A Note of Professional Thanks

 I would like to thank all of my colleagues for your support and I especially like to thank Dr. Myers for being so concerned about my health during this eight weeks. I enjoyed reading all of your blogs and discussions during the eight weeks of class.

Thanks again and I wish you all the best in your education journey.

Jannell

When I Think of Child Development

Herbert Hoover, 31st U.S. president

"Children are our most valuable resource."

Princess Diana, Princess of Wales

"Hugs can do great amounts of good, especially for children."

Dr. Seuss, author

"A person's a person, no matter how small."

http://www.compassion.com/child-advocacy/find-your-voice/famous-quotes/default.htm

Testing for Intelligence

 I believe that the whole child should be measured or assessed because you need to look at how that child learns and what that child knows in order for you to know what level that child is on at the beginning of the school year. If you can find out what a child knows, it will better help you to know how to help that child. Because I have learned that all children they learn at a certain pace than other children in your classroom. When I assesse my children in my classroom I like to do the assessment one on one, that way I will be able to focus on what that child knows or doesn’t know at the beginning of the school year.

The country or region of the world that I chose was Ethiopian school in Africa. In what ways are school-age children are assessed in Ethiopian by their age in the country by their height and teeth and “every year a student must pass a promotion exam, at grades 8&10 these are nationally assessed, otherwise they are regionally assessed (A-CET, pg.1).”

I would like to share a few websites with my colleagues for assessing young children in their classroom: www.indiana.edu/~intell/index.html history of intelligence testing and www.nwrel.org/eval/index.html Northwest Regional ED. Lab. Classroom assessment for them to learn more about testing for intelligence.

Jannell

www.a-cet.org/schools.php?id=110560

Consequences of Stress on Children's Development

The stress factor that I chose was racism. When I was a young child growing up in a small northern town, I had experienced racism in my town. I remember when I went with my mother to restaurants on Friday nights that we couldn’t go in the front but we had to go in the back to place our food order and we couldn’t use the same bathrooms that whites used. I remember as I got older me and my friends went to the movies on Saturday nights and the blacks had to sit down stairs to watch the movie and while the blacks that were sitting under the balcony, the whites would bend over the rail and spit on them and they started laughing because they thought that was funny. As a child dealing with racism was a big stress because as a black child you always felt like you had to look over your shoulder at all times. I always felt like blacks had no say so during the years of racism. My mother use to tell us that even though our skin color is different we are just as good as a white person.

When I think about my experiences with racism it made me think about how the Jews felt when Hitler didn’t like the fact that they were Jews and he wanted to have them killed and he looked at them as low class people.

Jannell

Child Development and Public Health

The Public Health that I chose is sudden infant death syndrome (SIDS) which is “a situation in which a seemingly healthy infant, at least 2 months of age suddenly stops breathing and dies unexpectedly while asleep (Berger, p.153).”

This topic is meaningful to mean to me because I work in the daycare system and I work with the infants and I have to make sure to put them on their backs when they are sleeping. In the daycare system we have to take a class on SIDS in order to work in the infant’s room so that I can know what to do in case the situation ever came up while I am working in the infant’s room. In the daycare system sudden infant death syndrome (SIDS) is our main public health concern while the infants are in our care. The more I know about SIDS will help me in knowing what to do about if an infant dies while in my care.

I found information about sudden infant death syndrome (SIDS) in a different part of the world which is Canada. According to the BC health guide it states “In Canada there are about 150 SIDS deaths each year and 1 in every 2,000 live births in Canada. According to the Healthwise staff they state that:

·         “In Canada, about 1 baby out of every 2,000 dies of SIDS.2 A national "Back to Sleep" educational campaign that pointed out the importance of placing babies to sleep on their backs began in 1999 to help educate parents and drop the rate.3

·         In Canada, the SIDS rate is higher for First Nations populations.2

·         The rate of SIDS deaths in other countries varies, in part because SIDS is not defined consistently throughout the world.(healthwisestaff,p.1).”

http://www.oceangrovemidwiferycare.com/links/pdfs/suddeninfantdeathsyndrome.pdf

https://myhealth.alberta.ca/health/pages/conditions.aspx?hwid=ue5019&

My Own Personal Birth Experience

What I remember about the event of the birth of my daughter on December 2, 1991: The events leading up to my personal birth experience that I can remember is that my first couple of weeks into my pregnancy I had some complications where I had to stay off my feet for a while and then I remember being sick for about three months and then I remember eating everything in sight and getting bigger and bigger. Then, I remember that my due date was to be on November 26, 1991 but that didn’t happen, so I went about a week past my due date and I remember my doctor wanted me to come to the hospital on December 3, 1991 to induce my labor but that didn’t happen because my baby girl decided she was ready to come into this world before I was to be admitted into the hospital on December 3, 1991 then I remember going for a walk down the street from my house on December 1, 1991 that night and when I went to sleep that night I woke my husband up around 1:00 am that morning on December 2, 1991 and told him it time to go to the hospital.

Then once we got to the hospital I had to wait until I got to 10cm but before I could get to 10cm I started having birth complications when my baby’s heart rate went down and the doctor was trying to get my baby’s heart rate to come back up, so then I had to have an emergency cesarean section and when I woke up they said it was a little complication with the delivery because my baby’s head had got stuck and the doctor had to use a pair of clamps on her head to pull her the rest of the way out but after all that I had a healthy baby girl born on December 2, 1991. I chose this example because I had experienced for myself what a medical invention was like when I had to have a cesarean section almost about 20 years ago. My thoughts regarding birth back then was that I didn’t want any more babies if I had to get big like huge round ball and that if I hadn’t went through with prenatal development then my childbirth would have been a whole lot worse than just my baby’s heart rate dropping to low so prenatal development has a big impact on child development to me.

The region of the world or a country other than the U.S. that I chose was South Island in Southern Vancouver Island of Canada. What I learned about the South Island in Southern Vancouver Island in Canada is that on July 24, 2010 according to the author David  Karp states that “for the fifth year in a row Southern Vancouver Island has earned the dubious distinction of being the caesarean capital of Canada (Karp, p.1).” Also according to keep he states that more than one in three births on the South Island is a C-section, according to a 2010 report by the Canadian Institute for Health Information with its 34 percent caesarean rate, the region is tied with Metro Vancouver’s North Shore for highest in the country well above the national average of 27 percent. Women in Interlake, Man., had the lowest C-section rate in the country with just 17.6 percent of births performed by caesarean (Karp, p.1).”

David Karp.  (2010, July 24). South Island reports highest C-section rate. Times - Colonist, C.7.  Retrieved November 6, 2011, from Canadian Newsstand Complete. (Document ID: 2092061641).

A Note of Thanks and Support

            Hello, Susan

Thank you for the support that you showed me during this course. It has really been a pleasure in sharing information about the early childhood field with you. I hope that we will take another course in the future. I wish you the best of luck on your road down the early childhood professional journey of life.

Thanks,

Jannell

Hello, Yolandia

            Thank you for your positive feedback on my discussion comment postings. I really appreciate your positive feedback to my discussion posting because it made me feel nice to read your positive feedback on my discussion postings. I wish you a wonderful journey on your early childhood courses. I hope the information that I gave you will help you to get your manager license to manage a childcare facility one day because you will make a great childcare facility manager.

Thanks,

Jannell

The NAEYC and DEC Code of Ethics that are meaningful to me as an Early Childhood Educator

In the NAEYC-Code of Ethical Conduct and Statement of Commitment I chose:

Ethical Responsibilities to Children: Section 1

Principles

P-1.10—When another person tells us of his or her suspicion that a child is being abused or neglected, we shall assist that person in taking appropriate action in order to protect the child.

·         This is important to me because I believe as an educator with the care of someone else’s children in my hand that it is my duty to protect the children that are in my care and if another person tells me that they suspect a child is being abused or neglected the it is my duty to write a written report of the suspected case of child abuse and neglect and give a written report to my director and then she can report such case immediately to our local Department of Social Services. Then our local Department of Social Services is responsible for conducting the investigation.

Ethical Responsibilities to Families: Section II

Ideals

I-2.3—To welcome all family members and encourage them to participate in the program

·         This is important to me because as an educator I feel that it is my job to make sure that I welcome all of my family members to visit my classroom at any time to check-up on the progress of their child throughout the school year to make sure they are on progress level where they need to be. I feel that it is important to encourage my family members to participate in attending our special parties, field trips, and special events during the year.

In the DEC- Code of Ethics I chose:

III. RESPONSIVE FAMILY CENTERED PRACTICES:

4.  We shall empower families with information and resources so that they are informed                                         consumers of services for their children.      

·         This is important to me because I believe that as an early childhood educator it is my job to make sure that I inform my families with the information and resources that are accessible to them so they will be informed consumers of services that are provided for their children. I will inform my families of such information and resources on the services that we provide for their children like: Therapy, Health Occupational Therapy, and Behavioral Management Therapy are a few of the services that I will inform my families about so they are informed consumers of services for their children.

I believe that each of the NAEYC and DEC Code of Ethics has always became or will always become a part of my professional life as long as I am an early childhood educator taking care of young children.

References

• Article: The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from
  http://www.dec-sped.org/

• Laureate Education, Inc. (2010). Professionalism, Advocacy, and Leadership in Early Childhood. (Video Webcast). In Foundations: Early Childhood Studies. Retrieved October 15, 2011 from
  http://www.courseurl.com/

·         Article: NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

Course Resources

• Book Excerpt: Keenan, T., & Evans, S. (2009). Theories of development. In An introduction to child development (pp. 35–43). Thousand Oaks, CA: Sage.
• Multimedia Program: “Interconnections, Part I”
  This interactive presentation illustrates the reciprocal connections among students, their colleagues, and Walden University. 
• Multimedia Program: “Interconnections, Part 2”
  This program features a new set of interconnections, “Course(s)/Program.” Pay particular attention to the descriptions of all of the courses in the Master of Science in Early Childhood Studies program.
• Multimedia Program: http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6005/03/mm/Mahaleys_Web/index.html
  this interactive multimedia presentation demonstrates how the life of one child, Mahaley, is embedded in the context of those who care about her.
  Please note: The segment featuring Mahaley’s grandfather, Mr. Yutaka Yufuku, includes subtitles. Mr. Yufuku’s native language is Japanese.
• Video Program: “The Passion for Early Childhood”
  Five early childhood professionals share passion, motivation, and commitment to the early childhood field.
• Article: Hagel, J. (2009, November). Pursuing passion. Message posted to http://edgeperspectives.typepad.com/edge_perspectives/2009/11/pursuing-passion.html
• Article: Rosengren, C. (2010, February 4). Does having passion for your work even matter? U.S. News & World Report. Retrieved May 27, 2010, from http://money.usnews.com/money/blogs/outside-voices-careers/2010/02/04/does-passion-for-work-even-matter

• Article: National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships (Working Paper No. 1). Center on the Developing Child, Harvard University. Retrieved from http://developingchild.harvard.edu/library/reports_and_working_papers/working_papers/wp1/

Note: The following articles can be accessed using the Walden University Library databases.

• Article: Garris Christian, L. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children, 61(1), 12–20.
  Use the ProQuest database, and search using the document title.
• Article: Woodhead, M. (2005). Early childhood development: A question of rights. International Journal of Early Childhood, 37(3), 79–98.
  Use the Education Research Complete database, and search using the document title.   
• Multimedia Program: "Sectors of the Early Childhood Field" 
  This interactive presentation reviews the history, goals, major accomplishments, and some important contributors to the five sectors of the early childhood field.
• Google Scholar:http://scholar.google.com/
• Infomine: Scholarly Internet Resource Collections: http://infomine.ucr.edu/
  
  
  
• Web Article: Kirk, E. E. (1996). Evaluating information found on the Internet. Retrieved June 4, 2011, from http://guides.library.jhu.edu/evaluatinginformation

• Video Program: “The Resources for Early Childhood”
  Five early childhood professionals discuss their preferred and trusted resources.

Part 1: Position Statements and Influential Practices

• 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
• 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. (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
• 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 responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.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

Note: The following article can be found in the Walden University Library databases.

• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al.  (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
  Use the Academic Search Complete database, and search using the article's title. 

Part 2: Global Support for Children’s Rights and Well-Being

• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
   
• Websites:
• Association for Childhood Education Internationalhttp://acei.org/about/
  Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
• 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.  

Part 3: Selected Early Childhood Organizations

• Administration for Children and Families Head start’s National Research Conferencehttp://www.acf.hhs.gov/programs/opre/hsrc/
• Center for Child Care Workforce http://www.ccw.org/
• Children’s Defense Fund http://www.childrensdefense.org/
• Council for Exceptional Children http://www.cec.sped.org//AM/Template.cfm?Section=Home

·         The Division for Early Childhoodhttp://www.dec-sped.org/

• The Erikson Institute http://www.erikson.edu/
• FPG Child Development Institutehttp://www.fpg.unc.edu/main/about.cfm
• Harvard Education Letterhttp://www.hepg.org/hel/topic/85
• High Scope http://www.highscope.org/
• Institute for Women’s Policy Research http://www.iwpr.org/index.cfm
• National Association for the Education of Young Childrenhttp://www.naeyc.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.preknow.org/
• Voices for America’s Children http://www.voices.org/
• WESTEDhttp://www.wested.org/cs/we/print/docs/we/home.htm
• Zero to Three: National Center for Infants, Toddlers, and Familieshttp://www.zerotothree.org/

Part 4: Selected Professional Journals Available in the Walden Library

Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.) 

• 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 Reference from some of my Previous Early Childcare Courses that I have used:

·         Barbour, N.H., Barbour, Chandler. (2001). Families, Schools, and Communities: Building Partnerships for Educating Children. Upper Saddle River, New Jersey: Merrill

·         Gonzalez-Mena, J. (2009). Child, Family, and community, family-centered early care and education. Upper Saddle River, New Jersey: Pearson.

·         High Reach Learning, e-Learning Options.  Retrieved October 8,2011 from http:/www.highreach.com

Earn Continuing Education Credits (CEUs) or clock hours from the comfort and convenience of your own home with High Reach Learning’s online training opportunities. Use the options below to learn more about these convenient and flexible online training options.

Webinars

CEU Options

Clock Hour Modules
*Licensing and certification requirements vary from state to state. Please check the requirements for your own state.

·         WWW.learnnc.org

·         NAEYC, 1998. NAEYC Accreditation: Overview of the NAEYC Early Childhood Program Standards. Retrieved October 17, 2010 from

              http://www.naeyc.org/files/academy/file/OverviewStandards.pdf.