All About Children

"The soul is healed by being with children"   English Proverb

Early Learning Brain Development and Lifelong Outcomes
This 5:15 minute video features Dr. Jack Shonkoff from the Center for the Developing Child at Harvard University talking about brain research and opportunities that early learning present for children. 

http://www.youtube.com/watch?v=7Qb3DXY_7fU&feature=related


The Greatest Love of All
I love to listen and watch this video from YouTube.  While listening to Whitney Houston sing The Greatest Love of All you can view pictures of children in different stages of development as they do what they do best, being a child. 

 http://www.youtube.com/watch?v=3mZWHxw9ylk

References

Bloomingproud. (Uploader). (2008, February 5). The Greatest Love of All [music video]. Whitney Houston (Artist). Retrieved December 23, 2011 from  http://www.youtube.com/watch?v=3mZWHxw9ylk

Compassion International. (2002-2011). Releasing children in poverty. Retrieved from http://www.compassion.com/child-advocacy/find-your-voice/famous-quotes/default.htm

Pennsylvania's Promise for Children (Producer). (2009, June 18) Early learning brain development and lifelong outcomes [Video podcast]. Retrieved December 23, 2011 from http://www.youtube.com/watch?v=7Qb3DXY_7fU&feature=related

Educating the Whole Child

Assessments used correctly and for the purpose of understanding children’s developmental levels can be useful, but all too often, we end up using them to help us teach to the test. What that leads to is excessive testing.  A change I would like to see in gauging children’s grasp of ideas is to view all aspects of their functionability.  Where do the emotional, spiritual, physical, and social aspects fit into the picture of how to help children succeed?  Attention to all the domains makes for a well -rounded child who will be an able individual in society.  I feel as if we are educating children to be half of who they can be.  We need to integrate all the senses to come full circle in learning.  That is how we can ensure a better chance for individuals to be fulfilled.    

How does Japan assess their school age children?

In my research, I found that from kindergarten up to twelve years of age, Japan provides an awesome environment of learning for their children.  Japanese children are happy learners.  The teachers are caring and provide their students with curriculum that engages them in creativity.  However, after that, the future is paved towards testing form hell.  A Japanese child’s education from then on becomes “test based”.  For more information on Japan’s education system you can visit http://www.japantoday.com/category/commentary/view/japan-and-its-standardized-test-based-education-system

            I want to help children appreciate their own emotional, physical, social, spiritual, and other parts of their being. Those are the foundations for their intellect to grow exponentially.  I have observed more than once, a child who understands the academic realm and can pass any intellectual test put before them, but oft time they are the ones who cannot seem to function socially or really understand what would make their life meaningful. 

STORIES OF POVERTY

As a child, I was blessed to escape the atrocities of war, poverty, natural disaster, disease, hunger and other extreme stressors. However, I have known others who have had to brave war, poverty, disease, and other maladies as children and as adults.  Today, I want to tell you about my mother who was a young child during the depression.  She hardly ever spoke about it, but when she did I listened because I was intrigued by her stories.  Living during the great depression that began in 1929 when the stock market crashed was an experience that she would never forget.  She would say when she was a child, children of her age learned to, "use it up, wear it out, make it do" (a phrase that was also used in WWII (1941-1945)). She grew up on a small row crop farm in Utah and the family was poor.  I remember her saying that potatoes and onions were the only food staple that would store during the winter and that was what they ate hoping they would make it through the winter.  They would eat potato sandwiches (if they were lucky to have flour for bread) and “poor man’s stew” which consisted of potatoes, onions and water.  It was a meal that the vagrants (homeless men who rode the rail looking for work.) ate. Oft times the vagrants would stop by her home and her mother always shared what little they had. Living in poverty shaped her into a frugal individual.  The family and their church was the support system that helped them make it through those trying times.

While visiting China several years ago I happened upon a mother with four (4) small children begging on the streets of Beijing. The mother sat on the street with the youngest child in her arms. The mother held a tin cup while cradling the youngster. The other children huddled near the mother trying to hide from onlookers and attempting to stay warm. This was a family from outside the city. “Unacceptable types who came to prey on the people of Beijing,” our guide informed us. I gave her a five dollar bill and you would have thought I gave her the world. This money, I was told, would feed that family for a month.

Living in the very extremes of poverty can affect children’s development biosocially, cognitively, and psychosocially. Maslow’s Hierarchy of Needs paints the picture of how children’s needs if not met will not progress. Cognitive learning, physical development, and social mores will all be adversely affected.  One cannot think about learning or having friends if they are searching for food and shelter constantly.  

 

Huitt, W. (2007). Maslow's hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/regsys/maslow.html

Good Mental Health

More often these days, when I am feeling the stress of life it is an indicator that I need some down time.  So, I have to make time to rejuvenate my endorphins and feel the release of troubles from my mind.  I do this in myriad ways. Number one; I practice deep breathing techniques that I learned from Dr. Mehmet Oz (Better Homes and Gardens, 2010), number two; I see my Chiropractor, number three; I get a massage, number four; I take a relaxing bath with fragrance and candles, or I settle down with a bowl of buttery popcorn and watch a movie that will make me laugh. 

I have noticed that there are many individuals who are talking about feeling the pressures of everyday living and that they need a break, but they do not have the time.  I hear about it as parents pick their children up from school, at parent/teacher conferences, and as I talk with acquaintances in the grocery store.  I see this tension trickle down to the children.  It manifests itself in “melt-downs” that are initiated by something as simple as a peer invades someone’s space when they are not invited.  Let’s face it; there are so many variables (divorce, death of a parent, illness, pressures of doing well in school, bullying, etc.)  facing children today.  We need to solve for the variables (M x H = gmh (good mental health)) to fix the problems that children are facing so they can experience good mental health and learn ways that will ensure their well-being. 

What can we, as educators do? Mental Health American has listed ways for parent, guardians, and caregivers to support children with good mental health (Mental Health America, 2011). As you view the following lists take note that all health topics are related to another. Therefore, we must be cognizant of all aspects of our health in order to encourage good mental health.

Basics for a child’s good physical health:

• Nutritious food
• Adequate shelter and sleep
• Exercise
• Immunizations
• Healthy living environment

Basics for a child’s good mental health:

• Unconditional love from family
• Self-confidence and high self-esteem
• The opportunity to play with other children
• Encouraging teachers and supportive caretakers
• Safe and secure surroundings
• Appropriate guidance and discipline

Mental Health in Africa:

Low income, low mortality rate, elevated incidences of communicable disease, malnutrition and overall susceptibility to conflicts affects Africa on a daily basis. Because of such matters, mental health problems seem to be the last on their list of concerns for the government to deal with.   

In 2000, the WHO (World Health Organization) estimated that children younger than fifteen made up one half of the total population.  They anticipated that for the age range of 0 – 9 years, three percent suffered from a mental disorder (Okasha, 2002).  Those particular children experience parental neglect which causes deficient psychosocial development and brain damage is the primary cause of severe mental retardation (Okasha, 2002).

You might ask, “Is anyone doing anything about the lack of mental health services in Africa”?  Well, in 2001, the World Psychiatry Association (WPA) asked African leaders of psychiatry to attend a meeting in Cairo to talk about combating the current mental health concerns and design a plan for teamwork that would follow the collaboration of WHO/WPA (Okasha, 2002).  There roundtable of discussion pinpointed main concerns in the area of delivery of services and the value that is placed on mental health.  They also outlined the many challenges they face in combating adverse mental health problems which include lack of awareness, lack of human and monetary resources, absence of policies, and others (Okasha, 2002).  In light of the many barriers, leaders of psychiatry in Africa have decided to form the African Association of Psychiatry and Allied Professions, to study, plan and endorse the mental health and mental health care (Okasha, 2002).

To read more about Africa and the topic of mental health, visit the following site: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1489826/

Mental Health America (2011). What every child needs for good mental health. Mental Health America. Retrieved from http://www.nmha.org/go/home

Okasha, A. (2002, February 1). Mental health in africa: the role of the wpa. World Psychiatry, 1(1) 32-35. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1489826/

Oz, M., M.D. (2009). Dr. mehmet oz’s guide to preventing a heart attack. Better Homes and Gardens network site for Heart-Healthy Living. Retrieved from http://www.hearthealthyonline.com/heart-attack-stroke/heart-attack-stroke-basics/dr-mehmet-oz_ss3.html

The Miracle of Birth

This is a sensitive subject for me.  I was never able to have children and a failed adoption of a brother and sister fell through leaving me with mixed emotions and a broken heart.  As I progress in age, I have found peace through my work with children and families and as an aunt and great aunt. 

In reminiscing about children that I am close to and their births, the one that I remember most is that of my youngest sister.  There is ten years difference in our ages.  It is of memorable essence to me because it was a time of stress and great joy.  This baby was another “meant to be” as I was, which is my mother’s reference to not being a planned pregnancy.  For some reason I recall it as a time of great excitement.  There were already six girls and we were hoping for boy.  However, my mother would tell us that it didn’t matter if it was a girl or a boy, only that it had ten toes, ten fingers, and was healthy.  Because my parents were happy about the upcoming event, we were also.  The stress was fear for my mother.  As I look back, I did not really understand everything that was happening, I only knew that mom had to spend a long time in the hospital and that my father and older sisters took care to make sure my needs were met.  Because of that unselfish care, I did not really understand the ramifications of someone having toxemia (now it is called preeclampsia).  This condition can prevent the placenta from getting enough blood. If the placenta doesn't get enough blood, the baby gets less oxygen and food. This can result in low birth weight. When my sister, Shawna, finally arrived it was thrilling news that both mom and baby were fine.  Shawna was born at four pounds and six ounces.  There would be another long wait before we could meet our new baby sister as the doctor would not release her to come home until she weighed at least five pounds.  I remember seeing her for the first time.  It seemed surreal as she was so small.  I was amazed as we could hardly fold a diaper small enough for her and the baby apparel we had was too big.  My mom had to make special clothes that would fit her.  Needless to say, she was special to us and we doted on her.  I now understand why she was the “apple in my father’s eye”. 

Childbirth in the Netherlands:

Pregnant mothers do not see an obstetrician, but are referred to a midwife by the family doctor.  Physicians only intervene when the pregnancy is deemed “high risk” or if there are delivery complications.  They have the choice of having their baby at home or in a hospital.  If the choice is home birth, then it is the expectant mother’s responsibility to supply their own “kraampakket” (necessary medical supplies).  Natural birth is the choice of the majority of Dutch women.  Epidurals are only given if it is “convenient for the anesthesiologist”.  If the birth transpires early in the day without complications, the mother and new baby may go home within two hours.  Once home, there is kraamhulp (maternity home care for seven days) which is paid by insurance.  At this time a nurse comes to the home and provides medical services as well as cooking and cleaning the home.  For more information about childbirth in the Netherlands and other countries, visit the following site:  http://www.parents.com/pregnancy/giving-birth/vaginal/birth-customs-around-the-world/?page=2

As I read about the current birthing methods in the Netherlands I recognized that my mother and my sister would probably not have a good chance at survival there.  The similarities are, there are Americans who have home birth and a midwife to assist with the birthing. Also a hospital is available if there are any complications in the US and in the Netherlands. The differences are they can only have an epidural during certain hours in the Netherlands, while here in the US an epidural is available at any time. Another difference is that insurance in the Netherlands pays for a nurse to provide medical, cleaning, cooking, and other services for the mother and the family for seven days, while here in the US this service is not provided. In the Netherlands a mother can be sent home two hours after the birth if there are no complications, while in the US they are sent home after two to three days if there are no complications.

MAHALO NUI LOA

In retrospect I am so glad I made the decision to pursue my Master’s Degree at Walden. I have learned so much from Dr. Kien about writing, citing, references, and looking inward as I grow. I am so grateful that I have been able to share my thoughts with each of my peers as they have given me inspiration and support in my quest. The wealth of knowledge within this group was willingly shared without reservation. It is comforting to know that we all share particular passions in early childhood and that I can look forward to continued collaboration with each of you.  You all brought a wealth of knowledge to the table making it an incredible feast. I am deeply indebted to you and look forward to an even greater journey in the next session.

Codes of Ethics

(Three Ideals that are meaningful to me)

“To listen to families, acknowledge and build upon

their strengths and competencies, and learn from

families as we support them in their task of nurturing

children” (NAEYC, 2005).

I am very family oriented and place priceless value on the institution of the family.  My experiences in early childhood have deepened my conviction that children have strong ties to their family and desire to feel good about their own so they can feel good about themselves.  That is why I strive to listen to families.  I want to know what their strengths are so I can support them in building on those strengths and from there encourage them to define and lift their weaknesses.  It was through my participation with T. Berry Brazelton, M.D. and his Touchpoints center that I gained knowledge and practical application about relationships and how to fortify them.  By doing so, children can reap the blessings of nurturing from their own families.  It is my hope that I will continue to apply the principles from the Touchpoints Approach and help others understand and use this technique.

“To help family members enhance their understanding

of their children and support the continuing

development of their skills as parents” (NAEYC, 2005).

Can you tell that families are my passion?  I chose the above statement to go along with my first choice.  You cannot have one without the other.  First comes the relationship, the nurturing of the child, and then we begin to help families because they want help.  Once the bridge is built then it can be traversed.  That is, families will come to us for support and help and we will go to them to enhance their relationship with their child. Voilà! There is trust.  I hope to build many bridges in my life time.  I want to learn from others as well as share what I know.  I can only do that through trusting relationships.

“To encourage and support continual development

of employees in becoming more skilled and

knowledgeable practitioners” (NAEYC, 2005).

When I say employees, I am referring not only those I may supervise, but those that I hope to mentor, and those who are or will be my peers.  I want to be the type of person who will always encourage anyone to pursue their aspirations, especially if their goals are those in becoming educated as to best practices when working with children.  I want all to understand the value of children and how we can best help them in the growing and learning processes.  For myself, I want to always learn and be there to support others in their educational advancement.

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

Play Quotes

“You can discover more about a person in an hour of play than in a year of conversation."

Plato

"The truly great advances of this generation will be made by those who can make outrageous connections, and only a mind which knows how to play can do that."

Nagle Jackson

"The opposite of play is not work, it is depression."

Brian Sutton-Smith

Course Resources

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://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, 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.



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.



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

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



5. Sally's Additional Resources:

Websites:

Brazelton's Touchpoints Center
http://www.touchpoints.org/  
(Offers resources for parents and providers in its endeavor to strengthen relationships for the betterment of children)


Books:

Touchpoints-Birth to Three and Touchpoints-Three to Six
both are by T. Berry Brazelton, M.D., and Joshua Sparrow, M.D.
(Offers an array of ideas concerning the development or "Touchpoints" of young children and how to best deal with those milestones of varied behavior.)


Calming Your Fussy Baby The Brazelton Way
by T. Berry Brazelton, M.D., and Joshua Sparrow, M.D.
(There are six other Brazelton Way books (Discipline, Toilet Training, Discipline, Understand Sibling Rivalry, Sleep, Mastering Anger and Aggression, and Feeding Your Child. They convey messages from the "Touchpoints" books, but emphasize specific subjects singularly)


Use Your Words:  How Teacher Talk Helps Children Learn
by Carol Garhart-Mooney
(Through sharing real-life happenings from the classroom, the author helps the reader to understand how they can use their teacher language to help children learn and to manage the classroom atmosphere)

Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky

by Carol Garhart-Mooney

(Offers the reader a basic understanding of the ideologies of five renowned child development theorists)

Words of Inspiration and Motivation

T. Berry Brazelton, M.D.

"When we strengthen families, we ultimately strengthen the community. Our goal is that parents everywhere work with supportive providers, feel confident in their parenting role, and form strong, resilient attachments with their children. To help achieve this, providers must be responsive to parents, knowledgeable about child development, and eager to see every parent succeed."

"Parents don't make mistakes because they don't care, but because they care so deeply."

Lilian Katz, PhD

"Children, all children, are born with the disposition to make sense of their experiences. This is also what scientists do-make sense of experiences by experimenting, by utilizing the scientific process. You can see this disposition even in babies. A 4-monthold will drop a spoon and watch as Grandma picks it up-over and over again. She is a scientist, testing her environment to see what happens. Our job, as adults who work with young children, is to make sure that we do not damage this disposition."

"Each of us must come to care about everyone else's children. We must recognize that the welfare of our children is intimately linked to the welfare of all other people's children. After all, when one of our children needs life-saving surgery, someone else's child will perform it. If one of our children is harmed by violence, someone else's child will be responsible for the violent act. The good life for our own children can be secured only if a good life is also secured for all other people's children."

Sandy Escobido

"We as professionals in the Early Childhood Field have an opportunity to shape a child's life for the better and so that's what makes me passionate about this field."

Renatta M. Cooper

"...it's not all about you. You got to take your ego out of it and think about what's best for this child."

Personal Childhood Web

My childhood relationships have shaped who I am today. I carry within me the memories and values of those who cared for me during my developmental years. The love and devotion they displayed and gave me set the stage for what I have become.

My Father

I remember my Father as being a very tall man. As I grew up I realized he wasn't that tall. But he was bigger than life to me. He could do anything, fix anything, and be anything he wanted to be. He had a very rough time growing up. His mother passed away when he was 10 days old and his father married a woman who did not care for him. He left home at 17 and worked in the shipyards in Washington State. He met and married my mother, who he adored, and together they had seven girls. We lived in a rural farm area where he farmed, milked cows and managed the Consumer's Co-op. He was respected in the community and was known as a man who was honest in his dealings with others. He drove this point home with me and my sisters, insisting that we be honest in all that we did. I remember him at the dinner table trying to teach me math. He worked so diligently with me and I never really caught on. He was patient to a point and then would wake me from my daydreams with a slap on the table to get me back on track. When I was 11 years old my father was killed in an automobile accident. I remember when they told me he was gone I went to my room and prayed that he would come home. I went to bed that night and knew that when I woke up in the morning he would be there. My faith declined when he was not there in the morning and it took me some years to get my faith in God back. I still struggle with this traumatic loss in my life although I have accepted that he is with God and that I will see him again.

My Mother

My Mother was the most influential, powerful, strong willed, compassionate, giving, and unique person I have ever known. She was a tiny woman standing five (5) feet tall who by herself raised 7 girls. She ran the farm and cooked at the local high school. She sewed all our clothes and ensured we never went without. We may not have had all the latest fashions or the finest cars but we had plenty to eat, clothes to wear, and a comfortable loving home to come back to. I was born with a hearing problem having 70% hearing loss in one ear and 50% hearing loss in the other. I didn't know there was sound on the television until I was 3 years old.  My mother worked countless hours with me so I could integrate fully into society and be a part and not feel different. She worked with me on my abc's and sounds every night. My husband still says I can't carry a tune in a bucket but at least I can hear and enunciate clearly due to my Mother's devotion and dedication to me. She taught me to cook, sew, clean, work in a garden, take care of livestock, ride horses, have fun, enjoy life, and have a purpose. I was able to travel with my mother in her later life to many places throughout the U.S., Canada, and of course Hawaii (yes I know it is in the U.S.). We enjoyed each other's company and cared for one another after my divorce. We lived together for 7 years until I remarried. She had diabetes, loss of sight, and numerous health problems, which eventually claimed her life in 2003. She was my best friend and my mentor and I miss her dearly.

Grandfather and Grandmother Forbes

My Grandmother and Grandfather had a tremendous influence on my life. They owned a farm and upon retiring bought a laundromat in town. They loved to work and were very industrious. My early recollections of them was that they were ahead of their time in showing love for each other in public. They would often touch and kiss in front of myself and others expressing their love for one another. I worked in the laundromat for them and learned to fold clothes like a professional. My husband tells me the laundry service can't fold clothes as well as I can. Grandfather was gruff but loving and kind to me. The important things left an indelible impression on my mind. He would take us for ice cream and if the counter was dirty he would ask for a cleaning rag and tell them to clean the "crap" off the counter. He was a religious man and honest to a fault. He was quiet except when he thought it was necessary to express himself to help others do it the "right way", which was his way. Grandmother adored my Grandfather. They were best friends and lovers. They loved to see family and visit. She made sure that she knew what we needed and wanted for birthdays and Christmas and other special occasions and made sure we got those items. I loved to stay at their house. I was told not to play with the shaving razors. One day I did play with them and I cut my finger. I was asked how I did it and I told a lie. They, of course, knew and sat down with me and explained that our family never told lies. This has stuck with me throughout my life, my family doesn't lie.

My Sisters

My sisters have had a deep impact on my life because they were, and still are, my mentors, friends, and of course loving family. I was unable to have children so they allowed me to be part of their children's lives. I still get Mother's Day cards from some of them. This unselfish act has taken some of the pain and tears away from my inability to have children. When I need advice or just a kind word I can call any of them and receive the reassurance I need to make my day better. Sometimes out of the blue I will get a call from one of them asking me what my problem is. They have a special built in 6th sense knowing when I need a pick me up. My husband moved me around and this last move asked where I would like to live. I told him closer to family and the kind hearted person that he is he found employment by one of my sisters and moved us to
this new location which is closer to most of them. When I had trouble with my blog my sister came over and spent hours with me trying to figure it all out. Finally a call to her son in law and some help from my husband we were able to figure it out. My husband said if we had quit chatting and just worked at it we could have figured it out on our own. We love to talk about everything. When I was a child and my mother was giving birth to my younger sister,  my older sisters made sure my homework was done, I was fed, and in bed on time. They were loving, supporting, and kind to me just like my mother was. When they married they made sure that their husbands were approved by all of us. We have family reunions and take turns hosting/planning them. They are mostly gab sessions with each other and lots of good food. We love each other and carry on our Mother's tradition of Family First.

A Story That Fuels My Passion for Early Childhood

This story just happened a week ago.  I want to tell it so I will always remember why I want to mentor and teach adults about the needs of children and how they learn.  Everywhere I turn I see those who are so concerned with “teaching to the test” that they forget about the teachable moments. 

Here it goes.  Last Thursday at early morning recess, Juan came to me and beckoned that I look at the treasure on his right index finger.  With excitement in his voice, he said, “Look teacher, look”.  Other children gathered, and I responded with awe in my voice as I described the most incredible caterpillar to the children.  In my mind I could see how the whole process should happen to make this a teachable moment for the children.  We talked about the process of how the caterpillar would eat, eat, and eat until he would form a chrysalis and how in the spring it would become a beautiful butterfly.  I encouraged Juan to take it to his teacher so they could find a home for it in their classroom and watch the wonderful process unfold.  The children appeared excited about the venture.  Later that day at noon recess, I found Juan and asked if they were able to find homage for their caterpillar.  Seaming somewhat discouraged, he replied that his teacher made him discard the caterpillar by the tree. 

This would have been a wonderful event for the children to witness.  Instead, the teacher chose to do what was convenient for her instead of fostering what could have been a great learning experience for all the children in her class.

My Favorite Quotes

I couldn't choose, so here they are:

You are worried about seeing him spend his early years in doing nothing.  What!  Is it nothing to be happy?  Nothing to skip, play, and run around all day long?  Never in his life will he be so busy again.  ~Jean-Jacques Rousseau, Emile, 1762

If you wish to study men you must not neglect to mix with the society of children.

                                                                                               Jesse Torrey

Our greatest natural resource is the minds of our children.

                                                             Walt Disney

Hoping this is all correct

I have had a terrible time getting this blog up and running. I should have bought Blogging for Dummies but I'm not certain it is available. I hope all you are doing well and hope to hear from you soon.

Greetings Everyone!

This is going to be a great time in my life.  I know that getting to know each of you will bring many blessings.  I look forward to this time of learning, sharing, engaging, and supporting each other.  Together we can do it!!!