The current research international topics in Australia are Gifted and talented: Inclusion and exclusion "Cathre Harrison raises awareness of the nature of giftedness and the learning and affective strengths and the learning and affective strengths and needs of young gifted children" (Harrison, 2016). Creativity and young children:Wondering, exploring, discovering, learning is "Thr book explores creativity as an essential part of early childhood, wit a focus on building early childhood educators's understanding of the features and values of creative process and their outcome" (Niland, 2016). Dreaming stories: A springboard for learning is "explaning the seasons, appreciating diversity in apperance, language, culture, encouraging cooperational investigating ideas through music, (Connor & Atkinson, 2016). Connecting with babies is "for all who are entrusted with the care of babies in their first year" (Fleer & Linke, 2016).
New insights gained were that there were programs for family daycare, parent education, outside school care hours, child and family centers, and programs and support service. Australia commitment to children's rights. The commitment to inclusion and Australia respect for the rights and aspirations of the families.
Other noteworthy information founded was the advocacy goals. The rights and well being of young children, the investment in early childhood increase annually in Australia, the increase public understanding and support of early childhood, and hiring a qualified, specialized, and skilled workforce. Ausrralia have a strong emphasis on the value of their program.
References:
Harrison, Cathre. (2016). Gifted and talented: Inclusion and exclusion.
Niland, Amanda. (2016). Creativity and young children: Wondering, exploring, discovering, learning.
Connor, Jenni & Atkinson, Geraldine. (2016) Dreaming stories: A springboard for learning.
Fleer, Marilyn & Linke, Pam. (2016). Connecting with babies.
Saturday, November 26, 2016
Friday, November 11, 2016
Positive Example of Research
I came across a published research article concerning children that I would like to share with my colleagues. The article that I am going to discuss is the Safe Administration of measles vaccine to children allergic to eggs. The
safety of administering the combined measles-mumps-rubella (MMR)
vaccine to patients who are allergic to eggs has been debated for
decades because of concern about potential anaphylaxis, since the live
attenuated virus used in the vaccine is grown in cultured chick-embryo
fibroblasts (James, Burks, Roberson, & Sampton).
There were 54 children who were allergic to eggs and they had not been previously vaccinated. The avearage age of these children were 18.5 months. The children were tested for allegeries, and the test were confirmed by skin tests. There were placebo-controlled food challenged test.
The 54 children were tested with positive results on skin testing with eggs. All 54 children received the MMR vaccine as a single subcutaneous injection, none had an immediate or delayed adverse reacton. It was concluded that all children received single dosed safely with allergies to eggs even those with hypersensitivity.
Reference:
James, Jm, Burks, Aw, Roberson, Pk, & Sampson, Ha. (1995). Safe Administration of measles vaccine to children allergic to eggs.
There were 54 children who were allergic to eggs and they had not been previously vaccinated. The avearage age of these children were 18.5 months. The children were tested for allegeries, and the test were confirmed by skin tests. There were placebo-controlled food challenged test.
The 54 children were tested with positive results on skin testing with eggs. All 54 children received the MMR vaccine as a single subcutaneous injection, none had an immediate or delayed adverse reacton. It was concluded that all children received single dosed safely with allergies to eggs even those with hypersensitivity.
Reference:
James, Jm, Burks, Aw, Roberson, Pk, & Sampson, Ha. (1995). Safe Administration of measles vaccine to children allergic to eggs.
Saturday, November 5, 2016
Recess
My chosen topic for the simulation is recess. Why did I chose recess? "It taught me how to get along with others-whites, African-Americans (Scholastic, 2016). The lack of recess has caused children not to socialize in groups. There is a growing amount of obesity rates amoung young children. Recess let children burn off energy. Children are better focus when they are allowed to run around and swing on the monkey bars.
School systems started to cut back on recess in the 1980 to allow more instructional time. The decision on reces time is decided on the local level. The trend accelerated with the passage of the No Child Left Behind in 2001 and was particularly widespread in urban school with high number of children from marginalized populations (Jarett 2003: Roth et Al. Necs 2006). School reduce recess because of law suites from playgrounds injuries. Recess has been cut by academic pressure for more instructional time or as punishment.
I remember looking forward to recess when I was in school Me and my friends would play on the swings, merry go round or the monkey bars. We would take turns on the swings, merry go round, and the monkey bars. Recess lets you form close relationship with members in your classroom and also you were able to make friends from different classes. The importance of recess can not be stressed enough. "Free play helps to develop problem solving and critical thinking skills" (NAYEC 2009).
What are you thoughts on recess? Do you think that we should bring it back into our school? Studies show that by reducing recess have not increased academic scores. I have listed two of my resources for this blog and I would like to you do you have any insights or resources o this topic. Recess must be brought back into our classroom because it help open up children's mind and form bonds.
References:
Adams, Caralee. (2016). Recess Make Kids Smarter.
National Association Education of Young Children. (2009). Recess-It's Indispensable.
School systems started to cut back on recess in the 1980 to allow more instructional time. The decision on reces time is decided on the local level. The trend accelerated with the passage of the No Child Left Behind in 2001 and was particularly widespread in urban school with high number of children from marginalized populations (Jarett 2003: Roth et Al. Necs 2006). School reduce recess because of law suites from playgrounds injuries. Recess has been cut by academic pressure for more instructional time or as punishment.
I remember looking forward to recess when I was in school Me and my friends would play on the swings, merry go round or the monkey bars. We would take turns on the swings, merry go round, and the monkey bars. Recess lets you form close relationship with members in your classroom and also you were able to make friends from different classes. The importance of recess can not be stressed enough. "Free play helps to develop problem solving and critical thinking skills" (NAYEC 2009).
What are you thoughts on recess? Do you think that we should bring it back into our school? Studies show that by reducing recess have not increased academic scores. I have listed two of my resources for this blog and I would like to you do you have any insights or resources o this topic. Recess must be brought back into our classroom because it help open up children's mind and form bonds.
References:
Adams, Caralee. (2016). Recess Make Kids Smarter.
National Association Education of Young Children. (2009). Recess-It's Indispensable.
Saturday, October 22, 2016
Final Blog Assignment
Three consequences of learning about the international early childhood field for my professional and personal development are there are similarities with the American and England early childhood education (ECE), differences with the Sweden early childhood education, and your colleagues from the international field are interested in communicating and sharing their ideas with you. The American and England ECE are alike in teaching a top down curriculum with making sure children have the basic skills in reading, math, and language. These systems are so structured that there is little time for play which is beneficial to all children.
Sweden's ECE has no formal learning for their children from ages 1 to 6 year old. The children are with the same group of people through all six years so there is conformity with both the students and the teachers. Children are safe, secure, and learn through play. The ECE program is fully funded by the Sweden government. The parents said that they would not send their children to the England system and the Swedish teachers say the English ECE is no fun. One English teacher who now teaches in Sweden says there is no way he could return to teaching back into the England system.
The collaboration form our colleagues for the international field was not done weekly. My English counterpart Elizabeth Wood sent me several chapters from her published books and journals to read form 2013 to 2015 which was very informative. I joined Social Policy Issues in Indonesia who discuss and share information on education and other ideas in Indonesia. The collaboration has open me up to other ideas in ECE and that we can implement some of their ideas into our practices to better ourselves, our students, and colleagues. This is my goal to continue collaborationg with my international contacts and to reach out and make more international contacts. Knowledge is power and we educators must continue to grow our knowledge in this field so that we can be better role models, leaders, and teachers for our students.
Sweden's ECE has no formal learning for their children from ages 1 to 6 year old. The children are with the same group of people through all six years so there is conformity with both the students and the teachers. Children are safe, secure, and learn through play. The ECE program is fully funded by the Sweden government. The parents said that they would not send their children to the England system and the Swedish teachers say the English ECE is no fun. One English teacher who now teaches in Sweden says there is no way he could return to teaching back into the England system.
The collaboration form our colleagues for the international field was not done weekly. My English counterpart Elizabeth Wood sent me several chapters from her published books and journals to read form 2013 to 2015 which was very informative. I joined Social Policy Issues in Indonesia who discuss and share information on education and other ideas in Indonesia. The collaboration has open me up to other ideas in ECE and that we can implement some of their ideas into our practices to better ourselves, our students, and colleagues. This is my goal to continue collaborationg with my international contacts and to reach out and make more international contacts. Knowledge is power and we educators must continue to grow our knowledge in this field so that we can be better role models, leaders, and teachers for our students.
Saturday, October 15, 2016
Getting to Know Your International Contacts-Part 3
The organization Bright From the Start provided opportunities and or/ requirements for professional development in :
I decided to discuss my professional goals, hopes, and dreams. My professional goals are to obtain my M.S Early Childhood Studies-Teaching and Diversity in Early Childhood. Next is to pass the GACE test here in Georgia so that I can obtain my teacher's certification by Dec 2016 so that I can begin teaching in Early Childhood Studies. In December I should have obtained my business license with Bibb County to open a Child Care Center and by April 2017 to obtain my license with Bright From the Start with the state of Georgia to start operating the center.
My hopes and dreams are to open a child care center in Bibb county in 2017, and a second in Fulton county in 2018. I will join the professionals organizations here in GA on Early Childhood Education. Bright From the Start have continuing professional training and the inspectors of the child care centers are a great resource since many were teachers here in Georgia before becoming employees of Bright From the Start. The greatest challenge for me will be to find funding, but I am planning on email campaigns, mail and social medial solicitations to bring awareness of the child care centers and the funding that is needed.
I have not heard from my contacts so I went to the Asia Pacific Regional for Early Childhood (ARMEC) where I am a member, and I read the article on HOW PEOPLE ARE REFINING EDUCATION BY ERUM KAMRAN. Education is not something which the teacher does, but is a natural process which develops spontaneously in the human being (Karmin, 2015) This is a discussion on how schools operate as assembly lines. Students are taught standards and then they are tested on these standards. The discussion concludes with children should be allowed to pursue their interest. They will be able to express themselves. The new definition of education will not be accepted until it caters the individuality and creativity of each child without Stamping him ‘passed’ or ‘failed’ (Karmin, 2015).
References:
Bright From the Start. (2007). The Georgia Early Care and Educational Professional.
Karmin, Erum. (2015). HOW PEOPLE ARE REDEFINING EDUCATION.
Professional Development Competencies
Early Care and Education Professional Competency Goals (ECE)
-1 To understand and demonstrate the principles of child growth and development. (ECE)
2 To establish and maintain a safe, healthy learning environment. (ECE)
3 To advance physical and intellectual competence. (ECE)
4 To support social and emotional development and provide positive guidance. (ECE)
5 To establish positive and productive relationships with families.(ECE)
6 To ensure a well-run, purposeful program responsive to each individual child’s needs.(ECE)
7. To maintain a commitment to professionalism (Bright From the Start, 2007).
My hopes and dreams are to open a child care center in Bibb county in 2017, and a second in Fulton county in 2018. I will join the professionals organizations here in GA on Early Childhood Education. Bright From the Start have continuing professional training and the inspectors of the child care centers are a great resource since many were teachers here in Georgia before becoming employees of Bright From the Start. The greatest challenge for me will be to find funding, but I am planning on email campaigns, mail and social medial solicitations to bring awareness of the child care centers and the funding that is needed.
I have not heard from my contacts so I went to the Asia Pacific Regional for Early Childhood (ARMEC) where I am a member, and I read the article on HOW PEOPLE ARE REFINING EDUCATION BY ERUM KAMRAN. Education is not something which the teacher does, but is a natural process which develops spontaneously in the human being (Karmin, 2015) This is a discussion on how schools operate as assembly lines. Students are taught standards and then they are tested on these standards. The discussion concludes with children should be allowed to pursue their interest. They will be able to express themselves. The new definition of education will not be accepted until it caters the individuality and creativity of each child without Stamping him ‘passed’ or ‘failed’ (Karmin, 2015).
References:
Bright From the Start. (2007). The Georgia Early Care and Educational Professional.
Karmin, Erum. (2015). HOW PEOPLE ARE REDEFINING EDUCATION.
Saturday, October 8, 2016
Blog Assignment: Sharing Web Resources
There were many links that I have not followed on the National Association for the Education of Young Children (NAYEC). The Advertise link had information on why should advertise with the world's largest Early Education Association. NAEYC has over 60,000 Early Childhood Professionals. Media link gave information on explaining publications, online advertising conferences, and a member mailing list. NAEYC offers online advertising opportunities and the options to have a booth at their conferences. The next link explored by me was the For Families. This link had a vast amount of valuable information.
Here I found information and added understanding of equity and excellence in early care and education. Information was on what to look for in a program such as 10 NAEYC standards, Support Science Learning, Preschools are natural for mathamatics, and What to look for in a program. There was information on Quality Child Care Matters with information on where to search for an-accredited program, What to look for in a Program, , and Signs of Quality Learning and Development, Child Development, Reading and Writing and Music, Math and More were more options to learn about.
The NAEYC Newsletter Children's Champions had information on Child Care Development Block Grants that had final regulations on making an important step forward for children, families and educators by clarifying the goals of the law, improving the health, safety and quality of child care, supporting the early child care, supporting the early childhood profession and making child care assistance more accessible and stables for families. This was a new insight about issues and trends in the early childhood field.
Reference:
www.naeyc.org
Here I found information and added understanding of equity and excellence in early care and education. Information was on what to look for in a program such as 10 NAEYC standards, Support Science Learning, Preschools are natural for mathamatics, and What to look for in a program. There was information on Quality Child Care Matters with information on where to search for an-accredited program, What to look for in a Program, , and Signs of Quality Learning and Development, Child Development, Reading and Writing and Music, Math and More were more options to learn about.
The NAEYC Newsletter Children's Champions had information on Child Care Development Block Grants that had final regulations on making an important step forward for children, families and educators by clarifying the goals of the law, improving the health, safety and quality of child care, supporting the early child care, supporting the early childhood profession and making child care assistance more accessible and stables for families. This was a new insight about issues and trends in the early childhood field.
Reference:
www.naeyc.org
Saturday, October 1, 2016
Getting to know Your International Contacts-Part 2
Can you image a preschool for 1 to 6 year old children where there is no formal learning and by age 5 or 6 the children leave unable to read or write. Yes there is and these preschools are in the country of Sweden. There is no formal curriculum, no testing, or paperwork. The children are with the same group of children from the ages from 1 to 6 years old. The preschool settings are more homelike. The children are taught core values, challenges, discovery, and adventure. Children are taught to participate by telling what they want to do which makes learning more fun for them.
Parents say books in school are not important but learning social skills are more important. The children have no learning goals. Everyday the children spends four hours outside even in the harsh winter months because it builds cooperation, physical skills, confidence, and self esteem. Even the children sleep outside from a half a hour to one hour. If it is -7 or -10 degrees the children then sleep inside. Literacy and reading are of no concern. One female student in formal school stated that three year old children must have a chance to be a baby. A teacher stated that preschool should be a place of fun where the children are safe, secure, and learn through play.
When outside the children learn using their senses when climbing trees, running, jumping, seeing, and feeling. In the gym the teachers and the children bond which increase risk taking and beliefs in the children. Reading and writing are not important to them. The parents read at home to their children. The teachers believes in the children playing more which increases communication. There are no targets for the children to meet and there is no testing.
This preschool program is well funded by the Sweden government with both faith in the children and teachers. The children are eager to learn when they enter formal school. And by the age of seven these children lead the literacy table in Europe. These children excel in Europe by the age of 10.
Reference:
Early years education: Sweden verses the UK. 2008 Part 1, 2 and 3. The Reliquary
Parents say books in school are not important but learning social skills are more important. The children have no learning goals. Everyday the children spends four hours outside even in the harsh winter months because it builds cooperation, physical skills, confidence, and self esteem. Even the children sleep outside from a half a hour to one hour. If it is -7 or -10 degrees the children then sleep inside. Literacy and reading are of no concern. One female student in formal school stated that three year old children must have a chance to be a baby. A teacher stated that preschool should be a place of fun where the children are safe, secure, and learn through play.
When outside the children learn using their senses when climbing trees, running, jumping, seeing, and feeling. In the gym the teachers and the children bond which increase risk taking and beliefs in the children. Reading and writing are not important to them. The parents read at home to their children. The teachers believes in the children playing more which increases communication. There are no targets for the children to meet and there is no testing.
This preschool program is well funded by the Sweden government with both faith in the children and teachers. The children are eager to learn when they enter formal school. And by the age of seven these children lead the literacy table in Europe. These children excel in Europe by the age of 10.
Reference:
Early years education: Sweden verses the UK. 2008 Part 1, 2 and 3. The Reliquary
Subscribe to:
Posts (Atom)