Additional Resources

Interesting Books:

“Einstein Never Used Flashcards: How Our Children Really Learn--and Why They Need to Play More and Memorize Less” by Roberta Michnick Golinkoff, Kathy Hirsh-Pasek Ph.D., and Diane Eyer

"EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon" by Diane Ravitch 

I like to flip through this book to brush up on my education oriented vocabulary.

Useful Websites:

http://www.kididdles.com/

This website is great for anyone looking for children’s songs. You can search for certain songs, full lyrics to songs and you can also listen to the melodies of those songs.

http://teacher.scholastic.com/tools/class_setup/

This website is a great tool for novice teachers and veteran teachers alike. It helps you create and edit your classroom layout. You can choose your classroom’s shape, furniture, and even choose individual student seating. I liked using this feature mid-year after I had gotten to know my students. I was able to test out seating arrangements without removing nametags or changing chairs around.

Course Resources

 Here are some great resources for anyone who is interested in, or already involved in the early childhood education field. 

Part 1: Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
  
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
  
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
  
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
  
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
  
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
  
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
  
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
  
  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:
• World Forum Foundation
  http://www.worldforumfoundation.org/wf/about.php
  This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage 
  
• World Organization for Early Childhood Education
  http://www.omep-usnc.org/
  Read about OMEP’s mission.
  
• Association for Childhood Education International
  http://acei.org/about/
  Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.

Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.

Part 3: Selected Early Childhood Organizations

National Association for the Education of Young Children
http://www.naeyc.org/

The Division for Early Childhood
http://www.dec-sped.org/

Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/

WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm

Harvard Education Letter
http://www.hepg.org/hel/topic/85

FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm

Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/

HighScope
http://www.highscope.org/

Children’s Defense Fund
http://www.childrensdefense.org/

Center for Child Care Workforce
http://www.ccw.org/

Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home

Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm

National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/

National Child Care Association
http://www.nccanet.org/

National Institute for Early Education Research
http://nieer.org/

Pre[K]Now
http://www.preknow.org/

Voices for America’s Children
http://www.voices.org/

The Erikson Institute
http://www.erikson.edu/

Inspirational Quotes:

 “Teachers need the passion to make sure that all children are taught and nurtured in ways that they can develop to their true abilities.” 

- Louise Derman-Sparkes

 “As early childhood educators we have the opportunity to shape a child’s life for the better.” 

- Sandy Escobido

Words of Wisdom from Education Professionals

The following tips are from an article I read that was written by Lilian Katz. I found these guidelines to be inspirational, hopefully you will too!

Five developmental principles for young children that can be used when creating a curriculum: 

     Strengthen children’s understanding of their own experience

 The younger the children, the more they learn from direct firsthand experience

 The younger the children. The more they learn through interactive rather than passive processes

  The younger the children, the more important it is that what they are learning has horizontal versus vertical relevance

Children’s dispositions to seek in-depth understanding of experience and events is strengthened when they have early experience of in-depth investigations

      ______________________________________________

Most people in the education field have heard of Stanley Greenspan, his research has helped many children and parents deal with learning disabilities.I read an article written by him the other day and thought these suggestions on how to help children (and their parents) with ADHD were noteworthy. 

*Focus on their strengths. Confidence may give them the boost they need to apply themselves.

*Adjust your interaction to better meet your child’s needs. If they have auditory-processing trouble, talking too fast may make them tune out. Speaking more slowly can help.

*Explain with words, actions, and pictures. It can help an auditory processor make better visual connections.

Personal Childhood Web

Dad and Mom

Brian, My Father:

My dad is one of the most generous people I have ever known. He is always there to help out, he always puts others needs before his own. He is gentle, kind, and loving, when I picture what a man should be, I picture him. My dad isn’t the most vocal person, but I have never doubted that he loves me. He taught me that actions really do speak louder than words. I have many childhood memories including my dad helping me build a fort, playing in the snow, and teaching me how to change a tire. Now that I am an adult, my dad continues to be there for me and support me in all of my endeavors. I know if I have a problem I can always call him and he will either have the advice I need, or will drive the four hour drive to come and actually fix the problem as soon as he can. 

Becky, My Mother:

My mom is a very special woman. She has always been there when I needed consolation. She has great compassion for people and is always there to lend a hand.  Growing up, my mother always had fun activities for my brothers and I to do. She taught us the importance of sharing and loving each other. My mother also played outside with us and took us on adventures in the woods behind our house. Now that I am grown up, she is the one I call when I need someone to listen to me. She has taught me the importance of really listening to someone when they are talking. And that you don’t always have to have the right answer, sometimes you just need to listen and be there.

Cody, Me, Matt

Matt, My Brother:

My brother Matt is two years younger than I am. We were each other’s best friend for most of our childhood. He has always been there to confide in and has helped me through some tough times. He has never been judgmental, he's just been there for me. It is difficult at times to view him as a man and not my childhood best friend. He is now married and has a life of his own. However, I know that I can call him and he will be there with a supportive ear. 

Cody, My Brother:

Cody is about ten years younger than me. When he was born he was my baby. I wanted to hold him all the time and not let anyone else have him. Through him I learned what it was to take care of someone else. I fear that I still treat and view him as a baby sometimes even though he is 17 years old. He is growing into a man, I hope I can be there for him when he needs me. 

Dorothy, My Grandmother:

Grandma

My Grandmother is one of the most amazing people I have ever met. She is always happy and positive. I have never seen her get angry, no matter what the situation. She is always calm and collected. As a child, her visits were something to look forward to. She would always read stories to us, and play games with us. Grandma didn’t have a lot of money, she taught me that money isn’t important. You don’t need money to show someone that you love them. The best gift you can give someone is your time and affection. Today she is still the loving Grandma that I knew as a child, however she is battling Alzheimer’s disease. She has stayed strong, though at times I can tell she is terrified of what may come. Even though she is the one going through this, often times she is the one encouraging the people around her.

Melody and Jerusha, My Counsins:

Melody and Jerusha are more like sisters than cousins. We are all the same age and have grown up as close sisters. We lived for family gatherings when we could run off and hide ourselves away for hours. I have many fond memories of tea parties and giggling for hours. They taught me what it is to laugh until you cry. Now that we are all adults, we don’t get to see each other as much. But they are only a phone call away. I know they will always be there with advice if I need it. 

Melody, Me, Jerusah

Favorite Children's Book

One of my favorite children's books is "The Lion & the Mouse" by Jerry Pinkney. I love the colorful pictures, they are appealing and intriguing for young children. The moral of the story is something that children can relate with and understand easily. Children can sometimes feel small and unimportant, this story shows them that being small can be a good thing. The story also shows the importance of kindness, not judging someone based on how they look, and how anyone can become friends if they try.

Favorite Quotes

The following is a poem that a teacher I used to work with would print out and give to her parents each year. I absolutely love this poem and plan to use it in my future classroom.

“Just Playing”

When I am building in the block room, please don't say I'm "just playing".
For you see, I'm learning as I play, about balance and shapes. Who knows, I may be an architect someday. 

When I'm getting all dressed up, setting the table, caring for the babies, don't get the idea I'm "just playing".
For, you see, I'm learning as I play; I may be a mother or a father someday. 

When you see me up to my elbows in paint or standing at an easel, or molding and shaping clay,
please don't let me hear you say, "He is just playing".
For, you see, I'm learning as I play. I'm expressing myself and being creative.
I may be an artist or an inventor someday. 

When you see me sitting in a chair "reading" to an imaginary audience, please don't laugh and think I'm "just playing".
For, you see, I'm learning as I play. I may be a teacher someday. 

When you see me combing the bushes for bugs, or packing my pockets with choice things I find, don't pass it off as "just play".
For you see, I'm learning as I play. I may be a scientist someday. 

When you see me engrossed in a puzzle or some "plaything" at my school, please don't feel the time is wasted in "play".
For, you see, I'm learning as I play. I'm learning to solve problems and concentrate.
I may be in business someday. 

When you see me cooking or tasting foods, please don't think that because I enjoy it, it is "just play".
I'm learning to follow direction and see differences. I may be a cook someday. 

When you see me learning to skip, hop, run and move my body, please don't say I'm "just playing".
For, you see, I'm learning as I play. I'm learning how my body works.
I may be a doctor, nurse or athlete someday. 

When you ask me what I've done at school today, and I say, "I just played", please don't misunderstand me.
For you see, I'm learning as I play. I'm learning to enjoy and be successful in my work. I'm preparing for tomorrow.
Today, I am a child and my work is play.

~ Author Unknown