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.