Emotional Intelligence Website

http://www.emotional-intelligence-education.com/

Lots of great resources here on emotional-intelligence-education.  Check it out.

Code of Ethics

Code of Ethics

Below are three of the many ideals put forth by NAEYC that are important to me.

1.7  To use assessment information to understand and support children’s development and learning, to support instruction, and to identify children who may need additional services.

In our Head Start program, we assess children three times a year using Creative Curriculum GOLD because we are in school 180 days.  Those assessments take place in the fall, winter, and spring.  The fall assessment is our baseline for the children.  It also helps us to determine children in need.  We also do screenings for vision, hearing, dental, mental wellness and development.  The tool that is used is the Denver Developmental.  It also helps to determine students who may need additional services.  The PALS (Phonemic Awareness Literacy Screening) is conducted for four year olds only.  This screen is also helpful in identifying children in need.  Based on the results of these screens, teachers are able to individualize for students in order to prepare them for kindergarten.  After the winter assessment is completed, each teacher makes adjustments to their plans in order to best meet the needs of the students.  Staff development is planned as needed.  After the third assessment, the data is analyzed in order to determine trainings for the staff for the following year.

3B.1  To assist the program in providing the highest quality of service.

Our program has taken several steps to insure that we are providing services that are of the highest quality.  Three years ago we became a part of the Virginia Star Quality Initiative (VSQI).  At this point it is voluntary to participate.  Through this initiative and Head Start Program Instruction we have begun using the CLASS (Classroom Assessment Scoring System) and the ECERS (Early Childhood Environmental Rating Scale).  The CLASS has begun to improve the interactions teachers have with students and students have with each other.  The ECERS has helped us to question materials in each of the areas of the classroom environment and make improvements to each area so that each child can reach their highest potential.  At this point I would say that the teachers and aides in our program are more comfortable with ECERS than with CLASS.  To that end, we have workshops planned each year to address different dimensions of the CLASS.  Being a part of the VSQI has also afforded us a mentor.  It was difficult being a supervisor and a mentor or coach.  Now there is someone to provide that role for the teachers.  I am sure in the years to come new concepts and ideals will be introduced.  Our program will continue to strengthen because of it.

4.4  To work through education, research, and advocacy toward a society in which all young children have access to high quality early care and education program.

As co-chair of the Smart Beginnings Historic Triangle Coalition, the ideal above is one that we, as a group, are about to endeavor.  We are just beginning the process of how we go about educating the public about high quality child care and education programs.  We first want to create a two minute elevator speech that each person on the Leadership Team can share comfortably.  We know that we need to get to know our local legislators on a very personal basis and share with them our passion for early childhood education.  Producing a brochure that explains the importance of high quality care and what it might look like, is another of our goals.  As the Leadership Team meets we discuss strategies for getting the word out to the general public as well as businesses and government officials.  Most of our clientele are at risk, and therefore, may not have access to high quality programming.  It should not matter what your economic status is in order to receive high quality care.

I would be interested in hearing about any ideas or experiences other people have had concerning this issue.

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

Resources in Early Childhood

• An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't.

  

  Anatole France (1844 - 1924)
  
  
  Multimedia Program: “Interconnections, Part I”
  This interactive presentation illustrates the reciprocal connections among students, their colleagues, and Walden University. 
  
• Video: “Blogs in Plain English”: http://www.commoncraft.com/blogs
  This is a short introduction to blogs.
    
• Article: Elearners.com (n.d.). How to be a successful online student. Retrieved May 26, 2010 from http://www.elearners.com/guide/how-to-be-a-successful-online-student.pdf

Optional Resources

• The following online sources provide examples of six-word stories in a variety of contexts:
  
• Website: SMITH Magazine
  http://www.smithmag.net/
• Multimedia: National Public Radio. (2008, February 8). Six-Word memoirs: Life stories distilled [Article and podcast]. Retrieved May 27, 2010, fromhttp://www.npr.org/templates/story/story.php?storyId=18768430
• Web Article: Widdicombe, L. (2008, February 25). Say it all in six words. The New Yorker. Retrieved May 27, 2010, from  http://www.newyorker.com/talk/2008/02/25/080225ta_talk_widdicombe
  
• Streaming Media: “The Value of Reflection” (approximately 3 minutes)Tom Beech, President and CEO, Fetzer Institute, Kalamazoo, Michigan, discusses the value of reflection and self-examination. Retrieved May 26, 2010, from http://www.youtube.com/watch?v=I_g38WZZgGA
  
  
  • Walden Websites:
    
  • The Richard W. Riley College of Education and Leadership:
    http://www.waldenu.edu/Colleges-and-Schools/College-of-Education-and-Leadership.htm
  • Walden University and College of Education Vision and Mission Statements:
    http://www.waldenu.edu/About-Us/33598.ht
  • 
    
  • Video Program: “The Passion for Early Childhood”
    Five early childhood professionals share passion, motivation, and commitment to the early childhood field.
    
  • Multimedia Program: “Interconnections, Part 2”This program features a new set of interconnections, “Course(s)/Program.” Pay particular attention to the descriptions of all of the courses in the Master of Science in Early Childhood Studies program.
    
  • Article: Hagel, J. (2009, November). Pursuing passion. Message posted to http://edgeperspectives.typepad.com/edge_perspectives/2009/11/pursuing-passion.html
    
  • Article: Rosengren, C. (2010, February 4). Does having passion for your work even matter? U.S. News & World Report. Retrieved May 27, 2010, fromhttp://money.usnews.com/money/blogs/outside-voices-careers/2010/02/04/does-passion-for-work-even-matter

  
  

  Required Resources

  • Multimedia Program: http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6005/03/mm/Mahaleys_Web/index.htmlThis interactive multimedia presentation demonstrates how the life of one child, Mahaley, is embedded in the context of those who care about her.
    Please note: The segment featuring Mahaley’s grandfather, Mr. Yutaka Yufuku, includes subtitles. Mr. Yufuku’s native language is Japanese.
    
  • Article: National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships (Working Paper No. 1). Center on the Developing Child, Harvard University. Retrieved from http://developingchild.harvard.edu/library/reports_and_working_papers/working_papers/wp1/
    
  • Book Excerpt: Keenan, T., & Evans, S. (2009). Theories of development. In An introduction to child development (pp. 35–43). Thousand Oaks, CA: Sage.

  Note: The following articles can be accessed using the Walden University Library databases.

  • Article: Garris Christian, L. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children, 61(1), 12–20.
    Use the ProQuest database, and search using the document title.
    
  • Article: Woodhead, M. (2005). Early childhood development: A question of rights. International Journal of Early Childhood, 37(3), 79–98.
    Use the Education Research Complete database, and search using the document title.   

  Required Resources

  • Multimedia Program: "Sectors of the Early Childhood Field" 
    This interactive presentation reviews the history, goals, major accomplishments, and some important contributors to the five sectors of the early childhood field.

  In preparation for this week’s Discussion: Choose two major contributors from different sectors of the early childhood field about whom you would like to learn more. Conduct research about their lives, accomplishments, motivation, the context in which they work or worked, and other aspects that interest you by reading at least one scholarly article (for each individual), either from the Walden Library or from the Internet.

  • Websites: The following websites will assist you in identifying scholarly resources, especially on the Internet, and with citing your sources in APA style. Explore these resources in preparation for this week's Discussion.
    
  • Walden’s Online Writing Center
  • APA Style:http://writingcenter.waldenu.edu/APA.htm
  • Plagiarism: http://writingcenter.waldenu.edu/63.htm
    
  • Google Scholar:http://scholar.google.com/
    
    
  • Infomine: Scholarly Internet Resource Collections: http://infomine.ucr.edu/
    
     
  • Web Article: Kirk, E. E. (1996). Evaluating information found on the Internet. Retrieved June 4, 2011, from http://guides.library.jhu.edu/evaluatinginformation

  
  

  Required Resources
  

  • 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, fromhttp://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://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). Retrieved May 26, 2010, fromhttp://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. 

  Part 2: Global Support for Children’s Rights and Well-Being
  

  • Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
     
  • Websites:
  • World Forum Foundation
    http://worldforumfoundation.org/wf/wp/about-us
    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/
       

  Part 4: Selected Professional Journals Available in the Walden Library
  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

  
  

  
  

  Three other resources:

  http://www.youtube.com/watch?v=GbSp88PBe9E  This is a great video to show business leaders about the importance of early childhood education

  
  

  Smart Beginnings at 

  http://www.smartbeginnings.org/  Early Childhood in Virginia

  
  

  Office of Head Start website

  http://eclkc.ohs.acf.hhs.gov/hslc

  
  

Making a Difference in Early Childhood

"When two groups or two people have different ways of guiding children's behavior, instead of judging right or wrong, both sides must first try to understand those differences and where they come from.  Are they cultural, familial, individual or do they come from something else?"  Janet Gonzales-Mena from an article titled "Diversity and Discipline" 2009, November

This quote is important to me because where I work, there is wide diversity in cultures and ethnicity.  Taking the time to listen to the other people's perspective helps me to widen my view of the world and how what we do and say is perceived.  In order to help children achieve success, we have to be willing to see ideas from different angles.

"I always wanted to be a teacher.  ...  I had a passion to fix injustices in the world. ...I love children."  Louise Derman-Sparks (Laureate Education, 2010)

I can relate so well to Ms. Derman-Sparks comment about always wanting to be a teacher.  I am attracted to children, and they are equally attracted to me.  I'm not sure why, but I knew that I needed to work with children from a very early age.  My brother was not treated very well in the school division in which we grew up.  It has taken him a long time to grow his self-confidence.  It wasn't until he was about 40 that he came into his own because of things that were said to him as a child by his teachers.  At 55, he has begun to share more and more about the injustices he perceived as he went through the school system.

"As an administrator, I cam make a bigger impact for change by shaping programs that will benefit children."  Raymond Hernandez (Laureate Education, 2010)

Now I am an administrator.  I don't get as much direct contact with the children as I did when I was teaching.  I do, however, see the impact that I make on our program as together we discuss changes that we need to make to improve a really good program.  I am glad that I have that opportunity now.

Personal Childhood Web

Personal Childhood Web

My mom has been the number one influence in my life.  I think that it is because we are very much alike.  We both love music.  We play piano and sing.  I have also learned to play the guitar and the mountain dulcimer.  I joined a choir when I was 5 and have been singing ever since.  We also have a love of needlework-knitting and counted cross stitch.  She instilled in me a love for cooking; although, the only cooking I did with her growing up was cookies at Christmas time.  In fact, she and my dad thought I would starve when I moved out on my own because I had not done much cooking at home.  She and I also have the love of gardening.  It has not been until the past couple of years that I have begun to learn about flower gardening.  Now we go plant shopping together.My mom also taught me tolerance of other people who are not like myself.  I very much appreciate that about her.  The most important gift my mom has given me is my faith.  It has brought me through some very difficult times.  In fact, it was because of my faith that I met my husband, who became a minister.  Because my parents only completed high school, they impressed upon me the importance of higher education.  My mom was determined that I go to college because she was not afforded that opportunity.  She has also modeled for me the importance of doing for others.  My mom has a great sense of humor.  She is a very strong woman and is a leader in many areas of her life.  I can't believe all that she does considering how old she is!!!  I only hope that I can live up to the woman that she is.

My dad was also a great influence on my life.  He and I did a lot of things together.  We both have a love for the water.  He made me take swimming lessons from a very early age because we spent every summer either on the Rappahannock River in Virginia or in St. Petersburg, Florida.  We swam, looked for shells, went for long walks on the beach.  He also taught me how to cut grass and tend a vegetable garden.  He taught me about giving to others through the vegetable garden.  We had such a large garden that we gave vegetables to all the neighbors and still had enough to put up vegetables for ourselves.   Int the summer we would go out in the ski boat.  When I was older, he taught me how to sail.  My dad didn't talk much with me and didn't express his emotions much.  When he did talk to me about something, I knew it was important.  My dad had a strong sense of family.  He worked three jobs so my mom could stay home with my brother and me.  I grew to appreciate that about him when I was an adult.  My dad was a very quiet man.  I learned that you don't have to get recognition for everything you do.  Just do the right thing and it will all work out.

My dad's mom was also very special to me.  I don't know whether it was that I was the first grandchild or another reason, but she always took a special interest in me.  Even though we only saw my grandparents once a year, she made a point to speak with me whenever she would call my parents.  As I moved into elementary school, she became a pen pal.  As a child I remember her washing machine with a wringer.  I loved taking the clothes out of the washtub, and putting them through the wringer.  Then together we would hang them on the clothesline.  She knew a lot about shells because my grandfather worked in a shell shop.  We would walk along the beach for what seemed like hours looking for just the right shells.  As we picked them up, she would tell me about what kind they were and what was special about them.  We collected sand dollars, sea stars, I even caught a sea horse once.  I put it back in the water though.  My grandmother also taught me how to knit and crochet because my mom was left handed so it was hard for her to teach me.  My grandmother had a lot to do with my own self-worth.  I will always love her for that.

Quotes and Books for Early Childhood

Below are four quotes that are important to me:

One test of the correctness of educational procedure is the happiness of the child.  Maria Montessori

85% of the foundation for a child’s intellect, personality and skills is formed by age 5. Children are born ready to learn. (Source: Brain Initiative, Wisconsin Council on Children and Families, 2006)

Studies have found that by age 3, the observed cumulative vocabulary for children in professional families was 1,116, for working class families it was about 740, and for welfare families it was 525. (Source: Hart & Risley, Meaningful Differences in the Everyday Experience of Young American Children, 1995)

Play is often talked about as if it were a relief from serious learning.  But for children play is serious learning.  Play is really the work of childhood.  Fred Rogers

One of the many favorite children's books I love are Dylan's Day Out by Peter Catalonotto.  This is a favorite book because it combines fiction and non-fiction in a tale about a dog that plays soccer with penguins.  I also like his use of color and black and white photos.  Great discussion starter.  Peter has also visited our program for the past 3 years and read to our students.  He also has shown them (and me) some techniques when drawing.

Welcome

Welcome to my blog page.  I am looking forward to my time as a student at Walden University.  It will be a time to learn new things and make new friends.  I hope to grow a great deal professionally as well.