It won't matter
What kind of car I drove
What kind of house I lived in
How much money I had in the bank
Nor what my cloths looked like
BUT
The world may be a little better
Because, I was important
In the life of a child.
No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure. Emma Goldman
Each day of our lives we make deposits in the memory banks of our children. Charles R. Swindoll
In the final analysis it is not what you do for your children but what you have taught them to do for themselves that will make them successful human beings. Ann Landers
Tuesday, June 21, 2011
Thursday, June 9, 2011
Testing for Intelligence?
Children need to think both critically and creatively and to solve complex problems. They also need to communicate well. Research shows a whole child approach to education will develop and prepare students for the challenges and opportunities in their world. In the public schools in the United States we focus on what a child should know and needs to know when completing a grade. The focus is all academic. I would like to show some social emotional approaches that have great success. Academic achievement and student behavior improve in schools with good social and emotional learning programs.
Child Development Program
For almost twenty years, the Developmental Studies Center in Oakland, California, has documented and evaluated results of its Child Development Project (CDP), which integrates lessons on caring, responsibility, and other positive traits with a rigorous curriculum that stresses cooperative learning, class meetings designed to build unity and a sense of shared purpose, buddy programs, and parental involvement. The research has consistently shown that students in CDP schools are more cooperative, helpful, and empathetic, are able to settle disputes among themselves without adult intervention, and are more committed to such democratic values as fairness and justice.
Resolving Conflict Creatively Program
A two-year study of 5,000 second- through sixth-grade children in fifteen New York City schools by the National Center for Children in Poverty at Columbia University found a positive impact on children who received regular instruction in the Resolving Conflict Creatively Program (RCCP) curriculum from motivated teachers.
Children who received about twenty-five lessons a year in the RCCP curriculum, which is a violence prevention program with a core underpinning of emotional and social instruction, performed significantly better on standardized academic achievement tests than other children. Their teachers also reported that students in the RCCP classes showed greater emotional control and social skills such as cooperation, were less violent, and felt better about themselves. A separate study of RCCP teachers in Atlanta found that their listening skills, their understanding of children's individual needs and concerns, and their own use of conflict resolution had improved. RCCP, which was highlighted at the 1998 White House Conference on School Safety, also resulted in fewer suspensions, less physical violence, and a lower dropout rate in Atlanta.
Responsive Classroom
A two-year (1996-1998) University of Wisconsin study by researcher Stephen Elliott of two Springfield, Massachusetts, schools -- one that used a social and emotional learning program called Responsive Classroom and one that did not -- found significant social and academic dividends for the students in the Responsive Classroom program. The program is based on six components: a morning meeting, classroom organization, rules and logical consequences, guided discovery, academic choice, and assessment and reporting.
Responsive Classroom teachers reported an increase in such student social skills as using time appropriately, initiating conversations with peers, and getting along with people who are different. They also reported a decrease in such problem behaviors as interrupting, excessive fidgeting or moving, and feeling anxious among other children. The control group reported much less improvement in those areas. Over the two-year period, the Responsive Classroom group also showed significantly greater growth on the Iowa Test of Basic Skills.
Singapore
I chose to look at the school-age assessment in Singapore. My dad and step-mom lived there for 6 years. It also sparked my curiosity when looking at the chart in The Developing Person Through Childhood noticing Singapore was at the top ranking with math scores. They do not just look at the population of learners as a whole, but group them by learning ability. In 2005 the government chose to make cuts to curriculum and give greater focus to creative and critical thinking.
In 1999, fourth-grade test scores at the school using Responsive Primary education consists of a four year foundation stage from Primary 1–4 and a two year orientation stage from Primary 5 and 6. The overall aim of primary education is to teach the English language, Mother Tongue, Mathematics and Science. From the end of 2004, the EM1, EM2 and EM3 streaming for upper primary students were removed allowing schools the autonomy to decide how best to band their students by ability and value added information. Previously students were tested in Primary 4 to determine their stream: EM1 - brighter students, EM2 – average students and EM3 – a lower level of study for students who did not perform well in the testing.
References
http://www.edutopia.org/emotional-intelligence-research Singapore (Home page) foundEmotional-intelligence research: indicators point to the importance of sel. (2001, February 22).
Singapore – education system and school accountability. (2006). School Accountability Framework Review, Retrieved from http://www.det.wa.edu.au/education/accountability/Docs/SINGAPORE.pdf
Child Development Program
For almost twenty years, the Developmental Studies Center in Oakland, California, has documented and evaluated results of its Child Development Project (CDP), which integrates lessons on caring, responsibility, and other positive traits with a rigorous curriculum that stresses cooperative learning, class meetings designed to build unity and a sense of shared purpose, buddy programs, and parental involvement. The research has consistently shown that students in CDP schools are more cooperative, helpful, and empathetic, are able to settle disputes among themselves without adult intervention, and are more committed to such democratic values as fairness and justice.
Resolving Conflict Creatively Program
A two-year study of 5,000 second- through sixth-grade children in fifteen New York City schools by the National Center for Children in Poverty at Columbia University found a positive impact on children who received regular instruction in the Resolving Conflict Creatively Program (RCCP) curriculum from motivated teachers.
Children who received about twenty-five lessons a year in the RCCP curriculum, which is a violence prevention program with a core underpinning of emotional and social instruction, performed significantly better on standardized academic achievement tests than other children. Their teachers also reported that students in the RCCP classes showed greater emotional control and social skills such as cooperation, were less violent, and felt better about themselves. A separate study of RCCP teachers in Atlanta found that their listening skills, their understanding of children's individual needs and concerns, and their own use of conflict resolution had improved. RCCP, which was highlighted at the 1998 White House Conference on School Safety, also resulted in fewer suspensions, less physical violence, and a lower dropout rate in Atlanta.
Responsive Classroom
A two-year (1996-1998) University of Wisconsin study by researcher Stephen Elliott of two Springfield, Massachusetts, schools -- one that used a social and emotional learning program called Responsive Classroom and one that did not -- found significant social and academic dividends for the students in the Responsive Classroom program. The program is based on six components: a morning meeting, classroom organization, rules and logical consequences, guided discovery, academic choice, and assessment and reporting.
Responsive Classroom teachers reported an increase in such student social skills as using time appropriately, initiating conversations with peers, and getting along with people who are different. They also reported a decrease in such problem behaviors as interrupting, excessive fidgeting or moving, and feeling anxious among other children. The control group reported much less improvement in those areas. Over the two-year period, the Responsive Classroom group also showed significantly greater growth on the Iowa Test of Basic Skills.
Singapore
I chose to look at the school-age assessment in Singapore. My dad and step-mom lived there for 6 years. It also sparked my curiosity when looking at the chart in The Developing Person Through Childhood noticing Singapore was at the top ranking with math scores. They do not just look at the population of learners as a whole, but group them by learning ability. In 2005 the government chose to make cuts to curriculum and give greater focus to creative and critical thinking.
In 1999, fourth-grade test scores at the school using Responsive Primary education consists of a four year foundation stage from Primary 1–4 and a two year orientation stage from Primary 5 and 6. The overall aim of primary education is to teach the English language, Mother Tongue, Mathematics and Science. From the end of 2004, the EM1, EM2 and EM3 streaming for upper primary students were removed allowing schools the autonomy to decide how best to band their students by ability and value added information. Previously students were tested in Primary 4 to determine their stream: EM1 - brighter students, EM2 – average students and EM3 – a lower level of study for students who did not perform well in the testing.
References
http://www.edutopia.org/emotional-intelligence-research Singapore (Home page) foundEmotional-intelligence research: indicators point to the importance of sel. (2001, February 22).
Singapore – education system and school accountability. (2006). School Accountability Framework Review, Retrieved from http://www.det.wa.edu.au/education/accountability/Docs/SINGAPORE.pdf
Wednesday, May 25, 2011
Consequences of Stress on Children’s Development
A little girl I had in my Head Start class the first year I taught struggled with hunger issues. I first noticed it when she started coming to school and immediately asking for food. I would walk her through the daily routine and let her know how long until we would have snack. When it came to snack time she would stuff her mouth full of food and acted like she could not get enough. This eventually turned into hording issues where she would worry about not having enough food during snack and lunch. To set her mind at ease we always made sure to have enough food on the table. She was underweight and had health issues. I ended up talking to Mom about it and she admitted they were having problems getting food. We helped her get the information for her to get her family on food stamps and helped her get food baskets for immediate need. Even after I felt like this little girl was getting the nutrition she so desperately needed we still had a lot of work to do. It was ingrained in her mind to worry about food. She was behind academically and socially withdrawn. I believe all this had to do with the fact she was so focused on getting her basic survival needs met.
United States
Did you know? In 2008, nearly 9 million children died before they reached their fifth birthday. One third of these deaths are due directly or indirectly to hunger and malnutrition
Every day, almost 16,000 children die from hunger-related causes. That's one child every five seconds.
4.0 percent of U.S. households experience hunger. Some people in these households frequently skip meals or eat too little, sometimes going without food for a whole day. 11.1 million People, including 430 thousand children, live in these homes.
India
Child malnutrition rates are worse here than in many sub-Saharan African countries. The India State Hunger Index analyzes hunger levels in 17 major states across India. State hunger index scores range from “serious” to “extremely alarming.”
The India State Hunger Index also found that poorer Indian states have substantially higher levels of hunger than the more prosperous ones. Even states with high rates of economic growth in recent years, such as Gujarat, Chhattisgarh, and Maharashtra, have high levels of hunger, while states with relatively slower economic growth, such as Punjab, achieved a lower hunger level.
The national nutrition policy is focusing on the right age group pregnant, lactating mothers and children under the age of two. This age group is critical to address nutrition. And they did so a long time back, even compared to where India is today. It is encouraging that several states are moving towards crafting nutrition strategies and missions. Madhya Pradesh, Karnataka and even Bihar are states that are showing sincere interest.
References
Dassani, V. (2008, October 18). India faces urgent hunger situation. Retrieved from http://www.ifpri.org/pressrelease/india-faces-urgent-hunger-situation
Menon, P. (2010, October 16). Reduce malnourishment to improve India’s hunger index scores. Retrieved from http://southasia.oneworld.net/weekend/reduce-malnourishment-to-improve-indias-hunger-index-scores-purnima-menon
Weinreb, L. (2002). Hunger: its impact on children’s health and mental health. Official Journal Academy of Pediatrics, 110(4), Retrieved from http://pediatrics.aappublications.org/content/110/4/e41.full doi: doi: 10.1542/peds.110.4.e41
United States
Did you know? In 2008, nearly 9 million children died before they reached their fifth birthday. One third of these deaths are due directly or indirectly to hunger and malnutrition
Every day, almost 16,000 children die from hunger-related causes. That's one child every five seconds.
4.0 percent of U.S. households experience hunger. Some people in these households frequently skip meals or eat too little, sometimes going without food for a whole day. 11.1 million People, including 430 thousand children, live in these homes.
India
Child malnutrition rates are worse here than in many sub-Saharan African countries. The India State Hunger Index analyzes hunger levels in 17 major states across India. State hunger index scores range from “serious” to “extremely alarming.”
The India State Hunger Index also found that poorer Indian states have substantially higher levels of hunger than the more prosperous ones. Even states with high rates of economic growth in recent years, such as Gujarat, Chhattisgarh, and Maharashtra, have high levels of hunger, while states with relatively slower economic growth, such as Punjab, achieved a lower hunger level.
The national nutrition policy is focusing on the right age group pregnant, lactating mothers and children under the age of two. This age group is critical to address nutrition. And they did so a long time back, even compared to where India is today. It is encouraging that several states are moving towards crafting nutrition strategies and missions. Madhya Pradesh, Karnataka and even Bihar are states that are showing sincere interest.
References
Dassani, V. (2008, October 18). India faces urgent hunger situation. Retrieved from http://www.ifpri.org/pressrelease/india-faces-urgent-hunger-situation
Menon, P. (2010, October 16). Reduce malnourishment to improve India’s hunger index scores. Retrieved from http://southasia.oneworld.net/weekend/reduce-malnourishment-to-improve-indias-hunger-index-scores-purnima-menon
Weinreb, L. (2002). Hunger: its impact on children’s health and mental health. Official Journal Academy of Pediatrics, 110(4), Retrieved from http://pediatrics.aappublications.org/content/110/4/e41.full doi: doi: 10.1542/peds.110.4.e41
Wednesday, May 11, 2011
Child Development and Public Health
Breastfeeding
When I had my first child I struggled with breastfeeding and had to look to a lactation consultant to come into my home and help me get started. I took breastfeeding classes prior to having my first child and felt I was prepared, but found the whole process much harder than I expected. I was worried my daughter was not getting enough milk I had no idea I would be in pain with engorgement issues. After the consultant helped me and set my mind at ease everything started getting easier. I ended up breastfeeding both of my daughters until they were the age of two and a half. I watched them develop into healthy children and I felt I was giving them the best nutritious start possible. Some of the many benefits of breastfeeding are they boost your child’s immune system and protects against infection, protects against illness, gives protection against allergies, and enhances development and intelligence. After a rough start I found breastfeeding to be so easy. I was able to take my children many places without worrying about taking bottles along and it was completely free.
China is still lagging behind national and global breastfeeding targets, health experts say. Approximately only 20 percent of mothers in China breastfeed their infants for at least six months. The findings come from a recent study of urban mothers, who are more likely to cease breastfeeding earlier than their rural counterparts. This is in contrast with Rwanda who has one of the highest rates of breastfeeding. It is common practice for mothers in Rwanda to carry their babies in slings attached to their bodies some of them practice Kangaroo Care, which is skin-to-skin contact between mother and baby. At 20-23 months, 77% of Rwandan mothers still breastfed their infants in combination with other foods.
I believe breastfeeding your child is very important. It is the natural food source; forms close bonds, and give your child a wonderful start. My hope for the future would be to give new mothers support and education about the benefits of breastfeeding for both the mother and the child.
When I had my first child I struggled with breastfeeding and had to look to a lactation consultant to come into my home and help me get started. I took breastfeeding classes prior to having my first child and felt I was prepared, but found the whole process much harder than I expected. I was worried my daughter was not getting enough milk I had no idea I would be in pain with engorgement issues. After the consultant helped me and set my mind at ease everything started getting easier. I ended up breastfeeding both of my daughters until they were the age of two and a half. I watched them develop into healthy children and I felt I was giving them the best nutritious start possible. Some of the many benefits of breastfeeding are they boost your child’s immune system and protects against infection, protects against illness, gives protection against allergies, and enhances development and intelligence. After a rough start I found breastfeeding to be so easy. I was able to take my children many places without worrying about taking bottles along and it was completely free.
China is still lagging behind national and global breastfeeding targets, health experts say. Approximately only 20 percent of mothers in China breastfeed their infants for at least six months. The findings come from a recent study of urban mothers, who are more likely to cease breastfeeding earlier than their rural counterparts. This is in contrast with Rwanda who has one of the highest rates of breastfeeding. It is common practice for mothers in Rwanda to carry their babies in slings attached to their bodies some of them practice Kangaroo Care, which is skin-to-skin contact between mother and baby. At 20-23 months, 77% of Rwandan mothers still breastfed their infants in combination with other foods.
I believe breastfeeding your child is very important. It is the natural food source; forms close bonds, and give your child a wonderful start. My hope for the future would be to give new mothers support and education about the benefits of breastfeeding for both the mother and the child.
Wednesday, May 4, 2011
Childbirth- In Your Life and Around the World
My Birthing Story
I was 25 when I had my first daughter. I felt I was prepared. I was done with college; I had worked with children pretty much my entire life, and wanted to be a mother more than anything. As the day came closer I could not wait to meet my daughter. I only had two weeks until my due date when preeclampsia sent me in to see my doctor. I trusted his opinion and we had a wonderful working medical relationship. We decided to induce and get the process rolling since I was now at risk. I was in labor for 27 hours. I could not believe all women went through this. It made me think of women and mothering in a completely different light. I was in awe of the whole process and also in a bit of shock about natural childbirth and the pain which went along with it. I ended up having a healthy baby girl and did the whole process over to have my second child.
I chose this example because it was one of the biggest events in my life. It changed me and made me love something more than I could ever imagine. I also felt a sense of great accomplishment and understanding about being a mother and a kinship with other women who had already had a birthing story to tell.
I believe the setting of the birth, the demeanor of the mother, and the environment as a whole effects child development. All of these factors play into how the child will see their world. I was much more relaxed when having my second child and in turn she was a relaxed baby. She was very easy to breastfeed and sooth. Babies pick up on these feelings and the environment affects them.
Birth in Rural Russia
Midwives or village grandmothers used folk medicine to help the delivery of babies in rural Russia, and mothers returned to their work in the fields after delivery. Women had little chance for maternity leave. Fields had to be worked and animals tended to. Typically a woman returned to work three days after while an older sibling would care for the baby. Midwives used traditional methods to help the mother during delivery. Many women used non-traditional birthing methods. One was hanging from the rafters of a barn. Gravity would assist with the birthing. Mothers did not look toward traditional medicine for advice as they understood the Midwives and grandmothers knew more about the birthing process.
My birthing story is completely different than the women from rural Russia. I used modern medicine and had my child in the hospital. The Russian women had their children at home and sometimes in the field they were working. Even though the stories are completely different, this is a natural process women have always gone through and your body will guide you through the process.
I was 25 when I had my first daughter. I felt I was prepared. I was done with college; I had worked with children pretty much my entire life, and wanted to be a mother more than anything. As the day came closer I could not wait to meet my daughter. I only had two weeks until my due date when preeclampsia sent me in to see my doctor. I trusted his opinion and we had a wonderful working medical relationship. We decided to induce and get the process rolling since I was now at risk. I was in labor for 27 hours. I could not believe all women went through this. It made me think of women and mothering in a completely different light. I was in awe of the whole process and also in a bit of shock about natural childbirth and the pain which went along with it. I ended up having a healthy baby girl and did the whole process over to have my second child.
I chose this example because it was one of the biggest events in my life. It changed me and made me love something more than I could ever imagine. I also felt a sense of great accomplishment and understanding about being a mother and a kinship with other women who had already had a birthing story to tell.
I believe the setting of the birth, the demeanor of the mother, and the environment as a whole effects child development. All of these factors play into how the child will see their world. I was much more relaxed when having my second child and in turn she was a relaxed baby. She was very easy to breastfeed and sooth. Babies pick up on these feelings and the environment affects them.
Birth in Rural Russia
Midwives or village grandmothers used folk medicine to help the delivery of babies in rural Russia, and mothers returned to their work in the fields after delivery. Women had little chance for maternity leave. Fields had to be worked and animals tended to. Typically a woman returned to work three days after while an older sibling would care for the baby. Midwives used traditional methods to help the mother during delivery. Many women used non-traditional birthing methods. One was hanging from the rafters of a barn. Gravity would assist with the birthing. Mothers did not look toward traditional medicine for advice as they understood the Midwives and grandmothers knew more about the birthing process.
My birthing story is completely different than the women from rural Russia. I used modern medicine and had my child in the hospital. The Russian women had their children at home and sometimes in the field they were working. Even though the stories are completely different, this is a natural process women have always gone through and your body will guide you through the process.
Wednesday, April 13, 2011
Examining Codes of Ethics
The Division for Early Childhood
PROFESSIONAL PRACTICE
Professional Collaboration
3. We shall honor and respect the diverse backgrounds of our colleagues including such diverse characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations.
Many of my coworkers come from diverse cultural backgrounds. It is important to respect their culture and realize we are all here for the same reason. We want to make a difference in the lives of the families and children we work with. I believe working in diverse conditions gives you more knowledge and understanding of many issues concerning children and families.
RESPONSIVE FAMILY CENTERED PRACTICES
Enhancement of Children’s and Families’ Quality of Lives
3.We shall recognize and respect the dignity, diversity, and autonomy of the families and children
we serve.
I believe this statement is very important related to the work I do. When working with families you must give them respect and realize every family has different values, cultural backgrounds, and lifestyle choices. We are there to give them support and resources, not to judge.
NAEYC
Principal
P-1.1—Above all, we shall not harm children. We shall
not participate in practices that are emotionally
damaging, physically harmful, disrespectful, degrading,
dangerous, exploitative, or intimidating to
children. This principle has precedence over all
others in this Code.
Every professional in the Educational field should read this statement. We are here to help nurture children and give them resources to help them grow. Even the words we use need to follow this code. Positive words and praise are essential to foster a healthy learning enviornment.
PROFESSIONAL PRACTICE
Professional Collaboration
3. We shall honor and respect the diverse backgrounds of our colleagues including such diverse characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations.
Many of my coworkers come from diverse cultural backgrounds. It is important to respect their culture and realize we are all here for the same reason. We want to make a difference in the lives of the families and children we work with. I believe working in diverse conditions gives you more knowledge and understanding of many issues concerning children and families.
RESPONSIVE FAMILY CENTERED PRACTICES
Enhancement of Children’s and Families’ Quality of Lives
3.We shall recognize and respect the dignity, diversity, and autonomy of the families and children
we serve.
I believe this statement is very important related to the work I do. When working with families you must give them respect and realize every family has different values, cultural backgrounds, and lifestyle choices. We are there to give them support and resources, not to judge.
NAEYC
Principal
P-1.1—Above all, we shall not harm children. We shall
not participate in practices that are emotionally
damaging, physically harmful, disrespectful, degrading,
dangerous, exploitative, or intimidating to
children. This principle has precedence over all
others in this Code.
Every professional in the Educational field should read this statement. We are here to help nurture children and give them resources to help them grow. Even the words we use need to follow this code. Positive words and praise are essential to foster a healthy learning enviornment.
Wednesday, March 30, 2011
Course Resources
Quotes
All my work is peace education. The heart of peace education is understanding people’s lives, dreams, cultures, and practices and appreciating them in whatever contributions they make to society.
Martha Llanos
If we want true peace in the world, we shall have to start with the children. We will not have peace in the world if we continue to violate children’s rights.
Mahatma Gandhi
Article
Lipoff, S. (2010, June 4). Creative curriculum lesson plan for head start. Retrieved from http://www.ehow.com/about_6588858_creative-lesson-plan-head-start.html
Books
Dodge, D, Colker, L, & Heroman, C. (2002). The Creative Curriculum For Preschool Fourth Edition. Washington D.C: Teaching Strategies.
Dodge, D, Colker, L, & Heroman, C. (2000). Connecting Content, Teaching, and Learning. Washington D.C: Teaching Strategies.
Position Statements and Influential Practices
NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
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.
Global Support for Children’s Rights and Well-Being
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
Association for Childhood Education International
http://acei.org/about/
World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
World Organization for Early Childhood Education
http://www.omep-usnc.org/
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/
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
All my work is peace education. The heart of peace education is understanding people’s lives, dreams, cultures, and practices and appreciating them in whatever contributions they make to society.
Martha Llanos
If we want true peace in the world, we shall have to start with the children. We will not have peace in the world if we continue to violate children’s rights.
Mahatma Gandhi
Article
Lipoff, S. (2010, June 4). Creative curriculum lesson plan for head start. Retrieved from http://www.ehow.com/about_6588858_creative-lesson-plan-head-start.html
Books
Dodge, D, Colker, L, & Heroman, C. (2002). The Creative Curriculum For Preschool Fourth Edition. Washington D.C: Teaching Strategies.
Dodge, D, Colker, L, & Heroman, C. (2000). Connecting Content, Teaching, and Learning. Washington D.C: Teaching Strategies.
Position Statements and Influential Practices
NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
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.
Global Support for Children’s Rights and Well-Being
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
Association for Childhood Education International
http://acei.org/about/
World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
World Organization for Early Childhood Education
http://www.omep-usnc.org/
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/
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
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