Child Development and Breastfeeding.........
This topic is very near and dear to my heart. I breastfed all four of my children , unfortunately not as long as I wanted to. On a recent Time Magazine cover a mother is shown in a standing position , with her 3 year old son suckling her breast. The article goes on describing the benefits of breastfeeding a child until their about 4 or 5, but the article stresses how most Americans are still uncomfortable with witnessing a mother breastfeeding her child in public.
I visited a website dedicated to breast feeding around the world, www.007b.com/public-breast-feeding-world.php , and focused on the women in Ghana. The attitude toward breastfeeding in Ghana is that , this is the only way to go and bottle feeding is for, " orphans, mothers who cannot produce enough milk, upper class wannabes and expatriates. Mother's who don't breast feed when their child is crying in public, are frowned upon and looked at as though the child is not theirs.
The benefits of breastfeeding includes but not limited to : easier to digest for babies, fights disease such as respiratory problems, asthma , obesity , it also saves money on formula. There are also benefits for the mother , lowers her risk for type 2 diabetes, breast and ovarian cancer and postpartum depression.
I believe breast feeding provides a good start for children and can benefit them as they enter into their educational journey.
Saturday, May 12, 2012
Saturday, May 5, 2012
MY PERSONAL BIRTHING EXPERIENCE
I am the proud mother of 4 children. I had c-sections with all my children, however the last one was different from all the others and subsequently my baby girl acted a little differently from the others. :) I was scheduled to have my little "Morgan" on Monday, May 18th, however at the time I did not know whether she would be a boy or girl because with everyone ultra sound she appeared butt up. I started having contraction on Saturday morning , they progressed by early evening and I went to the hospital per the doctor on call orders. After being examined and monitored I was sent home and told I could wait for my scheduled c-section on Monday. Morgan was not having this , I had a restless night by Sunday morning she was letting me know that she was to make her appearance. The doctor on call was really trying to prevent me delivering and wanted to wait for my scheduled c-section ( coincidentally when my doctor would return from vacation. The labor was very intense, which I had only truly experienced with the first pregnancy, Morgan made her appearance, on Sunday , May 17th 1998 @ 1:12 P.M., very demanding and impatient. After returning from the recovery room, my husband shared with me how was a little fussy , until he changed shoulders he had her own, when he switched again she started up again until he put her back on her preferred shoulder. I couldn't believe my ears, when I called down to the nurses station to inquire why she hadn't been brought down to me I was told she appeared to be fine but had a rapid heart beat and they were monitoring. When I later question the nurses about this they informed me that Morgan appeared to be fussy or agitated the way they had her position in the baby bed but she checked out fine medically.
Flash forward almost 14 years, Morgan is a very impatient and determined child and wants things done when she wants it done.She excels in school , sports , dance etc. I knew she was different from the very start, but I wouldn't trade her any one else!
I am the proud mother of 4 children. I had c-sections with all my children, however the last one was different from all the others and subsequently my baby girl acted a little differently from the others. :) I was scheduled to have my little "Morgan" on Monday, May 18th, however at the time I did not know whether she would be a boy or girl because with everyone ultra sound she appeared butt up. I started having contraction on Saturday morning , they progressed by early evening and I went to the hospital per the doctor on call orders. After being examined and monitored I was sent home and told I could wait for my scheduled c-section on Monday. Morgan was not having this , I had a restless night by Sunday morning she was letting me know that she was to make her appearance. The doctor on call was really trying to prevent me delivering and wanted to wait for my scheduled c-section ( coincidentally when my doctor would return from vacation. The labor was very intense, which I had only truly experienced with the first pregnancy, Morgan made her appearance, on Sunday , May 17th 1998 @ 1:12 P.M., very demanding and impatient. After returning from the recovery room, my husband shared with me how was a little fussy , until he changed shoulders he had her own, when he switched again she started up again until he put her back on her preferred shoulder. I couldn't believe my ears, when I called down to the nurses station to inquire why she hadn't been brought down to me I was told she appeared to be fine but had a rapid heart beat and they were monitoring. When I later question the nurses about this they informed me that Morgan appeared to be fussy or agitated the way they had her position in the baby bed but she checked out fine medically.
Flash forward almost 14 years, Morgan is a very impatient and determined child and wants things done when she wants it done.She excels in school , sports , dance etc. I knew she was different from the very start, but I wouldn't trade her any one else!
Saturday, April 21, 2012
Saturday, April 14, 2012
PROFESSIONAL CODE OF ETHICS:
In this week's resources we were introduced to codes of ethics in the early childhood field from NAEYC article: Code of ethical conduct and statement of commitment and the article from The Division for Early Childhood (2000, August) : Cod of Ethics.
3 Ideals that were meaningful to me and why were:
I-1.1 To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training. I feel to be of greater assistance to others in the early childhood field is to be knowledgeable about the field by continuing my education, by taking training courses to update my skills and to stay current with the laws and information concerning early childhood.
I-1.9 To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful. I want to be that voice for the voiceless, to represent those who otherwise won't have representation in meetings with those who make the laws and who make a difference in the early childhood field.
I-1.5 To create and maintain safe and healthy settings that foster children's social, emotional, cognitive, and physical development and that respect their dignity and their contribution. Children need to be in an environment where they feel safe and cared for . I believe whenchildren feel safe and loved they can flourish and dream as big as the sky and can also achieve those dreams with the right learning environment.
Also, this week we complete an assessment titled " Assessing Your Professional Development", in this assessment we were given insight into where we are , we are heading , and where we would like to be professionally. This assessment will now become my "go to" sheet to assist me in guiding me to what skills I need in other to become the early childhood professional that I need to be to assist children in becoming what they want to be.
In this week's resources we were introduced to codes of ethics in the early childhood field from NAEYC article: Code of ethical conduct and statement of commitment and the article from The Division for Early Childhood (2000, August) : Cod of Ethics.
3 Ideals that were meaningful to me and why were:
I-1.1 To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training. I feel to be of greater assistance to others in the early childhood field is to be knowledgeable about the field by continuing my education, by taking training courses to update my skills and to stay current with the laws and information concerning early childhood.
I-1.9 To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful. I want to be that voice for the voiceless, to represent those who otherwise won't have representation in meetings with those who make the laws and who make a difference in the early childhood field.
I-1.5 To create and maintain safe and healthy settings that foster children's social, emotional, cognitive, and physical development and that respect their dignity and their contribution. Children need to be in an environment where they feel safe and cared for . I believe whenchildren feel safe and loved they can flourish and dream as big as the sky and can also achieve those dreams with the right learning environment.
Also, this week we complete an assessment titled " Assessing Your Professional Development", in this assessment we were given insight into where we are , we are heading , and where we would like to be professionally. This assessment will now become my "go to" sheet to assist me in guiding me to what skills I need in other to become the early childhood professional that I need to be to assist children in becoming what they want to be.
Saturday, March 31, 2012
EARLY CHILDHOOD RESOURCES
Following is a list of resourses from my Education-6005-6 Foundations:Early Childhood Studies Course-Week 5 resourse section.
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://main.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.
- 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://worldforumfoundation.org/wf/wp/about-us
- World Organization for Early Childhood Education
http://www.omep-usnc.org/
- Association for Childhood Education International
http://acei.org/about/
- 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/
- 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 Resourses that I find useful in the early childhood field:
Websites:
www.isbe.state.il.us/earlychi/ This website is an excellent resource for everything early childhood. It provides job information, program information, and links for parents as well.
www.earlychildhoodlinks.com/teachers This websites has a wealth of information such as lesson plans, worksheets for homeschoolers, teachers. Montessori schools and parents , and such much more.
www.berenstainbears.com is a site that is good for anyone who has young children or who works with young children. ( or for the child in you) This site is interactive and children will enjoy it as well. This site also provide additional links to other resources.
Saturday, March 24, 2012
Passion, Motivation and Wisdom : Early Childhood Professionals
" I always wanted to be a teacher, because I had just a built in passion that it was important to make a real contribution in the world and to fix all the injustices that existed in the world." - Lousise Derman-Sparks Professor Emeritus, Pacific Oak College, CA
"We in the early childhood field have the opportunity to shape a child's life for the better." - Sandy Escobido-Deputy Field Director Los Angles Preschool Advocacy Initiative, California Community Foundation
" I always wanted to be a teacher, because I had just a built in passion that it was important to make a real contribution in the world and to fix all the injustices that existed in the world." - Lousise Derman-Sparks Professor Emeritus, Pacific Oak College, CA
"We in the early childhood field have the opportunity to shape a child's life for the better." - Sandy Escobido-Deputy Field Director Los Angles Preschool Advocacy Initiative, California Community Foundation
QUOTES THAT INSPIRE:
"As you consider whether to move a child into formal academic training, remember that we want our children to do more than just learn how to read and write; we want them to learn in such a way that they become lifelong readers and writers. If we push our children to start learning these skills too far ahead of their own spontaneous interest and their capacity, we may sacrifice the long-range goal of having them enjoy such pursuits." Lillian G. Katz - Early Childhood Educator and Co-Founder of Illinois Association for the Education of Young Children.
"Until justice is blind to color, until education is unaware of race, until opportunity is unconcerned with the color of men's skins, emancipation will be a proclamation but not a fact." Former President Lyndon B. Johnson and founder of the Head Start Program.
"As you consider whether to move a child into formal academic training, remember that we want our children to do more than just learn how to read and write; we want them to learn in such a way that they become lifelong readers and writers. If we push our children to start learning these skills too far ahead of their own spontaneous interest and their capacity, we may sacrifice the long-range goal of having them enjoy such pursuits." Lillian G. Katz - Early Childhood Educator and Co-Founder of Illinois Association for the Education of Young Children.
"Until justice is blind to color, until education is unaware of race, until opportunity is unconcerned with the color of men's skins, emancipation will be a proclamation but not a fact." Former President Lyndon B. Johnson and founder of the Head Start Program.
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