Grown-ups never understand anything for themselves, and it is tiresome for children to be always and forever explaining things to them.  ~Saint-Exupéry,The Little Prince, 1943

Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.
Plato

 
Education is what survives when what has been learned has been forgotten.
~Author: B F Skinner “Education in 1984” New Scientist 21 May 64

Testing

I do not agree with standardized testing by itself. There are so many learning styles and sometimes students will choke when it comes to test taking. I feel that if we are going to measure a child’s progress we do need to take into account the whole child and test in a variety of ways. In our school we do have several methods of assessment. If older grades such as Kindergarten and up did not look for certain characteristics upon enrollment maybe we could refrain from assessing. As it stands they do, so we have to consider our students readiness, which does require assessment. We have CPAA a program on the computer that the children see as a game. It assesses and tells us where they stand as well as gives us information on how to supplement the weaker areas. We also use developmental guidelines as a key and provide anecdotal and photo evidence of progress. I don’t think one type of testing will cut it. I think we have to try a variety of styles on every child and look at the cumulative

I looked at student testing in Australia and discovered that one tool they use in assessment is the Student Motivation Tool. This assessment measures motivation boosters and motivation guzzlers. This assessment is meant to determine which students are at risk of disengagement or underachievement.

I think that the standardized assessments used in the United States are just too narrow and do not take into account the varied learning styles and unique intelligence of children.

(October 1^st, 2009). Motivation and Engagement Across the Academic Life Span: A        

     Developmental Construct Validity Study of Elementary School, High School, and   

      University/College Student. Educational and Psychological Measurement, 69: 794-824

     Looking over the list of stressors we were given I feel relatively blessed in that I have not been affected by any to a large extent. It is difficult however to express how others cope with stressors so I endeared to choose one I experienced briefly.

                The stressor I choose was Isolation. The isolation I experiences was social as opposed to physical. My father was in the Air Force during my early childhood years. We relocated frequently, every one to two years. The first couple of moves were fine, I was young and fairly adaptable. As I grew older it became more challenging. I have found that children in families who move frequently either become very outgoing or very shy. I became the latter. Upon each move I would be saddened to leave friends. We didn’t have Facebook then to stay in touch and letters would taper off. Just when I felt that I belonged and had a good social network we would relocate. Invariably I would stick out like a sore thumb. Everything was different fashion, slang, hobbies and it was hard to adapt. It would take me weeks, sometime months to feel secure enough to make a new friend, even if they were friendly. There were often instances when they were very unfriendly.

                I coped with this social isolation by drawing into my immediate family. I would endeavor to keep my younger brother busy which would help me fell less lonely. I would write letters in itty bitty pieced of pare. No bigger than a nickel and leave them for him to find in a special spot. These letters were ‘written’ by a local squirrel who wanted to be pen pal. I named the squirrel Miggly. My brother would dictate to me letters in reply and they would correspond back and forth. Perhaps I began this because I felt he might be lonely to. This correspondence continued for several years. He would worry when we moved and I would invent a squirrel cousin who Miggly would introduce my brother to and who would carry on the letters. 

     I was and still am an avid reader. I also coped with isolation by reading which kept me occupied so I didn’t feel I had to be social. Eventually I would make friends and I would be fine until the next relocation. During my adolescence we remained in one area and I overcame my shyness. I will still get a little nervous in new social situations but only if I feel the people are standoffish.

                One area in which we resided that I feel an affinity for is Miggly’s ‘birthplace’ Australia. Many areas, including the area in which we lived are rural and remote. The nearest city of any substantial size was 300 miles away. There was our town of around 1000 people, small sheep stations and vast land. In many areas young children face a physical isolation. While they may have a social group, physical isolation can cut them off from necessary service. Recently there is more ability to access the internet which offers a way to reach out for necessary services. One example is: http://www.humanservices.gov.au/customer/services/centrelink/assistance-for-isolated-children

This website offers assistance to children in rural areas.   This site allows families to apply for financial assistance to help fed their children, arrange necessary services for children with disability who cannot find a school which meets it’s   needs and access to health care services. The site also allows for schooling and workforce opportunities for Australia’s indigenous people who are the countries largest poverty group.

     For this week's blog assignment I have chosen the topic of mental health for mother's, father's and families in general. This topic is meaningful to me because we have obviously failed at this in our country. When you look at the epidemic of mass shootings, suicides, homicide due to postpartum and even the issues of emotional regulation and aggressive behavior in children, everything can be traced back to a need for mental health care. Our society fails, most insurance don't cover much in the way of mental health if any. doctors turn to prescribing drugs, some of which  can make suicidal and homicidal thoughts worse. Even basic family or individual counseling may be put on the back burner by those who seek it due to cost.
     I decided to research how mental health care was handled in Europe, an area where many countries provide universal health care to see how it differs form the U.S. In Europe, this is area where they struggle as well. Facts stated that 9 of the 10 European countries in the World Health Organization are on the list of highest suicide rates worldwide. WHO,Europe has chosen to take steps towards better practice in mental health treatment. WHO states that many large mental institutions In Europe fail and that patients are often subject to abuse. There is also stigma attached to those who are referred and treated for mental illness. General practitioners therefore tend to refer only the most severe cases and lack training on mental health. WHO is suggesting that basic mental health care move away from specialists and be carried out by General Practitioners who will be better trained and equipped to handle this role.

A few benefits:

• People can access mental health services closer to their homes. This keeps families together, maintaining their daily activities, and prevents the indirect costs of seeking specialist care in distant locations.
• Mental health care delivered in primary care minimizes stigma and discrimination, and removes the risk of human rights violations that occur in psychiatric hospitals.
• Integrating mental health services into primary care generates good health outcomes at reasonable cost. General primary care systems must be strengthened, however, before this integration can be expected to flourish. (WHO,2013)

I do not have the answers to our mental health care crisis. I only know that something needs to change and those who need help should have easy access to it. I do agree that the better we can do for our young children now, the less we will have to do in the future.As educators we must be aware of warning signs and advocate for our youngest students. Through early intervention, we can work to prevent future tragedies.

When I gave birth to my daughter it was in a hospital in Colorado Springs. Although I had regular prenatal visits, I was not given too much information or really spoken to about my birthing options. I was younger, 24 and didn't really think too much about that at the time. I was not offered any type of birth preparation class. I never learned about breathing techniques, how my partner could support me during the process etc. When the time came I was not offered and epidural but I was ok with that as I did not want one anyway. No needles in the spine please!I never found out the sex of my child, although the technology was there. I wanted to be surprised. I was able to birth in the room I was staying in. Upon arrival I was asked if it was ok to have the student nurses observed. I agreed. It was a little strange because that meant there were 8 women observing! I really did not know what to do so I just followed the instructions of the Dr. I know I was given Demoral and that is about it. The comical part is that one of the nurses who was a cute blond was helping and I remember being upset that she was so cute and I was a mess. Labor was 13 hours but not nearly as painful as I expected it to be. The nurses did appreciate the experience as it was the first birth they had been through.My daughter was born healthy and wonderful.

NAEYC
Code of Ethical Conduct and Statement of Commitment

Ethical Responsibilities to Children

I.1-1—To be familiar with the knowledge base of early
childhood care and education and to stay informed
through continuing education and training.

As educators we cannot hope to impact the lives of the children in our care without committing to our own education. Whether it be taking college courses, training or picking up a professional journal education is crucial to staying current and creating the highest quality child development environment.

Principals

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 the code.

Honestly this principle speaks for itself. it is our job to advocate for those who cannot speak for themselves. This principal forces us to think beyond physical abuse and question even our verbiage. We must understand that even our words and tone can be considered damaging and we must always assess ourselves and our practices.

Ethical Responsibilities to Families

I-2.6—To acknowledge families’ childrearing values and
their right to make decisions for their children.

While we are here to support and educate our families this is a very important aspect of the code. Our way is not necessarily the right way or the only way. We must respect our families rights, they are the primary caregivers of their child. It is not our place to question or judge how the children are raised provided it is not in a manner that is abusive.

Child Find Early Intervention Services

http://denver.co.schoolwebpages.com/education/components/scrapbook/default.php?sectiondetailid=1542

Colorado Department of Human Services: Childcare

http://www.colorado.gov/cs/Satellite/CDHS-ChildYouthFam/CBON/1251579373540

Colorado Department of Education: Early Childhood Professional Development

http://www.coloradoofficeofprofessionaldevelopment.org/

Course Resources:

• 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, fromhttp://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, fromhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf
• 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 media segment 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/
    Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.
  • 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/
  • 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/
  • Institute for Women's Policy Research
    http://www.iwpr.org/
  • 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.pewstates.org/projects/pre-k-now-328067
  • Voices for America's Children
    http://www.voices.org/
  • The Erikson Institute
  • 
    

"Making a difference may sometimes mean helping one child be able to be successful in the classroom." - Raymond Hernandez

"The reason they weren't succeeding had nothing to do with their innate intelligence, but had to do with the fact that they needed the tools, to be able to know how to survive, thrive in the public school system." - Louise Derman-Sparks

" It is only through the active, meaningful engagement and experimentation with objects and people that children can begin to construct knowledge, logical reasoning, and develop social relationships. This happens most easily through children's play and socialization experiences". -Dr Abigail Adams Eliot

Elizabeth Palmer Peabody's inscription: A teacher of three generations of children, and the founder of kindergarten in America. Every humane cause has her sympathy, and many her active aid.

Personal Childhood Web

My web would have to start with my parents, Jean and Dean Brown. 

My mother was the primary caretaker. She volunteered at my school was home with us after school, fixed our bikes and kept us fed. My mother influenced me by teaching me to be open minded and trusting. She is a giver who had difficulty saying no and I find it is hard for me as well.My mom made me feel special mostly by spending time with me. Although I work full time, I enjoy cooking for my family, and doing little things for them, which I get from my mother.

 My father most nurtured me by taking me with him when he traveled , and providing financially for our family.He influenced me by sharing his love of history. We had to stop at every historical marker on our road trips. I definitely developed the history geek gene. I also love to travel and I am thankful for his career which allowed me to see so much of the world during my youth.

My little brother, Tim Brown brought out the mother in me at a young age. He is eight years younger so I was and instant babysitter. I was so excited to have a baby brother and he was the first child I helped care for.When we traveled, I enjoyed spending time with him and entertaining him when we moved form place to place.He was my buddy when we arrived in new places before we made friends.I suppose he influences me today by starting me on my path to an career in Early Childhood Education.

 My cousin Sheri White was almost like a twin. We were born three days apart and grew up together. We even got the same gifts on our birthdays and dressed alike, just different colors. She nurtured me by being my confidant and friend. We navigated adolescence together and shared many experiences. She always seemed to be one step ahead of me, even though she was younger. I was influenced as much by her experiences as my own. We don't see each other as often as I would like anymore but when we do it was like we were never apart.
     

My papa, Fred Brown was the grandparent I was closest to.He always had time for us when we visited.My grandmas just didn't have a lot of patience with kids! I have memories of him taking me swimming in the lake, finding me sugarcane and showing me how to eat it and carrying me on his shoulders.He played the trumpet and was an amazing musician. He even told stories using his trumpet to create sound effects. My grandfather also chose teaching as a career and I am proud taht I followed his footsteps into the Education field.

I would like to begin my blog by sharing the story of a very special student. Haven Belle Anderson started attending our Preschool as an infant. Before she was 2, she began to feel ill and was diagnosed with stage four Neuroblastoma. Haven is an inspiration and a fighter.Now three years old, she has endured multiple rounds of Chemo, radiation, drug trials and procedures in an effort to kick cancer's booty. So far she is doing an awesome job at it. Haven fights with a smile on her face and a feisty personality.Haven's mom, Erin tells us Haven wants so much to return to school and play with her friends and that she points the school out whenever they drive by.She is one step closer to returning every day and we hope she joins us soon! Above is a photograph of Haven with my daughter Raven, shortly after Raven shaved her head at her highschool in support.

True Story...

While we try to teach our children all about life,
Our children teach us what life is all about.
~Angela Schwindt

Before I was an educator...

Me and my Hippie Uncle Mike..