I am connected to Walden University as my professional home. I hope to make connections to others as I did in my undergraduate program. Networking in an online setting is possible. Came into teaching by accident and have found my passion.
Week 2
A. My three professional goals. (Hagel- passion is interactive, explorative, unpredictable, a journey)
1. Teach college courses (make a difference in the lives and careers of young educators)
2. Write and collaborate on early childhood literature (develop writing skills and increase my knowledge from colleagues)
3. Work toward a doctoral degree (continue learning and pursuing my passion)
All align with goals of Walden and Richard W. Riley College of Education.
B. My goals are connected with my vision and my prior experiences- my professional goals reflect my passion. What drives my passion? The nature of the work, dedication to the children and families. Small successes. Want to support children having harmful early experiences (neglect and abuse). Create safer, more just world for children and families. My passion is similar to leaders' in the field (Renatta Cooper and Louise Derman-Sparks).
References
Hagel, J. (2009, November). Pursuing passion. Message posted to http://edgeperspectives.typepad.com/edge_perspectives/2009/11/pursuing-passion.html
- Passion is fluid, dynamic, always changing. Passion is becoming important for our personal success. Stress can be turned into stimulus.
- Commentary on the benefits of having passion, including having more energy, feeling more confidence, feeding your persistence
Walden University. (2016). The Richard W. Riley College of Education and Leadership. Retrieved from https://www.waldenu.edu/colleges-schools/riley-college-of-education
Week 3
Learning about Mahaley's childhood web. A child's life is embedded in the context of their social atmosphere and the people and forces around them. Many factors at play that affect a young child.
References
National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships; Working paper number 1. Center on the Developing Child, Harvard University. Retrieved from http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_papers/wp1/
- Children grow in an environment of relationships, and that a relationship with a nurturing caregiver can aid social competence, reduce challenging behaviors, and enhance cognitive skills
- Bronfenbrenner's ecological model. Factors within each system affect other systems- each system is connected and influences one another.
- We should capitalize on children's capacity to contribute to society. Active participation in adult experiences, especially within the home.
- Six characteristics: boundaries, roles, rules, hierarchy, climate, and equilibrium (how they shape interactions, why this is important for ECEs)
- Children are often viewed as needy and incompetent and not contributing members of society.
- Sociocultural perspective on development: context and culture have significant impact on children's development. Additionally, children are seen as having an evolving capacity that allows them to be a contributor to their social environments.
- Because of lesser wages and benefits, we may be at risk for or already losing the best educators in the field. Less educational requirements for teachers are being implemented. Teachers have fewer opportunities to interact with experienced teachers and staff.
Christensen, J. j. (2016). A critical reflection on Bronfenbrenner’s development ecology model. Problems Of Education In The 21St Century, 6922-28. Retrieved from the Walden Library Databases.
- Bronfenbrenner's theory does not pay enough attention to the individual. Dispositions of entrepreneurship and resilience are as notable as the relationships between the various bioecological systems.
Week 4
Inspiration for ourselves.
A. Researched Janet Gonzales-Mena (teachers and children alike should have active roles in play and routines and that teaching is about being with children, not overseeing them) and Stanley Greenspan (adults engage children in child-centered, interest-driven play on the floor- a great contrast to the 1970’s and 80’s approaches to autism of checklists and behavior goals). How I identify with these professional's passion and motivation.
B. The five sectors of the early childhood field.
Head Start, child care, health and well-being, public early childhood education, and research/academia- all have distinct purposes.
Mission Statement- The Field of Early Childhood strives to support and nourish young children, their families, and those professionals with whom they work by evaluating, creating, and changing the environments, contexts, and constructs that affect families. It should employ a wide range of professionals dedicated to improving the quality of life and maximizing the potential of every child and family by integrating evidence with practice and policy.
References
American
Academy of Pediatrics (2016). AAP agenda
for children; Strategic plan. Retrieved from
https://www.aap.org/en-us/about-the-aap/aap-facts/AAP-Agenda-for-Children-Strategic-Plan
Bradley,
D., Price, M., & Herzenberg, S. (2005). Losing ground in early childhood
education: Declining workforce qualifications in an expanding industry,
1979-2004: Summary. Economic Policy Institute. Retrieved from the Walden
Library Databases.
Grieshaber,
S. (2000). Regulating the early childhood field. Australian Journal of Early
Childhood, 25(2), 1.
Laureate Education, Inc. (n.d.). Sectors in the early
childhood field. Retrieved from
http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6005/04/mm/Sectors/Main.html
Love, J. M., et al. (2005). The effectiveness of Early
Head Start for 3-year-old children and their parents: Lessons for policy and
programs. Developmental Psychology, 41(6), 885-901.
doi:10.1037/0012-1649.41.6.885
Wortham, S. C. (2012). Assessment in early childhood education.
Boston: Pearson.
Brown, E. (2010, April 10). Stanley I. Greenspan, expert on infant development. The Washington Post. Retrieved from http://www.washingtonpost.com/wp-dyn/content/article/2010/04/28/AR2010042805731.html
Corcoran, D. (2010, May 4). Stanley I. Greenspan, developer of ‘Floor Time’ teaching, dies at 68. The New York Times. Retrieved from http://www.nytimes.com/2010/05/05/us/05greenspan.html?_r=0
Greenman, J., Stonehouse, A., & Schweikert, G. (2008). Prime times: A handbook for excellence in infant and toddler programs (2nd ed.). St. Paul, MN: Redleaf Press.
Williams, K. C., & Cooney, M. H. (2006). Young children and social justice. Young Children, 61(2), 75-82. Retrieved from the Walden Library Databases.
Week 5
Learning how to analyze and interpret resources. NAEYC Where We Stand on Child Abuse Prevention. Review of article "Stand With Us! Culturally Relevant Pedagogy in the Preschool Classroom".
References
(SEE BLOG)
Copple,
C. (Ed.). (2003). A world of difference:
Readings on teaching young children in a diverse society. Washington, DC:
National Academy Press.
Derman-Sparks,
L., & Edwards, J. O. (2010). Anti-bias
education for young children and ourselves. Washington, DC: NAEYC
Durden,
T., Escalante, E., & Blitch, K. (2015). Start with us! Culturally relevant
pedagogy in the preschool classroom. Early
Childhood Education Journal, 43(3), 223-232. doi:10.1007/s10643-014-0651-8
Hillskemper,
J. (2003). How our assumptions affect our expectations. The Quarterly, 25.2. Retrieved from http://www.nwp.org/cs/public/print/resource/574
NAEYC
(2009). NAEYC standards for early
childhood professional preparation. Retrieved from http://www.naeyc.org/files/naeyc/files/2009%20Professional%20Prep%20stdsRevised%204_12.pdf
Week 6
How our thinking about early childhood, children, and families has changed over the course of 6 weeks. Growing more sensitive to early childhood issues. Identify 3 resources that affect your thinking and deepen your passion.
1. Helping all Families Participate in School life, presented in the journal “Young Children”, provides suggestions directly to educators with the intent of involving families from diverse cultural and racial backgrounds
2. American Academy of Pediatrics expulsion article- can have impact on child's life.
3. National Center on Developing Child-
All three resources are multidisciplinary and contribute to my thinking and the knowledge-base in the field.
References
Bang,
Y. (2009a). Helping all families participate in school life. Young Children, 64(6), 97-99. Retrieved
from the Walden Library databases.
Bang,
Y. (2009b). Rethinking family
involvement: Korean American family involvement in a public Kindergarten.
Retrieved from ProQuest Digital Dissertations. (AAT 3348344).
Center
on the Developing Child (2016). Who we
are. Retrieved from http://developingchild.harvard.edu/about/who-we-are/
Greenman,
J., Stonehouse, A., & Schweikert, G. (2008). Prime times: A handbook for excellence in infant and toddler programs (2nd.
ed). Minnesota: Redleaf.
Heim,
J. (2016, August 1). Early childhood education gets push from $1 billion federal investment. Washington Post. Retrieved from https://www.washingtonpost.com/local/education/early-childhood-education-gets-push-from-1-billion-federal-investment/2016/07/31/a288d948-55bb-11e6-b7de-dfe509430c39_story.html
National
Scientific Council on the Developing Child. (2011). Children's emotional development is built into the architecture of
their brains; Working paper 2. Retrieved from
http://46y5eh11fhgw3ve3ytpwxt9r.wpengine.netdna-cdn.com/wp-content/uploads/2004/04/Childrens-Emotional-Development-Is-Built-into-the-Architecture-of-Their-Brains.pdf
Pupillo,
J. (2016, July 27). AAP joins groups calling for drastic reduction in early childhood expulsions. AAP News. Retrieved from
http://www.aappublications.org/news/2016/07/27/Expulsion072716
Simon,
F., & Nemeth, K. (2012). Digital
decisions: Choosing the right technology tools for early childhood education.
North Carolina: Gryphon House.
Wortham, S. C. (2012). Assessment in early childhood education.
Boston: Pearson.
Week 7
My strengths and professional goals
Strength 1- reflection
Strength 2- dedication
Goal 1- increase my leadership skills
Goal 2 - increase my knowledge
- In what ways have your professional goals and aspirations been influenced and/or changed by listening to the professionals on the media segment and/or by reading the articles for this week?
- In what ways are you already and/or do you hope to be an advocate for young children, their families, and/or the early childhood field?
- In what ways are you already and/or do you hope to be an emerging leader in the early childhood field?
References
Derman-Sparks, L., & Edwards,
J. O. (2010). Anti-bias education for
young children and ourselves. Washington: NAEYC.
Division for Early Childhood.
(2009). Code of ethics. Retrieved
from http://www.dec-sped.org/
Fennimore, B. S. (2014). Standing up for something every day; Ethics
and justice in early childhood classrooms. New York: Teachers College.
Kieff, J. (2009). Informed
advocacy in early childhood care and education; Making a difference for young
children and families. New Jersey: Pearson.
Laureate
Education, Inc. (2010). Professionalism, advocacy, and leadership in early
childhood. Retrieved from https://class.walden.edu/webapps/portal/frameset.jsp?tab_tab_tab_group_id=_2_1&url.
NAEYC.
(2005, April). Code of ethical conduct
and statement of commitment. Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
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