Policies and National Regulations and Standards for Early Childhood Education

North Carolina has an office known as the office of early learning which focuses on grades pk-3. This office supports children by promoting other linkages for reforming early education for North Carolina's children. The standards used for early childhood is Foundations which describes goals for all children’s development and learning, no matter what program they may be served in, what language they speak, what disabilities they may have, or what family circumstances they are growing up in. Foundations provides age-appropriate goals and developmental indicators for each age level (infant, toddler, and preschooler). The link to this information can be found at http://www.dpi.state.nc.us/earlylearning/

NAEYC believes that policy makers, the early childhood profession, and other stakeholders in young children’s lives should “construct comprehensive systems of curriculum, assessment, and program evaluation guided by sound early childhood practices, effective early learning standards and program standards, and a set of core principles and values: belief in civic and democratic values; commitment to ethical behavior on behalf of children; use of important goals as guides to action; coordinated systems; support for children as individuals and members of families, cultures,1 and communities; partnerships with families; respect for evidence; and shared accountability.” (p.2) Foundations and one of NAEYC positions align in the belief of using goals as guides. Foundations has goals in areas such as literacy, mathematics, social-emotional, cognitive, and physical. The goals set for each age level serves as a guide for activities and lessons. As someone who has used Foundations I feel that all those teaching early childhood should use this to serve as a guide for planning activities and lessons. Everyone in the early childhood community should be using the same guides to ensure that everyone is one the same page. Guides should be research based.

1.      How can teachers use assessments to enhance cooperative learning?

2.      How can assessment in early learning be enhanced?

3.      What are some ways to create portfolios using assessment information for parents and next year’s teacher to see?

4.      What are some things you can do to ensure that all children are being assessed?

References

Akers, L., Atkins-Burnett, S., Monahan, S., Carta, J., Wasik, B., & Boller, K. (2015). What Does it Mean to use Ongoing Assessment to Individualize Instruction in Early Childhood? (1st ed.). Retrieved from http://www.acf.hhs.gov/sites/default/files/opre/what_does_it_mean_to_use_ongoing_assessment_to_individualize.pdf

National Association for the Education of Young Children (NAEYC). (2003). Early Childhood Curriculum, Assessment and Program Evaluation. Retrieved from https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf.

National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist standards. (3^rd edition). Retrieved from http://boardcertifiedteachers.org/sites/default/files/EC-GEN.pdf.

Office of Early Learning. (2016). Dpi.state.nc.us. Retrieved from http://www.dpi.state.nc.us/earlylearning/

Scholar Practitioners as Program Evaluators

I am exciting about the course Evaluating and Supporting Early Childhood Programs because I would like to help my county form or complete evaluations. The county that I currently work in seems to always be adapting the latest curriculum in some subject area. However little to no evaluations are done to check the effectiveness of the newly adapted curriculum.  This course can also show me how to evaluate my effectiveness in my own classroom and ensuring that what I am doing is aligning with my programs vision. One question I have is with some evaluations already being in place within certain program how do you go about having those tweaked to become better?

After completing this course I believe I can impact the process of evaluating program quality by creating a well-planned and carefully executed evaluation for my county’s Pre-K program. This course will show be how to create an evaluation that is inclusive and replicable.

Fostering Classroom Communities

The title of the dissertation is Preschool Teachers’ Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings.

Explanation of the study

This qualitative study explored prekindergarten teachers' viewpoints on caring relationships and how these relationships affect children's independence and enthusiasm in prekindergarten in two cultural settings: one city in China and another in the U.S. Data was collected from prekindergarten teachers in both locations using a qualitative interviewing research strategy (Tian, 2012). Tian’s (2012) study asked the following research questions (1) how do preschool teachers in each cultural setting understand and construct caring relationships with and among children in their classrooms? (2) What are preschool teachers’ understandings of and experiences in fostering autonomy and intrinsic motivation in preschool children in each cultural setting? (3) How are teachers’ experiences in caring and their relationships with children influenced by cultural and social contexts? There was a total of 20 participants, 10 in Portland and 10 from in Shenzhen. Each participant participated in an interview. Data was collected and evaluated based off of the information given in the interviews. This study helps the education world because an improved understanding of independence could help educators expand their practices and accomplish the shared goals of education, for example meeting the developmental needs of young children.

Resources

Some important resources for this study was the actual interview questions used for the participants. The 20 participants also served as a resource. Bowlby was another resource that created a solid foundation for the conceptual framework which was attachment theory.

Supportive learning environments

Tian’s (2012) study is significance because it offers opportunities for educators to learn from one another as well as reflect on their own beliefs about education for young children. Teachers’ opinions about learning and teaching are affected by their increasingly global knowledge and changes in each society because of the influence of global trends in education.  In order to accomplish the common goal to advance education for children, it is vital to be aware of the role of culture in teachers’ viewpoints and beliefs on education.

References

Tian, X. (2012). Preschool teachers' perspectives on caring relationships, autonomy, and intrinsic motivation in two cultural settings (Order No. 3503047). Available from ProQuest Dissertations & Theses Global. (1000524245). Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/1000524245?accountid=14872

 

Introduction

My name is Temeka Thatch. I was born and raised in Greensboro, NC. I am currently a Pre-K teacher in Greensboro, NC. This is my first year back in Pre-K. Prior to this I taught kindergarten for five years. All of my experience has been in Title 1 schools, which serve those considered to be low class. I chose early childhood because I believe it is vital to have a strong educational foundation. I have known for a while that teaching is my life's calling. I've been working with children ranging from birth-kindergarten since the age of thirteen. At the age of thirteen, I also knew that I would one day go on to graduate from college with a bachelors', but I also knew I couldn't stop there. It is my desire to pursue an advanced degree because I am committed to lifelong learning, and I want to advance in my career. I am currently working towards a Doctorate in Early Childhood. I wish to one day teach at the colligate level, equipping future educators for the classroom.

Connecting With My Community

This quarter has been somewhat of a challenge with me trying to get back in the swing of school and balancing everything else in my life. For me this is a busy time because it is the end of the school year.  I am grateful for everything that I have learned thus far. I am now able to look at my daughter and look for milestones. My family looks at me as a resource for family members with younger children.

My passion is ensuring that pre-k is mandatory in my home state of North Carolina. This passion grew from me watching many children come into my class behind because they did not attend a preschool program through our county schools. This children struggle to catch up throughout the year often times not meeting the end of year goal.

I would love to connect with colleagues, however I share a similar experience like Stacie. Fear often holds me back from connecting with others.  I would like to change things around by overcoming fear. I would like to thank everyone for sharing during these past weeks, your insights have been very helpful to me. I look forward to working with everyone in future classes and wish you all the best of luck! Keep pressing towards your goals and dreams!

Your Personal Language and Literacy Development Journey

One memory that I have is with my own child. At seven months she begin trying to repeat words and sounds that she heard. You could make out her saying “dada”. She also tried to say her uncle’s name Samuel and John. She would match up the syllables to their name. I wanted to make sure she that she has a love for reading so I not only read to her but I encourage everyone around her to read to her as well. She has also found a love for the letter a song I let her listen to on YouTube. Through this class I have a better understanding of language milestones for my child. According to research I have found it is good that I allow her to listen to letter sound songs. Before infants are ready to speak their first word, they listen attentively to the sounds around them (Pence Turnbull, K. L., & Justice, L. M., 2012).  The articles and information from the American Speech-Language-Hearing Association was very helpful in helping me know what my child should be doing at each age category.  

One topic I would like to know more about and advocate for is effects of the lack of preschool programs. According to “The State of Preschool Yearbook”, North Carolina lacks access to preschool, however, the programs that they do have received a perfect score of 10 in quality. North Carolina only serves 23 percent of its 4- year- old. NEA, which is the National Education Association, has the same belief as me, which is that public schools have a duty to be the main provider of preschool programs, and supplementary funding should be allocated to fund them in the same way as K-12 schools. It is my desire that all students will have a successful educational journey. Achievement in school influences success in life.

 

References

Pence Turnbull, K. L., & Justice, L. M. (2012). Language development from theory to practice (2nd ed.). Upper Saddle River, NJ: Pearson, Inc.

Pre-K Access Lacking in Many Rural States, Report Says ... (n.d.). Retrieved from http://blogs.edweek.org/edweek/rural_education/2014/05/pre-k_access_lacking

 

Attachment

Children’s socioemotional well-being is critical to school success, and attachment is the foundation of socioemotional well-being. Because of this, educators from preschool to high school can be more effective if they understand how attachment influences their students this is why I chose to take an in-depth look at secure attachment. As a teacher, it is my desire that all my students share a secure attachment with me and I feel that every educator should strive to have that attachment with their students. As a teacher, I want to foster a healthy attachment with my students which lead me to read several articles, “The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes”, “secure attachment”, “Attachment in the Classroom”, and“Map out a successful, satisfying relationship”.

Of all the readings, I feel that “Attachment in the Classroom” was the most helpful because it gave my ways to foster healthy attachments among my students. One thing that stuck out to me was the study conducted in the article which showed that secure attachment is associated with higher grades and standardized test scores compared to insecure attachment. That only has encouraged me to strive to form an attachment with my students. One thing an educator needs to foster healthy attachment is resources. Resources can simply be a co-worker, principal, or class. It is important to have resources because they can assist in offering ideas for helping in forming those attachments as well as understand attachment. When teachers lack the resources needed to effectively manage the social and emotional challenges within the particular context of their school and classroom, children show lower levels of on task behavior and performance (Marzano, Marzano, &Pickering, 2003).  This can make it difficult to form attachments with students.

In order to be effective, teachers must connect with and care for children with warmth, respect, and trust. We as teachers must increase sensitivity and warm, positive interactions with students. Another way for us to foster healthy attachment is being well prepared for class and hold high expectations for students. This is just one way that we as educators can show that we care about our student achievement, in addition to increasing sensitivity and being responsive. Although it can be changeling, we should try to be responsive to students’ agendas by providing choices when available. One way of fostering attachment that stood out to me was helping students be kind, helpful, and accepting of one another. Peer culture is a key component of school bonding (Juvonen 2007).

In closing, I have always believed and now research has shown that in order to be effective, teachers must connect with as well as care for children with warmth, respect, and trust. It may be easier for teachers to establish attachment relationships in preschool or primary classrooms where teachers spend more time with students than in secondary schools, and tend to a broader range of their needs. Indeed, most of the research on teacher– student attachment has occurred in early childhood settings, rather than in secondary schools. Nevertheless, even in secondary schools both teachers and students believe that good teachers establish trusting, close relationships with students (Beishuizzen et al. 2001).

 

 

References

Bergin, C. (2009). Attachment in the Classroom. Educational Psychology Review, 21(2), 141-170.

Map out a successful, satisfying relationship. (2011, November 27). Capital,D.3.  Retrieved December 20, 2011, from ProQuest Newsstand. (Document ID: 2521505961).

Miller, S. (2008). Secure attachment. Published by Ounce of Prevention Fund. Retrieved from
http://www.ounceofprevention.org/includes/tiny_mce/plugins/filemanager/files/Secure%20Attachment.pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

language and literacy development

One area that I am having problems in is the prenatal and infancy section. I would like to add more references and information to this section.

Prenatal and Infancy

As a baby, Mariah had as many neurons as there are stars in the Milky Way (Honig, 2009, p. 96).  During infancy, babies experience speedy changes in their development and growth in the baby’s organs, senses, and size. Each of these transformations produces new capabilities. Mariah gained confidence in herself through her development in forming concepts and motor coordination and learning and using language. Her confidence prepared her to build upon new abilities that were needed for each change in new stages of development. Mariah’s mother practiced self-talk with her while she was at home with her. During self-talk, she would tell Mariah what she was doing, for example while changing her; she would talk her through the steps of changing her diaper.

Victoria also practiced Parallel talk, allowing her to tell Mariah what she was doing. Although talking to Mariah may seem simple, this simply stimulating activity helped develop her language. Using their five senses, Mariah takes information and makes a mental effort to understand it; that’s how the connections form (Brophy, 2007, p. 50). Vincent would do activities that stimulated her touch, by allowing her to feel various textures, which taught her about different environments. Touch also helped Mariah’s brain to make connections.  Mariah’s grandmother Loree would provide activities and opportunities for her that encouraged exploration and curiosity that enhanced Mariah’s overall development when she watched her on the weekends.

Mariah spent the first two months of her life at home with her mother. With her mother being a school teacher she did not have to return to work until August. When searching for daycare, her mother was extremely concerned with the curriculum and the environment. Although both of Mariah’s parents are advocates for education, her father does not believe children can retain information until they are at least one years old. However with Victoria studying the development of children she knew that this was false. The daycare that she chose offered A BEKA curriculum and the infant rooms provided lessons that fostered growth in self-help skills, language development, social development, and spiritual growth. Every day the teachers read and song to the infants. Victoria would ask Mariah questions to engage her in dialogue such as “why so much fussing” or “Are you a happy baby”?  Victoria would then turn around and interpret Mariah’s reflexive sounds out loud by saying things like “are you saying, you want mommy to change your bottom”?

Changes in fetal heart rate and motor activity when a fetus mother is speaking, shows that it can hear and this affects its preferences for language after birth in a number of ways (Karmiloff & Karmiloff-Smith, 2001) Studies have shown that infants become acquainted with and have a preference for “the rhythms and sounds of language” that they heard while in the womb (Karmiloff & Karmiloff-Smith, 2001, p. 43). This study holds true for Mariah. While her mother was pregnant, she would read “One Love” and “Peekaboo Morning” every day. At night before going to sleep she would play the baby Einstein station on Pandora. After Mariah’s birth, her mother continued doing these things. Mariah would smile, squeal, or imitate the sounds from the books and music that she heard while still in the womb.

 Infants display pre-verbal communication. One form of preverbal communication is crying, which is known as reflexive. Parents ascribe communicative functions to even the earliest of infants’ vocalizations (C.L. Miller, 1988).  Mariah would always cry when she was wet and hungry. It seemed to her parents that she would cry louder if she was hungry, it was almost like a scream instead of a cry. At eight weeks Mariah begin having problems with colic which according to her pediatrician is normal for that age. If she developed gas after eating not only would she cry she would also do a little squirm this is how her parents knew that it was gas and not anything else. According to Menn & Stoel-Gammon (2005) infants between 2 and four months begin to make more pleasant sounds.

During this time, infants also start to laugh, which was a countless reward for Mariah’s parents. Victoria and Vincent would make silly faces or sounds, and Mariah would often smile or try to imitate them.  Mariah at this stage was joining in a pre-language “conversation” with Vincent and Victoria. Mariah would coo; Vincent and Victoria would talk back; Mariah would look and laugh; Victoria and Vincent would smile and talk. In this way, Mariah is beginning to learn how to use language before she actually speaks. She developed as a typical infant should, making one-syllable sounds at four months. Her mother would always say ma back to her when Mariah would say da. Around eight months Mariah begin combining the sounds to say dada or mama. 

 

 

Advocating for child-centered curriculum and play

To: News and Record of Greensboro

200 East Market Street

P.O. Box 20848

Greensboro, NC 27420

 

Attn: John Robinson, Editor

 

Dear John,

My name is Temeka Thatch and I am currently working towards my masters at Walden University. While studying Early Childhood I have come across an important legislation that impacts the families and children of our city, state, and nation. “The No Child Left Inside” Act of 2007 is an act that many people do not know about and I am writing you to inform our city of what it is all about. “The No Child Left Inside” Act of 2007 was initiated due to the lack environmental instruction and the time children spend outside, that the “No Child Left Behind” Act of 2001 was pushed out of our children’s school day. The “No Child Left Behind” Act of 2001 was introduced to ensure every child receives the best education possible from the most qualified teachers which is great, however what are they  learning by being in the classroom all day and getting little or no time outside. “The No Child Left Behind” Act of 2001 has reduced environmental education as well as outdoor opportunities for children. As an educator who is a strong advocate for outdoor play, I am pushing for “The No Child Left Inside” Act of 2007 to be signed into law. Senator Jack Reed of Rhode Island introduced this act and I am urging our senators to get on board and support this act. If this Act is signed into law our schools would receive funding for high quality environmental instruction, it would support outdoor learning activities both at school and in environmental educational centers, further more the highly qualified teachers the “The No Child Left Behind” Act pushes for, would also be highly qualified in environmental education, and be trained and certified to model and operate environmental education programs, which include outdoor learning. If you believe that this is something we need for our children, better yet your children, then stand with me. Write letters to your legislators urging them to co-sponsor, speak with the education staff person, and visit the website www.eenorthcarolina.org to find out what more you can do. If we just sit around and do nothing, then nothing will get done. Lets’ stand together, our children’s future is at stake.

Fighting the cause,

Temeka Thatch

 

 

 

 

 

 

 

 

References

www.eenorthcarolina.org

http://www.youtube.com/watch?v=VA2Uav5Xk5c

http://www2.ed.gov/nclb/landing.jhtml

 

 

 

 

 

 

 

What Does It Mean to Be an Early Childhood Professional?

I apologize for the lack of education on the severity of early childhood education. From birth to age 8 are crucial years in children’s lives. What happens to a home lacking a solid foundation? Eventually it will fall? Education is no different if children lack a solid educational foundation they will be behind.

Early childhood education teaches and prepares children for their future. Children are taught how to do day-to-day activities. From birth to one-year-old, children are working on and improving their cognitive development, motor skills, emotional development, and social development. From birth to one year of age, children need to be working on and improving their cognitive development, motor skills, emotional development, and social development. The growth of children’s way of thinking and interacting with their environment is known as Cognitive development. A child’s cognitive development affects their motor development. An example being a baby trying to grip a ball. Play is a form of research. Young infants’ research exploring the world around them. Pretend play develops children’s social skills by first trying it out with their imaginary friend (Laureate Education, 2015). Children can develop their motor skills by playing a simple game such as peek-a-boo to improve their movement. Educators working with toddlers from the age of one to three potty train children and continue to help children develop their social skills. During this time, teachers also teach children to start writing their name, identify colors, numbers, and the alphabet. Children age four and up start perfecting their knowledge of all the previous things they have been taught. Early childhood education is imperative to children up to eight years old. The things that children are taught in this short span will prepare them for the life ahead of them.

During the early childhood years, teachers teach students the foundations of reading and math. We explore science by learning about weather and how it changes, living and nonliving things, and forces and motion. We also drill letter and sound recognition through our fundations program in my county. I encourage you to research the benefits of early childhood education. According to The Word Bank, Research has shown that children who are enrolled in excellent preschool programs, have a tendency to be more successful throughout their educational experience and are more competent emotionally and socially than those who do not attend high-quality programs. A study with Perry Preschool also found that students who attended their program ended up earning a higher income and were more likely to graduate from high school compared to the students who did not participate in a preschool program, and had committed significantly fewer crimes by age 40 (Schweinhart, et al. 2005). 

References

Laureate Education (Producer). (2015c). A conversation about child development [Video file]. Baltimore, MD: Author.

Pianta, R. (2007). Preschool Is School, Sometimes: Making Early Childhood Education Matter. Education Next, 7(1), 44-49. Retrieved from ERIC database.

Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The HighScope Perry Preschool study through age 40. (Monographs of the HighScope Educational Research Foundation, 14). Ypsilanti, MI: HighScope Press.

The World Bank. (2010). Early childhood development. Retrieved February 4, 2016, from
http://www.worldbank.org/