Thanks!

This video has two of my all time favorite songs- "Somewhere Over the Rainbow" and "What a Wonderful World."  I chose these two songs because I think children see the world as a wonderful place, full of excitement and possibilities.  Children also have dreams and wishes.  As an early childhood educator, I think it is important to find the good in the world, and in each child, and encourage exploration.  For those children who do not have strong support from family, I feel it is my job to teach and show them that someone cares, and that this world can be a wonderful place, and that they should dare to dream.  In this course, I have learned so much from each of you.  This journey has been enriched by each one of you, and I thank you for all your input and hard work!  Thanks, Dr. Kien for your guidance and support!  May each of you be blessed in your future endeavors.
Somewhere Over the Rainbow - Israel Kamakawiwo'Ole

Achievement Tests

In my home state of Tennessee, children are formally assessed on achievement tests in third through fifth grade, taking the Tennessee Comprehensive Achievement Test (TCAP).  This test is based on state standards, testing Reading, Language Arts, Math, Social Studies, and Science.  In fifth, eighth, and eleventh grade, students take a writing exam.  (They are given a writing prompt, write, and are scored based on a rubric).  (Tennessee Department of Education, n.d.) Students also take end of the year exams in courses such as English, Biology, and Algebra.   This year, in my district, 15% of the end of year grade will come from the TCAP test at the elementary level. 

Having taught in a tested grade, I know that this test is very stressful for students and teachers.  I do think that teachers should be held accountable for the job they do, but I believe that this stress is kind of a trickle-down effect.  School districts do not want to have poor scores; therefore they put stress on the principals to raise test scores.  Principals then come down on teachers, and teachers come down on students, pushing the test.  Job performance in the past has been evaluated by test scores.  Little time is left for anything but test preparation. 

Now I teach in a non-tested grade.  To evaluate my students we administer the Brigance at the beginning and end of the year.  I have time to teach students life skills like sharing, getting along with others, cooperation, and appreciation for diversity.  We do not have other formal assessments. 

I think that standardized tests have a place.  I do think that students need assessed but I think it would be remarkable if there were tests to measure other parts of development such as emotional growth and cooperation.  If students are to take the ACT and SAT tests, there needs to be tests such as the TCAP to “practice.”  However, I think too much emphasis has been placed on achievement tests.

These tests do not take parent accountability into consideration.  If a child is neglected, abused, or does not have someone at home to help them with school because of limited resources, how can they be expected to make tremendous gains on a test?  I know that a child can do wonders based on a positive teacher, but sometimes all we do cannot make up for deficiencies outside of the school environment. 

I decided to research testing in China.  Chinese students take tests at the end of their junior high years for placement in a good high school.  At the end of the high school years, a test is administered for entrance into a university (Pham, 2010).   “Failure or low scores on the test send many students back to high school for one more year” (Pham, 2010, para.12).  According to Pham, students spend time focusing on test scores, which does not allow time for using imagination and creativity.  I found an interesting comparison and analysis of Chinese and American education systems in an article published by Pearson Education, Incorporated.  In this article, Betty Case (2005) states, “Chinese assessments focus on the whole child, including academic growth, student learning styles, emotional health, values, fine arts and

confidence” (p. 5).  She further states that in the United States, summative assessments are used, but in China, “both formative and summative assessments are used” (Case, 2005, p.6).

When I was in China twelve years ago, I had many junior high and high school aged students.  They were driven to perform well on their tests at their schools because they felt that scoring well helped them get better placements in universities and better job choices.  In researching the testing practices, I think they are right in assessing the whole child.  All of us have strengths and weaknesses, and I do not think that the achievement tests in the United States do a good job at assessing the whole child.

 

Pearson Education, Inc.  (2005).  The age of accountability.  Retrieved April 1, 2012 from http://www.pearsonassessments.com/NR/rdonlyres/9B951F2F-37A6-4508-A656-3EF8FE346B19/0/AgeofAccountability.pdf

Pham, S.  (2010, December).  High test scores, but China education flawed.  Retrieved April 1, 2012 from http://abcnews.go.com/Politics/chinas-education-prepares-students-tests/story?id=12348599#.T4DUF9ksFfK

Tennessee Department of Education.  (n.d.)  Office of Assessment Logistics.  Retrieved April 7, 2012 from http://www.tn.gov/education/assessment/index.shtml

Poverty

When I think about my childhood, especially my teenage years, I recall feeling that I was poor in material wealth.  In one sense, I guess I did live in poverty.  Should you have come to my house you would have found a wood burning stove in the living room with no central heat or air, a sink in the kitchen that ran only cold water, an old decrepit house that many wondered how long it would last.  We also had a rotary telephone and no cable television until I was much older.  Even though we did not have a lot, we did not accept any public assistance. 

My experience with poverty was different in that I always knew I would have something to eat, a clean place to sleep, and clean clothes to wear.  My dad worked and my mother was a stay at home mom until I was 16.  After she went to work, we were able to have more conveniences, like eating out more, a newer car, and I recall looking for more fashionable clothing.  There was always love in my home and my parents were hard working.  I learned a lot from being poor, something that I will discuss later.

I remember feeling a little different from others in my clothing.  Now I realize that this is trivial, but at the time, it was hard not wearing the designer clothes of the day.  As a teen, I wanted to fit in with my peer group. We went to discount stores and shopped for clothing.  The teenage years were hardest on me.  However, I had a mom and dad who surrounded me with love and encouragement.  Sometimes I was teased, and others seemed to whisper behind my back, yet in the end, I was stronger for it.

I saw education as a way out of poverty.  I proclaimed in third grade that I was going to go to college.  I remember my mom saying, “Well, work hard.  Make good grades.  You know we do not have a lot of money.”  Her advice, even that young, inspired me.  I made good grades and she my family always encouraged me.  My dad lost his job when I was a junior in high school and was unemployed for several years.  During this time, we really stretched our money. 

I will fast forward to my senior year of high school.  I was interested in several colleges, but the one that really seemed like the best fit was Berea College in Berea, KY.  This college reaches out to economically disadvantaged students, offering a work study program and a 4 year tuition package to students.  The mission of the college is, “To provide an educational opportunity primarily for students from Appalachia, black and white, who have great promise and limited economic resources” (Berea College, 2009, para. 2).  I tell people that my family was so poor, I not only had a first free year of college, but I got a refund from the college!  I graduated from Berea College debt free!  I did have term bills to pay, as my dad did go back to work and had a larger income. 

Now as a graduate of Berea College, I am giving back to my own community.  I work in the school district that I graduated from, and I work with low income children in my current job.  My school is a Title I school, with over 85% of the population receiving free and reduced lunch.

What did I learn from poverty?  I learned that my value as a person is NOT based on material wealth.  I learned that working hard has its benefits.  I learned to stretch a dollar and how to save money.  Although my house was not the best, I learned to take care of what I had.  Although I didn’t have the latest, greatest toys and clothing, I enjoyed playing outside and taking walks and enjoying nature.  I learned the value of love and encouragement in a child’s life.

I always felt that I was poor until I traveled abroad to China and Haiti.  Then I felt spoiled.  I think that I was blessed to have my upbringing.  I think that I use my background every day to relate to the students I work with.  Now, my family has overcome poverty by working hard and saving.  My parents have built a new home, debt free.  They both work and have many modern conveniences.  For me, poverty was not a horrible thing.  It helped shape me into the person I am.

I looked at poverty in Mexico.  Our neighbor to the south has much poverty.  I was surprised that the Los Angeles times reported in an article in 2011 that, “46.2% of the population lives in poverty” (Wilkinson, 2011, para. 2).  This was attributed to an increase in food prices and a global recession.

How does this affect children?  Many parents are illiterate and children are as well (Explorando Mexico, 2012).  Some families are not able to have adequate health care. Some children have to work rather than attend school.  Some families turn to crime as a way of meeting needs (Uranga, 2011).  I was surprised to find that there are communities that live in a garbage dump. An organization called “The Children of the Dump” began working with families in Puerto Vallarta to help meet their needs.  In 1998, there were 200 families living at the dump.  Children did not go to school; instead they looked for items that could be resold.  As a result of this organization, there are now schools and after-school programs offered (Mexico Premiere, 2008).  Meals are also prepared for families, and medical care is provided. In short, education is a way of combating poverty. 

Resources

Berea College.  (2009).   Mission: the great commitments of Berea College. Retrieved March 24, 2012 from http://www.berea.edu/about/mission.asp

 Explorando Mexico.  (2012).  Poverty in Mexico, and its figures. Retrieved March 23, 2012 from http://www.explorandomexico.com/about-mexico/6/374/

 Mexico Premiere. (2008, June 19). Children of the dump celebrates ten years of helping.  Retrieved March 23, 2012 from http://www.mexicopremiere.com/?p=638 

Uranga, Rachel.  (2011, December 27).  Growing poverty looms for next Mexican president. Reuters. Retrieved March 23, 2012 from http://www.reuters.com/article/2011/12/27/mexico-poverty-idUSN1E7BP02820111227 

Wilkinson, T. (2011, July 29).  Poverty grew in Mexico to nearly half the population, study finds. Los Angeles Times. Retrieved March 23, 2012 from http://articles.latimes.com/2011/jul/29/world/la-fg-mexico-poverty-20110730

Immunizations

The topic that interests me is immunizations.  I have always been fascinated with the fact that getting a shot can prevent sometimes fatal diseases and illnesses, and has reduced instances of those diseases in the United States, and sometimes worldwide.  The Center for Disease Control (CDC) reports “Routine immunization has eradicated smallpox from the globe and led to the near elimination of wild polio virus. Vaccines have reduced some preventable infectious diseases to an all-time low” (2011, para. 1).  When I was growing up, chickenpox was something that was prevalent.  Now, due to the vaccine licensed in 1995, “the number of cases of chickenpox had fallen 83%–93% by 2004” (Immunization Action Coalition, n.d., p. 1).  I am amazed in the strides that have been made in immunizations over the years, even as recent as the approval for adults to get the shingles vaccine.

As a teacher, I am required to make sure that all children have the required immunizations before they can officially begin pre-school.  I have had some parents drag their feet, and question the importance of immunizations.  If they do not have the required immunizations, they cannot attend pre-school. I always tell families that it is for their child’s protection, as well as the protection of other children.

I chose to research immunizations in China.  I have traveled in China and have a great interest in the Chinese culture.  My family has interest in adopting from there someday.

According to the World Health Organization (WHO), 30 years ago, China had chosen “tuberculosis, diphtheria, neonatal tetanus, whooping cough, poliomyelitis and measles — as the targets for an initiative called the Expanded Programme on Immunization (EPI).”  (World Health Organization, 2010, para. 2).  In 2002, hepatitis B was added to the EPI.   In 2008, additional immunizations included “rubella, mumps, hepatitis A, Japanese encephalitis, and meningococcal meningitis types A and C (para. 4). 90 percent of the Chinese children receive vaccinations from the EPI list.  Although in 2005, the government passed a law that these immunizations would be provided at no cost, barriers exist.  Not all provinces have sufficient funding to cover the cost (para. 5).  Some children live in remote areas and do not have adequate access to healthcare. 

Having an understanding of this will help my family as we look into adoption, and what immunizations our child may face as they come to America.

References

Center for Disease Control and Prevention. (2011, February). History of vaccine safety. Retrieved March 9, 2012 from http://www.cdc.gov/vaccinesafety/Vaccine_Monitoring/history.html

Immunization Action Coalition. (n.d.)  Chickenpox (Varicella): questions and answers

information about the disease and vaccines. Retrieved March 9, 2012 from http://www.immunize.org/catg.d/p4202.pdf

World Health Organization. (2010, December).  Vaccinating China’s children. Retrieved March 9, 2012, from http://www.wpro.who.int/china/sites/epi/overview.htm

About my Daughter's Birth and Haitian Birth Practices

In February 2007 I discovered, to my amazement, that I was pregnant!  I had been diagnosed with Poly-Cystic Ovarian Syndrome in 2005, and told that without medical intervention, conception would be difficult.  We had no medical intervention, so following eight (yes, I wanted to be sure!) pregnancy tests, the revealed pink lines made me want to shout for joy! 

I had a normal pregnancy, with little complication.  I did have some high blood pressure, but it was controlled.  Morning sickness faded at 12 weeks, and overall, it was an easy pregnancy.

Because I had high blood pressure, I was monitored closely.  At my last ultrasound, it was clear that my baby was not turning, even though I had started dilating.  She was breech.  We discussed options at that time, and it seemed that a Caesarean Section (C-Section) was imminent.  I was disappointed because I wanted to give birth the more traditional way.  When I went in to the hospital on October 11, another ultrasound was performed.  My daughter, Hope, had not turned.  I knew that a C-Section was the best course. 

I was prepped and had a spinal block.  I’m not sure what medicine I was given, but it caused me to be a little groggy and forgetful!  My husband was right there with me, holding my hand! I was so amazed that in less than ten minutes, our daughter was delivered.  I remember when the doctor said, “She’s here!”  I waited to her cry! When she did, I remember shedding tears of joy as well.  I remember her having the post-delivery routine infant tests.  I remember when they laid her on my chest.  I was not in pain, and I was so amazed at this beautiful person that I had been blessed by God to care for!  

What I do not really remember is the “ride” to the hospital room in the hospital bed following delivery.  I remember a few days after Hope’s birth saying, “But how did she make it to the room?”  My husband laughed and said, “She was on your chest, you held her the whole way!”  I do remember being surrounded by friends and family on this joyous occasion and everyone helping me in the days following her birth.  My recovery was really not as difficult as I had envisioned.  I was supported by family and friends and this helped me get the rest I needed and regain my stamina. 

This was a beautiful day in our life, and I hope that someday, Lord willing, I can have more children!   

I researched birthing practices in Haiti to compare and contrast them with my experiences.  Unless a problem is suspected, prenatal care from a physician is not a priority. I found that babies are usually born at home and that a midwife is used to help with the birth.  Fathers are not usually part of the process. Usually, pain medication is not used for labor and delivery.  Following the birth, and for a month, baby and mother restrict involvement with others to prevent illness. To research another culture has been enlightening. 

Reference about birth practices in Haiti: http://www.salisbury.edu/nursing/haitiancultcomp/preg_and_childbear_prac.htm

A word of thanks!

What an incredible, life-changing, amazing journey this course has been!  I would like to take the time to say thank you to each of you, my colleagues in this field.  I want to thank you for holding me accountable by asking questions.  I appreciate all of your positive comments, as well as your encouragement.  Sometimes it is as if we are in this field all alone, but it is good to know that we are not!  Thanks for sharing your wonderful ideas and resources.  Best wishes to each of you!  God bless you and your work with children!
Kristi

Code of Ethics Post

From NAEYC’s Code of Ethical Conduct and Statement of Commitment

I-1.12 To work with families to provide a safe and smooth transition as children and families move from one program to the next.

I like the focus of including families in the transition of children to another program.  My school has done a great job of giving information to students, but I do not think we have adequately worked with parents.  Since I believe family involvement is so crucial, I think I will ask my principal if we can have a meeting with kindergarten teachers and parents to help prepare the families as well as the students.

I-3A.1—To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation with co-workers.

This week we were reminded in the video presentation that we should remember that our way is not the only way.  Although I envision myself as a team player, sometimes I need reminded that in listening to others ideas, I am building community and respect.  Relationships take time to build, but I have found that they are worth the effort!  If the interest of the children is at heart, I believe that this ideal is crucial.  Having a strong team is very important, I feel.  I think that refusal to participate in any conversations that are degrading to other co-workers is a way that I can enforce this ideal. 

From The Division for Early Childhood’s (DEC) Code of Ethics

Professional and Interpersonal Behavior

1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.

To say you respect a child is one thing; to actually demonstrate it is another.  I think this is a powerful reminder not to participate in those “over the head conversations” about a child when a child is present. (Never participating in this should be expected-children present or not!).  I have had substitutes discuss a child in terms that the child would not understand but was disrespectful nonetheless.  In this situation I have had to stop the remarks, and after the kids left discuss that this is unacceptable!  I think that recognizing each child’s potential is powerful!  To create an environment where this happens is a huge responsibility not to be taken lightly.

Enhancement of Children’s and Families’ Quality of Lives

3. We shall recognize and respect the dignity, diversity, and autonomy of the families and children we serve.

For me, this is huge.  I want to learn more about the families I serve so that I can respect the diversity of the families.  This gets me out of my comfort zone.  Again to me it all boils down to having the interest of the child at heart.  If I am to serve the child and family to my fullest potential I need to recognize these aspects and celebrate it!  Just because a child has a different family make-up or different ideas than I do, does not mean they are not as interested in their child.  This is ideal is an important reminder for me.  

Additional Resources

I posted a course resource page, and at the bottom of it I included these resources that I use in my classroom and resources of interest to me.

Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
http://csefel.vanderbilt.edu

National Association of Child Care Resource and Referral Agencies
http://www.naccrra.org/

Dr. Jean-Songs and Activities for Young Children
http://www.drjean.org/

Journal:
Early Childhood Research and Practice (ECRP)
http://ecrp.uiuc.edu/

An interview with Edward Zigler:
http://www.ascd.org/publications/educational-leadership/oct07/vol65/num02/Giving-Intervention-a-Head-Start.aspx

Favorite quotes

“If you look at what really impacts children, what really influences their development, it's both the quality of the preschool experience and the parental impact. So you have to shoot for two things, to make sure that everything you do is quality and that everything you do is true to a model that includes parents, addresses the whole child and is of appropriate intensity.”

--Edward Zigler, Ph. D.

“I agree that personal experience is what makes the entire reading process meaningful. That's why I think what is most important, what best prepares preschool children and kindergartners for reading, is play. I'm referring to well-developed dramatic play, where children take on rich roles and create fantasy worlds that are of their own design. Children develop incredible story lines with their play partners. This kind of dramatic play provides the best backdrop for developing cognitive skills, including symbolic thinking and self-regulation and, specific literacy-related skills such as oral language.”

--Deborah Leong, Ph. D.

“My passion comes from wanting to make a difference…I’m not here to save the world, I’m here just to make a difference in the community that I’m working.”

--Raymond Hernandez, MS Ed.

“I see early childhood education, all education, really, as a civil rights issue.”

--Renatta M. Cooper

My Childhood Web