When I Think of Child Development …

The best way to keep children home is to make the home atmoshere pleasant and let the air out of the tires.  --- Dorothy Parker

We worry about what a child will become tomorrow, yet we forget that he is someone today. ~Stacia Tauscher

You can learn many things from children. How much patience you have, for instance. ~Franklin P. Jones

“Children are the world's most valuable resource and its best hope for the future”

John Fitzgerald Kennedy quotes

Children will not remember you for the material things you provided but for the feeling that you cherished them.”

Richard L. Evans quotes “I've come to the frightening conclusioin that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” kathyoj Dr. Haim Ginott quotes

From elementary school, middle school, high school, and even when I finished college, I have dislike, what I really want to say is hate standardize testing.  I am totally against standardize testing.  From elementary to college I have never done well on standardize testing.  I fear these type of test.  I never scored well on these type of test.  It takes me several times to pass them.  It controls your whole day worrying about whether if you did well on the test or not.  I personally think kids nor adult should be measured in what they know on these test.  I believe that you can use observation to get what you need to know.  A child or adult could be having a bad day and don't score will on the test.  Also, some kids don't take the test seriously enough and will mark any letter that he or she think might be right.  However, I personally think these types of test are bias. 

Waldorf  Education:  The first Waldorf school was founded in 1919 to serve the children of employees at the Waldorf-Astoria cigarette factoryin Stuttgart, Germany.

Waldorf education (also known as Steiner education) is a humanistic approach to pedagogy based on the educational philosophy of the Austrian philosopher Rudolf Steiner, the founder of anthroposophy. Learning is interdisciplinary, integrating practical, artistic, and conceptual elements. The approach emphasizes the role of the imagination in learning, developing thinking that includes a creative as well as an analytic component.  The educational philosophy's overarching goals are to provide young people the basis on which to develop into free, morally responsible and integrated individuals, and to help every child fulfill his or her unique destiny, the existence of which anthroposophy posits.  Schools and teachers are given considerable freedom to define curricula within collegial structures.

Pedagogy and theory of child development

The structure of the education follows Steiner's theories of child development, which describe three major developmental stages of childhood, each having its own learning requirements, as well as a number of sub-stages. These stages are broadly similar to those described by Piaget.

·        In early childhood learning is largely experiential, imitative and sensory-based. The education emphasizes learning through practical activities.

·        During the Elementary school years (age 7–14), learning is artistic and imaginative, and is guided and stimulated by the creative authority of teachers. In these years, the approach emphasizes developing children's emotional life and artistic expression across a wide variety of performing and visual arts.

·        During adolescence, to meet the developing capacity for abstract thought and conceptual judgment the emphasis is on developing intellectual understanding and ethical ideals such as social responsibility.

Waldorf education realizes an unusually and perhaps uniquely "complete articulation of an evolutionary developmental K-12 curriculum and creative teaching methodology." its underlying principles continue a pedagogical tradition initiated by Comenius, Pestalozzi, and Herder Its methodology encourages collaborative learning.

[edit] Pre-school and kindergarten: birth to age 6 or 7

Waldorf schools approach learning in early childhood through imitation and example. Extensive time is given for guided free play in a classroom environment that is homelike, includes natural materials and provides examples of productive work in which children can take part; such an environment is considered by Waldorf pedagogues to be supportive of the physical, emotional and intellectual growth of the child through assimilative learning. Outdoor play periods are also generally incorporated into the school day, with the intention of providing children with experiences of nature, weather and the seasons of the year. Oral language development is addressed through songs, poems and movement games. These include daily story time when a teacher usually tells a fairytale, often by heart.

Aids to development via play generally consist of simple materials drawn from natural sources that can be transformed imaginatively to fit a wide variety of purposes. Waldorf dolls are intentionally made simple in order to allow playing children to employ and strengthen their imagination and creativity. Waldorf schools generally discourage kindergarten and lower grade pupils being exposed to media influences such as television, computers and recorded music, as they believe these to be harmful to children's development in the early years; this is consistent with the UK National Literacy Trust

The education emphasizes early experiences of daily, weekly and annual rhythms, including seasonal festivals drawn from a variety of traditions. Though Waldorf schools in the Western Hemisphere have traditionally celebrated Michaelmas and Martinmas in the autumn, Christmas in winter, Easter and May Day in the spring, and St. John's Day in summer, such schools are now incorporating an increasingly wide range of cultural and religious traditions, and schools located where Jewish, Buddhist, or Islamic traditions are dominant celebrate festivals drawn from these traditions.

Elementary education: age 6/7 to 14

Waldorf elementary school classroom

In Waldorf schools a child normally enters elementary education when she or he is nearing or already seven years of age. The elementary school centers around a multi-disciplinary arts-based curriculum that includes visual arts, drama, artistic movement (eurythmy), vocal and instrumental music, and crafts. Throughout the elementary years, students learn two foreign languages (in English-speaking countries often German and either Spanish or French).

Throughout the elementary years, concepts are first introduced through stories and images, and academic instruction is integrated with the visual and plastic arts, music and movement. There is little reliance on standardized textbooks; instead, each child creates his or her own illustrated summary of coursework in book form. The school day generally starts with a one-and-a-half to two-hour academic lesson that focuses on a single theme over the course of about a month's time and generally begins with an introduction that may include singing, instrumental music, recitations of poetry, including a verse written by Steiner for the start of a school day, and practice in mathematics and language arts.

An objective of most Waldorf schools is to have a single teacher loop with a class throughout the elementary school years, teaching at least the principal academic lessons; Waldorf teachers have been cited for their level of personal commitment to their pupils.

Waldorf teachers use the concept of the four temperaments to help interpret, understand and relate to the behaviour and personalities of children under their tutelage. The temperaments, choleric, phlegmatic, melancholic, and sanguine, are thought to express four basic personality types, each possessing its own fundamental way of regarding and interacting with the world.

Waldorf elementary education allows for individual variations in the pace of learning, based upon the expectation that a child will grasp a concept or achieve a skill when he or she is ready. Cooperation takes priority over competition. This approach also extends to physical education; competitive team sports are introduced in upper grades.

Secondary education

In most of the Waldorf schools, pupils enter secondary education when they are about fourteen years old. Secondary education is provided by specialist teachers for each subject. The education now focuses much more strongly on academic subjects,  though students normally continue to take courses in art, music, and crafts.

Pupils are encouraged to develop their own independent and creative thinking processes. The curriculum is structured to help students develop a sense of competence, responsibility and purpose, to foster an understanding of ethical principles, and to build a sense of social responsibility.

Curriculum

Though most Waldorf schools are autonomous institutions not required to follow a prescribed curriculum, there are widely-agreed guidelines for the Waldorf curriculum, supported by the schools' common principles. Government-funded schools may be required to incorporate aspects of state curricula.

The Waldorf curriculum has from its inception organically incorporated multiple intelligences. There are thus a few subjects largely unique to the Waldorf schools. Foremost among these is Eurythmy, a movement art usually accompanying spoken texts or music which includes elements of role play and dance and is designed to provide individuals and classes with a "sense of integration and harmony".The arts generally play a significant role throughout the pedagogy and Waldorf education's unique integration of the arts into traditional content has been cited as a model for other schools.

Waldorf schools generally introduce computers into the curriculum in adolescence.

 Looping

In the elementary schools, the homeroom teacher normally is expectedteach a group of children for several years. Traditionally teachers are expected to remain with a class from first through eighth grade, though an increasing number of schools are significantly reducing the duration of the loop. Looping has both advantages in the long-term relationships thus established and disadvantages in the challenge to teachers, who face a new curriculum each year. Such stability also requires all parties to maintain sustainable relationships, a frequently challenging task.

Reference

http://en.wikipedia.org/wiki/Waldorf_education

Additional ideas, comments, suggestions, examples, and/or concerns related to assessing young children

I would like to suggest that if you are pressuring young children into standardize testing please do not hold them accoutable.  It will cost them problem late in life.  Thanks. 

Consequences of Stress on Children’s Development

One stressor I encountered as a child was poverty, but not to the extreme.  I came from a low-income family, living pay check to pay check, and only one parent working.  At the time when I was younger I didn't understand why I couldn't have some of the things the other kids had.  We lived in government apartments for several years until my dad purchase our first moblie home.  However, we struggled to pay that and to pay other bills.  Living in poverty effects the learning of some children.  Not having the materials needed and now to do most project slows a child able down.  They are limit to what they can learn and do because they might not have a computer or afford internet.  I remember growing up and we didn't have a computer in the house until after I went to college. 

Another stressor I encountered was my parents drinking alcohol, smoking, and fussing.  I remember saying when I grow I will never be like them. I hated when they smoke the smell of smoke made me sick.  Then the scent that say on your cloths was just nasty.  The fussing was over stupid stuff because of the alcohol that they couldn't control. 

I haven't came across anyone who has experience another the other stressors. 

I cope with those stressor by just staying focus and self-motivated.  I always told myself that I will be better and do better then my parents and they would want the same thing to.  When I went off to college I never that was my way out.  Not saying I wasn't coming back home forever, but it was my out of poverty and to begin my life.

Africa

Poverty is a cycle that repeat itself.  It contnuie to keep going and going.  It does matter where at in the world poverty seem to be everywhere.  Africa and other counties have areas of poverty just like the United States.  War, disease, hunger, and environment pollution play are key factor in other country that  contributing to their poverty.  These major stress factor are the key factor of death and the increase of food prices contribute to poverty as well. 

Child Development and Public Health

I chose breastfeeding because I breastfeed all three of my kids.  I feel that breastfeeding helps with that bonding and attachment that the caregivers and infants needs.  Also, breastfeeding is cheap and it is best for the baby as well as the mother.  I have heard that it reduces the chances of a woman catching breast cancer.  For some mothers who are on the WIC program it save the government a ton of money on formula.  However, different part of the world do not have a choice to chose breastfeeding or formula because the country is so poor. Some countries frown upon if you don't breastfeed.  In Ghana bottlefeeding is for orphans. In Nigeria breastfeeding is encouraged for the first 2 years of life and exclusive breastfeeding for 6 months. However among a lot of the working middle class, they supplement with formula or choose not to breastfeed either due to work or ignorance.
  I wish that all mothers would breastfeed for at least 6 months. Just my opinion, but it should be a law that requires a mother to breastfeed her child for at least 6 months. Yes this might cause some problems for working mothers, but their should be a law for working mothers to receive pay for six months while they nurse their kids. 

Childbirth- In Your Life and Around the World

I would like to share my own experience with my first born son.  It was the most amazing thing that could have happen to me.  It was the most exciting thing that I have experienced along with the experience of carrying twins.  Have the ability to carry another human in my tummy was a priceless adventure.  Seeing my tummy growing each and every month was shocking, it felt unreal.  Hearing his heart beat for the first time bring tears to my eyes and seeing him for the first time on ultrasound.  I remember the first time he moved and it was in May of 2008 right before I was leaving from work.  The journey in my first pregnancy was very special to me because I never thought in a millions a little human being could grow inside of me.  However, both of my pregnancy was excellent and healthy.  I worked full time, continued my physical activities, and made sure I was health and the babies by providing prenatal care for them.  I didn't have any birth complication or postpartum depression.  My first son I have natural without any meds.. and the twins I had to have C-section. 

Around the World-China

As many know already that China is limited to one child per household unless there is the first born is a girl or have disable.  When the child is born and if it have any deformed its the mothers fault.  In a study they have found that a lot of couple are having a procedure done or taking meds..to have multiples.  In the Chinese culture there are a lot of things they do and say differently.  Here is the website so you can read some of the information: http://www.4panda.com/chinatips/culture/baby.htm

Examining Codes of Ethics

Professional Practice
    Professional and Interpersonal Behavior
        1.  We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activites in order to inspire the trust and confidence of the children and families and of those with whom we work.

I chose this one because of the recent article I did on the CRCT. How several of the educators in Atlanta are getting fired because they changed answer on the test. 

     Professional Collaboration
         2.  We shall honor and respect the rights, knowledge, and skills of the multidisciplinary colleages with whom we work recognizing their unique contributions to children,families, and the field of early childhood special education. 

I chose this one because I think as any grade level teacher its important share ideas with everyone.  Sharing our ideas makes our job easier.

Ethical and Evidence Based Practices
     Evidence Based Practices
          3.  We shall include the diverse perspectives and experiences of children and families in the conduct of research and intervention. 

I chose this one because I think as educator we need to include different culture and let children share their culture with us.  Its very important that we do not let the children from a different background lose their culture. 

Course Resources

 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

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.

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

Additional Resources

http://www.successdegrees.com/inspirationalquotesaboutearlychildhoodeducationandteaching.html

"This state has put a lot of concentration on reforming the K-12 system, but we've done very little with early childhood education. We can't wait until they get to kindergarten because then we're just playing catch-up."
- Evelyn Keating

"Children are like wet cement. Whatever falls on them makes an impression.- Dr. Hiam Ginnot

"A teacher affects eternity; he can never tell where his influence stops.- Henry Adams

"A teacher is a compass that activates the magnets of curiosity, knowledge, and wisdom in the pupils."- Ever Garrison

REC Resources for Early Childhood
http://rec.ohiorc.org/

Early Childhood Resource and Training Center
http://www.ecrc1.org/

Autism Help
http://autismhelp.info/

SSpecial Quest Birth-Five: Early Childhood Inclusion Resources That Work
http://www.specialquest.org/resources/transition/index.html