When I Think of Child Development

“The greatest gifts you can give your children are the roots of responsibility and the wings of independence.” (Denis Waitley).

I would like to thanks Tunyia for giving me the support I needed, and the encouragement. Thank you for all you had helped me with especially for being by an online friend. We have not met face-to-face or person-to-person but the love that you put forward in responding to my blog it makes me feel great. Again I would like to take the time out and say thank you so very much.

I would like to say it was an honor to meet you and thank you for your support and encouragement. I feel like we’ve been friends for a while you have been there for me and supported me. I just want to thank you for listening to me and being concerned about my welfare. Again I just want to say thank you so much.

I would like to thank my instructor, Professor Diane Dispagna for being a positive and valuable educator. I enjoyed this course. I think of you as a family member. I love all of you because you all gave me some much of hope and faith. “Thank you Professor and the Walden University team.”

 

Testing for Intelligence?

     
     Holistically means that to cultivate the whole person and the child with the appropriate help he/she need for learning and development. I do believe that the whole child need to measured and assessed. Because in every areas of the child learning and development skills need to be a function by social-emotional, cognitive, physical, language and self-help skills. Because if the whole child is not assessed the child maybe lacking in learning and development process. When the whole child is assessed it included the student results on their standards and performance. Children are assessed to find out where their strength and weakness. To see what areas do they need help and improvement. Children are assessed on the strengths, need of improvement, and what parents can do to help the child at home.

Assessing children on how they play with their new peers it is vital for teachers and parents. To work together to gather information that enables them to know how to support students. To learn the children social and other skills, and the children work with a comprehensive range of cognitive skills in problem- solving this called a portfolio. Showing each child work that needs improvement to both parents and the child, and the child should be influenced by parent/teacher in doing his/her work. The teacher should assess the whole child by influencing social-emotional, physical, language and cognitive development and learning skills; these are the domains that are part of children development and learning skills. Teachers need to assess children to help promote spirituality, and respect for the natural environment, and social justice. To help inspire children’s imagination, creativity, compassion self-knowledge, social skills, and emotional health. IN this way, the term holistic education simply means cultivating the whole person and helping individuals live more consciously within their communities and natural ecosystems (Miller, 2005).

·         In what ways are school-age children assessed in other parts of the world? (Choose a county or region of the world for which you have a personal affinity).

Montessori School

 1.Toddler Preschool Program (Ages 18 months-3 years) 1.Children must be 18 months old at time of admission and do not have to be toilet trained.

 2. Children should be able to separate from their parents within a reasonable amount of time as determined by the teacher depending on the needs of each individual child.

·         Primary Program (Ages 3-6)

1. Generally, children must be between the ages of 3 and 5 by their start date.

 2. Children older than 4-1/2 who have begun their Montessori education at another Montessori School may be accepted as transfers. If a child has had previous school experience, copies of school records will be required.

 3. Children older than 4-1/2 who have no prior Montessori experience may be considered for admission after an extensive review by the Admissions Committee.

 4. Children must be toilet trained. Diapers or pull-up diapers are not permitted. Cotton training pants are permissible.

·         Elementary Program and Middle School (Ages 6-14)

1. Previous Montessori experience for a minimum of one year in an AMS or AMI intermediate program (or equivalent) is preferred.

 2. Children who have no prior Montessori experience may be considered for admission after an extensive review by the Admissions Committee.

 3. All transfer candidates, as part of the interviewing process, are required to spend at least a half-day in an elementary or middle school classroom.

 4. Children entering the elementary program must be over the age of 6 by September 1 and meet all requirements for placement.

 5. Official records from the present school are required prior to acceptance to the program.

·         ADDITIONAL ADMISSION REQUIREMENTS(for all levels)

 1. All children over 5 years of age are interviewed by a Montessori teacher before admission to the school.

 2. All new parents meet with the Head of School and/or the Director of Admissions.

 3. Copies of any educational or psychological testing must be submitted before admission to the school.

 4. Education for all children, including those with special needs, will be done within the parameters of the Montessori philosophy and its implementation in the classroom. This implementation implies a multi-sensory approach to education.

 5. Specific trial periods and evaluation procedures may be established as needed.

·         SPECIAL NEEDS CHILDREN

 Children with mild physical, mental or educational difficulties are considered for admission when special care or attention is not required. Reasonable accommodations will be made provided that no changes to the program are required and that the child does not pose a risk to himself or others. A recent diagnostic assessment by qualified professionals which identifies the child’s needs within a mainstream environment is required. Periodic assessment may also be required during the school year and prior to re-enrollment. An educational assessment made during this time will determine:

 1. The child’s progress.

 2. That our environment supports the developmental needs of the child.

·         APPLICATION PROCEDURES

 1. Requests for enrollment applications are taken both by telephone and in person.

 2. An information packet consisting of our brochure stating the philosophy and objectives of Montessori education and MSCM and/or Emerson Farm Middle School, a Fee and Payment schedule, as well as additional information regarding a Montessori education will be mailed or given to interested parents.

 3. Observation of a class by prospective parents is required. Observations are scheduled from Monday through Thursday of each week. Every effort is made to schedule them for the first convenient date. Observations are for adults only.

 4. Parents are supplied with an observation sheet before entering the classroom. A meeting with the Head of School and/or the Director of Admissions is scheduled immediately following the observation to answer questions and explain the programs.

 5. After an application is submitted an interview for the child is scheduled.

 6. Although the school follows a rolling admissions policy, no new applicants will be admitted after Spring Break of each school year unless they are transfer students from another Montessori school.

·         ENROLLMENT

 Enrollment of students is made on a first come, first served basis given the following priorities:

 1. Returning students are given first priority until March 15 of the school year preceding fall admission.

 2. Siblings, former Montessori families, staff children, and children from other Montessori schools are given priority over new students until April 15 preceding the fall admission.

 3. The number of children who can be accommodated depends on Montessori guidelines and state regulations. When space is unavailable at the time of application, children may be placed in a waiting pool at the parent’s request.

 4. Deposits are required within 10 days of notification that space is available. Should the date of application be the same for two prospective students, preference will be given as in #1 and #2 above, and the location of the available space, i.e. Toddler, Primary, Extended Day, or Elementary class.

 5. Parents are notified in writing when their child has been accepted.

 6. Specific policies contained within the financial agreement are binding.

·        CLASS PLACEMENT

1. All class placements are made by the Placement Committee of MSCM. We do not accept parent requests for placement. Placements are made to maintain the balance within the classroom with respect to age and gender of children. Generally, children will remain with their classroom teacher until they are ready for placement in the next level appropriate to their educational, emotional and social needs, unless the MSCM placement committee feels a change is in the best interest of the child.

 2. The MSCM reserves the right to place children in order to maintain balanced classes with respect to numbers of children, their ages, gender and individual needs of students.

 3. Families will be notified of their child’s placement during the early part of August.

 4. Teachers will assign a starting date for new students, which may differ from the announced first day of classes. The “phasing-in” of new students allows for a smooth transition for beginning children while maintaining an even rhythm of classroom activities. All phasing-in will be completed by October 1st.

 5. All new elementary and middle school students begin on the first scheduled day of school.

We welcome all students regardless of race, religion, national origin, gender or disability.

References:

Montessori, Mario (1966). The Human Tendencies and Montessori Education. Amsterdam: Association Montessori international

What additional ideas, comments, suggestions, examples, and/or concern related to assessing young children would you like to share with your colleagues?

My suggestions concerning young children assessing is that when we assess children. It is essential for adults to write exactly what the child does, and not what we think or say. Remember it is all about the child, and the way he/she is learning and development. We should have note pads on us to be ready to take quick notes about the child. Because children learn and do unexpected creativities doing the least expected time frame. Make should that the children choose the activity he/she wants. This will help the child put more interest in problem- solving on his own. Make sure the adults do their part, and the children will automatic will do their part. Example: I was on the computer, and I was not feeling well, and I begin to sneeze when KC, came to me and said, “Bless you teacher.” We were amazed a two year old child stops playing and were concerned about her teacher and said “bless you teacher.” Cedar Tyler, (2012).

 

 

Poverty/Racism

 

I believe that poverty is one of the main stressor in the United States of America; children lives here in Arkansas are being considered living poverty. Most of our children are falling behind in learning and development in schools and college education. It is essential for children to receive a good, proper nurturing meal. They are the ones who fall asleep in class and ashamed to tell anyone that they do not have food to eat. Another stressor is that some children do not have clean drinking water this lead to poor health, and poor hygiene. Most people do not know the meaning of poverty because they undoubtedly have not come in contact with it, but poverty is a throne in the side. They have not had the experience of being without simple items such as, food to eat, clean drinking water, or even a tube of tooth paste to brush their teeth. In the study, of poverty research has study and found out the meaning and how many people living in the United States of America lives, in poverty.

 Cited in the articles about poverty it tells the meaning of and give the amount of people living in poverty right here in the United States of America. Poverty is a state of privation or lack of the usual or socially acceptable amount of money or material possessions. According to the U.S. Census Bureau data released Tuesday September 13, 2011, the nation's poverty rate rose to 15.1% (46.2 million) in 2010, up from 14.3% (approximately 43.6 million) in 2009 and to its highest level since 1993. In 2008, 13.2% (39.8 million) Americans lived in relative poverty. In 2000, the poverty rate for individuals was 12.2% and for families was 9.3%. Let’s do better and make this world a better place for our children to live a healthy and better productive life.

Racism is a group or a person who believe that they superior over another race or group.

Racism is a weighty issue that we all need to get involve in pushing the issue that all people are important no matter what’s the color of their skin. It is not the outside that make a person it is inside that make one self Cedar Tyler (2012). Even from the beginning of time there has been racism between the different races. I have not figured it out why people hate people because of their skin color and I would like to know that answer. Racism is more than hating a person because of their skin color; it is also about gender, sex, religious belief, and food. I have discovered that a child never was born being prejudice, but prejudice is being taught to the child. Like I said before children environment help make them who they are because children do and say what they see the adults does. Racism is a weighty issue that we all need to do away.

 Children are being teased every day because of their skin color. I know this because I see it every day. If the child has a white father and a black mother the children even some teachers name tag them. Calling them half- breed this affect the child’s mind because he feel that this peers treat him different because of his color or race. Yes! Racism is a concern to me because I feel that every human being is important. I knew how racist American’s are until there elected an African America President. I believe that we should look upon a person spirit not upon the color of his skin. I like the quote of Dr Martin L. King, Jr., “Don’t judge me by the color of my skin, but by the content of my character.”

References:

http://dictionary.reference.com/browse/racist.

United Nations, 1992. Report of the United Nations Conference on Environment and Development, Rio de Janieiro, 3-14 June 1992

Childhood Obesity in the United States of America

Obesity in the United States is one of the finest concerns in young children health. Children that are obese and overweight are at a high risk of high blood pressure, diabetes, and asthma. It is essential for we as care givers to help stop the spread of obese and overweight in our children. Obese interests me because every child has the right for a healthy life. Because every child deserves to be healthy and that they will learn that they are to persevere despite their challenges. The United States is the leading state in childhood obese and over weighted children. We must get with First lady Michelle Obama and fight against this hungry demon that has a strong on our children health.

In China, there is a 15 percentage of citizens are overweight or obese according to Education Ministry data. The closest comparison in a 2006 report by U.S. Department of Health and Human Services found that 18.8% of Americans between the ages of 6-11 are overweight. Chinese’s believe the bigger the children are the more prosper they are. The UNICEF Foundation believes that obese is a major problem in China today According to Chinese’s big is better in the News http://usatoday30.usatoday.com/news/world/2007.

I can make should that I supply the children and myself a nutrition breakfast, get plenty of rest, exercise, and put on a smiling face. I can laugh because laughter does well like medicine. I can issue out resources on how important it is to be in nutritional health. Get one on one with my parents and help educate them on the risen of obese and it is essential for our children to eat healthy, exercise, and to take care of ourselves; to explain to my parents to love themselves by eating right and staying healthy. Tyler, C (2012).

My Personal Birthing Experience And Others Around The World

            I was thirty-five years old when I got married. I got married June 18, 1994; I was thirty six years old when I had my baby girl April 14, 1995. I will never forget when I was giving birth to my child. I went from a size 6 to the size 16 in clothing and from a size 8 1/2 in shoe size to a size 11. I gain so much weight and had so much fluid I was huge. I went through midwife experience and went to the hospital I remember I could not dilate, so Dr. Bonnie had to reduce my labor. My baby would not come so I remember Dr Bonnie looking at her watch and I knew something was wrong. She came to me and held my face in her hands and said “Cedar I got to do an emergency Cesarean” (Bonnie, J A. 1995).

I started to cry, and they rushed me into the operation room, and the room was cold. I was shivering; forbidding and so sad Dr. Bonnie put my hand into hers and she placed her four head on mines, and began to comfort me. They gave me an epidural when they shot me in my lower back. I felt a warmth sensation ran down into my feet, and they told me do not move Cedar! I did not move because I did not know what was going on. I was paralyzed I could not move I heard a cry I could not see anything I heard a voice say “It’s a GIRL!”. I had a baby girl name Dipporah Eu’ Jeana Tyler. Dipporah weighed 6lbs and 13 ounces. That was one of the best moments I ever accomplished. This is my actual birthing experience. I cannot tell anyone about something unless, I have experienced it myself. I have to be the first partaker of the fruit. In order to know how to educate my parents is to experience the situation they are going through.

China-Chinese custom believes that a woman should not have a care and a worry unfettered mind. They believe in every perspective of life to have a positive influence on the unborn child. They believe what affect the mother’s mind affects also the unborn child’s mind in her uterus. She reads useful books she is a peacemaker, and to be calm not to lose her temper. Chinese mothers reading to the unborn child before she sleeps and she does not have intercourse during the pregnancy. She eats no food that has to be mashed or cut because she believes this causes disposition. She eats pastel color food so the child will have a fair complexion. Does not do hard labor, which can lead, to losing the child.

They are very superstitious the Chinese culture does not believe in baby showers for the unborn. The grandmother to the mother is responsible for supplying the gifts. Grandma does not visit until three days after the child arrival. Grandma brings presents like clothing called the Tsue Shen, or hastening for a quick delivery. The mother will drink strong herbal potion to soften up the labor pains.

Chinese women believe in having their babies in an armchair or futon. They also pray to their goddess for helping them to conceive with an offering of sweetmeats and incenses.

Reference:

http://www.babyzone.com/pregnancy/labor-and-delivery/childbirth-traditions-china_70703  

Thanks

I would like to say thank you to maria mino and Ivelisse Luque for the way they have helped me personally and professionally so in this course. Your postings on your blog has allowed me an opportunity to look at my profession with a new outlook. They have also helped me realize that regardless of how bad it gets I can keep going. I really cannot wait to meet you ladies in person at graduation so let's keep pushing until we get to the end. God bless you all!!

Code Of Ethics

It’s meaningful to me because it’s essential for all teachers should pledge their best performance of serving young children; to have the positive obligation to engage in the highest standards of commitment, and to be the best educators as possible in children lives; to get involved in the children lives and to become a advocate and a positive role model.

 

It’s critical for all professionals to be prepared to new adjustments, ideas, changes and demonstrate in their professional skills. To maintain a positive self- help mind to continue a on-going learning process in overcome obstacles we face daily.

Teachers should always respect and consider all families cultural backgrounds and beliefs and to empower families with the necessary materials and resources. To know how to assess and observe all children with the essential tools and equipments and promoting and developing relationship with families by in the way of communication. To know how to gain each parent confident for a healthy relationship environment.

 

1. We shall demonstrate in our behavior and language respect and appreciation for the unique value

and human potential of each child.

2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all

our professional activities in order to inspire the trust and confidence of the children and families

and of those with whom we work.

3. We shall strive for the highest level of personal and professional competence by seeking and

using new evidence based information to improve our practices while also responding openly to

the suggestions of others.

4. We shall serve as advocates for children with disabilities and their families and for the

professionals who serve them by supporting both policy and programmatic decisions that

enhance the quality of their lives.

 

 

 

 

Course Resources Section

1. Group size
For children not yet mobile, ZERO TO THREE (1992) recommends that group sizes should be no larger than six; the caregiver/infant ratio should be no more than 1:3. For children crawling and up to 18 months, the group size should be no more than nine, ratios no more than 1:3 (explorers are active and need a watchful eye). For children 18 months to three years, group size should be no more than 12, ratios, 1:4. Centers, group homes, and family day care homes with mixed age groupings should never have more than two children under two years of age in a single group.
2. The environment
The physical environment—indoors and out—can promote or impede intimate, satisfying relationships. The environment affects caregiver/infant relationships. Carollee Howes discovered that in family day care homes in which dangerous objects and fragile prized possessions had been removed from the area in which infants and toddlers played, caregivers smiled more, encouraged exploration, and gave fewer negative comments ("Don't touch that!") to infants and toddlers. In an infant/toddler center, a hammock invites a caregiver to cuddle one or two babies.

3. Primary caregiving assignments
The assignment of a primary caregiver to every child in group care means that when a child moves into care, the child's parents know, the director of the program knows, and the caregiver knows who the person is who is principally responsible for that child. Primary caregiving does not mean that one person cares for an infant or toddler exclusively, all of the time—there has to be teaming. Primary caregiving does mean that the infant or toddler has someone special with whom to build an intimate relationship. Primary caregiving assignments are an excellent example of program policy that takes the encouragement of relationships seriously.

Two vignettes adapted from ZERO TO THREE 's Heart Start: The Emotional Foundations of School Readiness (1992), illustrate the difference a special relationship can make to a young child's experience in child care.

4. Continuity of care
Having one caregiver over an extended period of time rather than switching every 6 to 9 months or so is important to the expansion of a child's development. Switching from one caregiver to another takes its toll. The child has to build trust all over again. When a very young child loses a caregiver, he really loses part of his sense of himself and the way the world operates: The things that the child knows how to do, and the ways that he knows to be simply don't work any more. Too many changes in caregivers can lead to a child's reluctance to form new relationships.

5. Cultural and familial continuity
Self-reflection is key to culturally sensitive care, and caregivers should be schooled in it. By exploring their own backgrounds, they can see the roots of some of their most basic child care practices. No matter what routine is being carried out, the caregiver's values about it are shaped by her childhood, her child care training, and other cultural influences. It is essential to recognize these values and understand that they are being transmitted to the children.

Developmentally appropriate practice is the teacher, school, or school district's selection of carefully selected curriculum based on the student's reasoning, communication, and interpretation skills, and on the student's ability to focus and interact in the classroom. These abilities and skills change over time, as students mature and develop. The selection of course content, instruction, and assessment techniques are important to maximize each student's potential in the classroom.

NAEYC’s position statements "Prevention of Child Abuse in Early Childhood Programs and the Responsibilities of Early Childhood Professionals to Prevent Child Abuse" (1996) and "Code of Ethical Conduct and Statement of Commitment" (2005) and other NAEYC publications clearly outline that early childhood programs and professionals should:
1.Adopt policies and practices that promote close partnerships with families.
2. Promote standards of excellence for early childhood programs.
3. Provide families a variety of supportive services.
4. Advocate for children, families, and teachers in community and society.
5. Collaborate with other professionals in the community.
6. Understand their legal and ethical obligation to recognize and report suspicions of abuse

Quotes of Inspiration and Motivation

 “Stay true to yourself and never let what somebody else says distract you from your goals.” -Michelle Obama

“When I hear about negative and false attacks I really don’t invest any energy in them, because I know who I am.” -Michelle Obama

 "Development, it turns out, occurs through this process of progressively more complex exchange between a child and somebody else--especially somebody who's crazy about that child." -Urie Bronfenbrenner

"Children need people in order to become human.... It is primarily through observing, playing, and working with others older and younger than himself that a child discovers both what he can do and who he can become--that he develops both his ability and his identity.... Hence to relegate children to a world of their own is to deprive them of their humanity, and ourselves as well." -Urie Bronfenbrenner

 

Quotes About Passion, Motivation, and Wisdom From The Professionals: 

"Certainty doesn't come from waiting - it comes from doing" -Curt Rosengren

 

Most Inspiring Quotes:

"There are still many causes worth sacrificing for, so much history yet to be made." -Michelle Obama

"Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek." -President Barack Obama

 

My Favorite Children's Book

The reason why I choose this book, this book teaches children how to explore nature, different animals. From their colors, to their size, even their significant habitat. It also builds their communication skills with robust vocabulary.

My Favorite Children's Quote

"Children are our most valuable resource" (Herbert Hoover 31st U.S. President). This quote is very true, children are our tomorrow and our future. If I can help just one child along the way, I have did a job well done. If I teach a child something new, that means I have restored more value in a child's mind-set.

Personal Childhood Web

My father: Jim Q. Williams played a great role as being an awesome nuturer in my life. With farming being his occupation; he taught me a lot of the simplicities of life. And he also was my mentor, hero, and best friend. Just by having my dad in my life made me feel special because I've always loved the way he showed compassion to all of the rest of my siblings and I.

My Mother: Katie Williams was the first to nuture me and that nutured me the longest in my lifetime. Not only did she nuture me, but fourteen other children as well. As a nuturer, she taught me how important it is to love everyone as thou self. In result of how her nuturing, it taught me how to be a mother. It made me feel good to know how I had a woman figure in my life to be an example like my mother did.

My Brother: Eugene was the most heroic man I've known. With him serving in the U.S. Navy, he was an example that I had to follow and look up to. Eugene was an example to me physically, socially, and spiritually. As being a nuturer in my life, he was the one I could confide in as a child as well as an adult. As being that person there to listen, made me feel important to a great extent.

My Sister: Earnestine was and still is one of  the most influential person that I have encountered in life. She is one of my oldest sisters that has been through a lot. As a child, we cried alot together and she taught me some of the greatest essentials to womanhood. As being that person in life to continue to help me as we are adults, makes me smile and appreciate her even the more.

My Grandmother: Anna was a strong woman. She lived until the age of hundred and three. She also was a nuturer to me all my life. She always was an encourager to me in all the years of my youth. She always reminded me that I could do anything that I set my mind to do. With her encouraging me constantly, made me value my life even the more and honor my heritage the more as well.

My family has taught me to love and do unto others as I want them to do unto me. Which is the best motto to go by in this present world.