunizations actually cause autism in children.
When looking at another country like Brazil, vaccinations are not mandatory. However, some are provided for by the government. Other vaccinations are only given by private practices. There are no age limits set for doctor's appointments. This means that children can go to school without ever getting vaccinations. Consequently, diseases can be spread rapidly at schools to children who have not been vaccinated and even to adults.
By studying this topic, I understand how important immunizations are to the public. Not only is the child who has the disease affected, but everyone around the child could be at risk if they have not been vaccinated. This impacts my work because I am in close contact with children everyday. I need to make sure that I am vaccinated regularly for certain illness to protect myself and the children around me. I will also educate the administration at my school about how important it is to make sure that we require the children to have updated immunization records before enrolling. Additionally, I want to provide information to parents, that face economic issues, about where they can take their children to get immunizations for free.
References
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY:
Worth Publishers.
http://saopaulo.angloinfo.com/information/68/toddlers.asp
This shift in many parents thinking has made this topic meaningful to me. It is my belief that the complications associated with preventable diseases have far greater consequences than autism. It is senseless to put a child's life a risk simply because there is a possibility that he/she might have a form of autism. Furthermore, it has not been scientifically proven that immunizations actually cause autism in children.
When looking at another country like Brazil, vaccinations are not mandatory. However, some are provided for by the government. Other vaccinations are only given by private practices. There are no age limits set for doctor's appointments. This means that children can go to school without ever getting vaccinations. Consequently, diseases can be spread rapidly at schools to children who have not been vaccinated and even to adults.
By studying this topic, I understand how important immunizations are to the public. Not only is the child who has the disease affected, but everyone around the child could be at risk if they have not been vaccinated. This impacts my work because I am in close contact with children everyday. I need to make sure that I am vaccinated regularly for certain illness to protect myself and the children around me. I will also educate the administration at my school about how important it is to make sure that we require the children to have updated immunization records before enrolling. Additionally, I want to provide information to parents, that face economic issues, about where they can take their children to get immunizations for free.
References
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY:
Worth Publishers.
http://saopaulo.angloinfo.com/information/68/toddlers.asp
Tuesday, November 1, 2011
The Birthing Experience
On October 13, 2008 I witnessed my first and so far only birth. My sister gave birth to a 7lb 13 oz baby boy at 7:13 p.m. The birth took place at a hospital with medical professionals. I waited at the hospital for hours to see my younger sister give birth. As soon as I left the room to go to the cafeteria, I got a call that I needed to get back to the room because he was coming. I dropped my food and rushed to the elevator. Thankfully, I made it in time to see him enter the world. He was very peaceful and did not cry immediately. (That didn't last for long.) After his mother and father held him they gave him to me. Today my nephew and I have a special relationship, and I believe it's because I was able to bond with him in those moments after his birth.
It is for this reason that I think the birthing process has an impact on child development. A baby begins to form a bond with his or her family instantly. These early interactions will go on to impact how the child responds to others in social situations like school. The healthy birth of a child also has biosocial implications. Physically, everyone wants to ensure that a healthy baby is delivered. Conditions such as Anoxia (lack of oxygen at birth) can affect brain development and impair learning later on in life.
The significance of the birthing process can further be seen when studying it in other countries. In parts of Indonesia a majority of women have their babies at home. The only assistance they have is through a Traditional Birth Attendant (TBA). The TBA has no professional medical training. They provide the women with herbal drinks and recite prayers during labor. They simply tell the women to push when they feel pain. Because of their lack of medical training many women and their babies die during delivery. UNICEF and other organizations have programs that educate expecting mothers and provide them with places to give birth where trained workers assist them. Although these programs have helped many women and babies, there is still more work to be done.
These birthing experiences are completely different. One was at a hospital with trained medical professionals, while the other took place in a home with a TBA. The births in Indonesia show me how serious the birthing process is and that it is truly a miracle. I believe that many Americans take the birthing process for granted because we see so many successful births. However, for women in other countries they actually fear the process because they know how serious it is and the dangers that come with it. Having a successful delivery and a healthy baby is truly a blessing.
I hope that you LEARNED from what I SHARED about the birthing process, and from that knowledge you will GROW!
For more information on births in Indonesia and what UNICEF is doing to help click on the link below:
http://www.unicef.org/infobycountry/indonesia_43515.html
It is for this reason that I think the birthing process has an impact on child development. A baby begins to form a bond with his or her family instantly. These early interactions will go on to impact how the child responds to others in social situations like school. The healthy birth of a child also has biosocial implications. Physically, everyone wants to ensure that a healthy baby is delivered. Conditions such as Anoxia (lack of oxygen at birth) can affect brain development and impair learning later on in life.
The significance of the birthing process can further be seen when studying it in other countries. In parts of Indonesia a majority of women have their babies at home. The only assistance they have is through a Traditional Birth Attendant (TBA). The TBA has no professional medical training. They provide the women with herbal drinks and recite prayers during labor. They simply tell the women to push when they feel pain. Because of their lack of medical training many women and their babies die during delivery. UNICEF and other organizations have programs that educate expecting mothers and provide them with places to give birth where trained workers assist them. Although these programs have helped many women and babies, there is still more work to be done.
These birthing experiences are completely different. One was at a hospital with trained medical professionals, while the other took place in a home with a TBA. The births in Indonesia show me how serious the birthing process is and that it is truly a miracle. I believe that many Americans take the birthing process for granted because we see so many successful births. However, for women in other countries they actually fear the process because they know how serious it is and the dangers that come with it. Having a successful delivery and a healthy baby is truly a blessing.
I hope that you LEARNED from what I SHARED about the birthing process, and from that knowledge you will GROW!
For more information on births in Indonesia and what UNICEF is doing to help click on the link below:
http://www.unicef.org/infobycountry/indonesia_43515.html
Wednesday, October 26, 2011
THANK YOU!!!!!!
Thank you to all of my colleagues in EDUC 6005! All of you have made my first online learning experience joyful.
I want to especially thank you, Dr. Longo for your positive feedback, patience, and encouragement throughout these 8 weeks.
I want to especially thank you, Dr. Longo for your positive feedback, patience, and encouragement throughout these 8 weeks.
I wish everyone the best ,
Krista
Monday, October 17, 2011
Code of Ethics
Education professionals must uphold certain standards in the early childhood field. These standards are outlined by the NAEYC and DEC Code of Ethics. Here are three that are significant to me:
1. We shall use individually appropriate assessment strategies including multiple sources of information such as observations, interviews with significant caregivers, formal and informal assessments to determine children's learning styles, strengths, and challenges.
Significance: Students need to be approached and taught as individuals. It's important that teachers use strategies that are appropriate for each child according to learning styles and abilities.
2. We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services.
Significance: Taking on the responsibility of lead teacher can be extremely overwhelming for educators new to the field. The best way to overcome that feeling is by forming relationships with those individuals who have experience. By sharing ideas and lessons learned from previous experiences, the new teacher can gain insight from his/her mentor on how to lead a classroom effectively.
3. We shall advocate for equal access to high quality services and supports for all children and families to enhance their quality of lives.
Significance: Every child can learn. Because of this, we must make sure they are placed in the best conditions for the learning process to take place. Education professionals must also support families so that they can further the child's learning at home.
1. We shall use individually appropriate assessment strategies including multiple sources of information such as observations, interviews with significant caregivers, formal and informal assessments to determine children's learning styles, strengths, and challenges.
Significance: Students need to be approached and taught as individuals. It's important that teachers use strategies that are appropriate for each child according to learning styles and abilities.
2. We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services.
Significance: Taking on the responsibility of lead teacher can be extremely overwhelming for educators new to the field. The best way to overcome that feeling is by forming relationships with those individuals who have experience. By sharing ideas and lessons learned from previous experiences, the new teacher can gain insight from his/her mentor on how to lead a classroom effectively.
3. We shall advocate for equal access to high quality services and supports for all children and families to enhance their quality of lives.
Significance: Every child can learn. Because of this, we must make sure they are placed in the best conditions for the learning process to take place. Education professionals must also support families so that they can further the child's learning at home.
Sunday, October 2, 2011
Course Resources
Resources are significant to the growth of an educator. We rely on resources for current research, ideas to improve techniques in the classroom, and to aid in the success of students and their families. Here are a list of resources that I have found to be helpful and some that I have yet to view (but I plan too).
Websites:
Articles
Websites:
- World Organization for Early Childhood Education(mission is to ensure a quality education for children around the world; supports families and educators; composed International Journal of Early Childhood) http://www.omep-usnc.org/
- National Association for the Education of Young Children(offers a wealth of information for the early childhood field through publications, conferences, and additional resources)http://www.naeyc.org/
- Center for Child Care Workforce(supports well-educated workforce; seeks to give workforce a voice and better pay; offers tips for educators)
http://www.ccw.org/ - The Erikson Institute (Graduate school in child development; offers services for children and families; latest research ; helpful tips)http://www.erikson.edu/
- World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us - Association for Childhood Education International
http://acei.org/about/
- WESTED
- Harvard Education Letter
- FPG Child Development Institute
- Administration for Children and Families Headstart’s National Research Conference
- HighScope
- Children’s Defense Fund
Articles
- NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. http://www.naeyc.org/files/naeyc/file/positions/dap
- NAEYC. (2009). Where we stand on child abuse prevention. http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
- NAEYC. (2009). Where we stand on school readiness. http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
- NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. 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. http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
- NAEYC. (2009, April). Early childhood inclusion: A summary. 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. http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
- FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). http://www.fpg.unc.edu/~snapshots/snap33.pdf
Books:
- Teach Like a Champion: The 49 Techniques That Put Students on the Path to College by: Doug Lemov
People:
- Dr. Aisha Ray (Research/Academia) Erikson institute; focuses most of her attention on developing teachers who are culturally aware
Techniques:
Sunday, September 25, 2011
Words of Inspiration and Motivation
As an educator, there are times when I get discouraged or question if I'm in the right field. During those times, I reflect on my passion and motivation. I evaluate the following quotes and see if they still apply to me and my feelings about being an educator. These quotes remind me of why I am in the field of education and I am inspired and motivated to persevere through the difficult days. I hope they can do the same for you.
"Passion comes from within each of us; it cannot be imposed or mandated from the outside. At the same time, it compels us to move outside, to engage within the world around us."
"Passion comes from within each of us; it cannot be imposed or mandated from the outside. At the same time, it compels us to move outside, to engage within the world around us."
-John Hagel
"When I think of passion I think of ....what's in my heart."-Leticia Lara
(These two quotes help me to examine my passion for early childhood education by determining if that is what's inside me. And every time my answer is overwhelmingly "Yes, every since I can remember!")
"It's my turn to be able to create opportunities for parents and their children."
-Raymond Hernandez
"It's not all about you; you got to take your ego out of it and think about what's best for the child."
-Renatta M. Cooper
(These two quotes provide motivation for me because they remind me of why I do what I do everyday; help children and their families. At the end of the day that's what's important.)
"This is why, in the end, focusing on honing and improving specific techniques is the fastest route to success, sometimes even if that practice comes at the expense of philosophy or strategy."
-Doug Lemov
"Early childhood classrooms are meeting grounds that reflect modern American society in all its complexity."
-Aisha Ray
(These two quotes motivate me to be a lifelong learner and to continue to perfect teaching strategies. My classroom is the first taste of the "real world" that my students will encounter so I need to make sure that they have the best experiences possible. )
If these quotes have inspired or motivated you in the field of early childhood education, I encourage you to SHARE them so another educator can LEARN and GROW.
Saturday, September 17, 2011
Personal Childhood Web
My personal childhood web consists of five people who contributed to my development as a child and influenced my adulthood. These five people are my mother, father, grandmother, uncle, and childhood pastor. All of them made me feel special as I was growing up and they taught me valuable lessons. I truly appreciate the time I spent with each of them and the postivite characteristics I developed while with them. Each of them encouraged me to SHARE, LEARN, and GROW!
I dedicated a section of my page to each person mentioned above. Please take a look at the bottom of my page to learn more about how they all contributed to my life.
I dedicated a section of my page to each person mentioned above. Please take a look at the bottom of my page to learn more about how they all contributed to my life.
Friday, September 9, 2011
Take Me Home, Please?
One afternoon before dismissal a student asked me if I could take her home and babysit her over the weekend. I responded by saying, "Do you really want to go home with your teacher?" She enthusiastically said, "Yes!" Then she told me that she would pay me $5000 to take her home with me. By this time the rest of my students joined the conversation, and they all began bidding for my babysitting services. I realized how much they really liked me not just as a teacher, but as a person too. Throughout the school year I had built a relationship with them. That day my student decided to SHARE the desire she had to go home with me, and I LEARNED that I really did make an impact on my students' lives. And, from that experience I GREW.
Monday, September 5, 2011
Share Learn Grow
Being an educator has taught me that the more I share my experiences with colleagues, the more I learn from them and I learn about myself. After that learning takes place I grow. It is my hope that once you read this blog you too will share, learn, and grow.
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