My Experiences in ECE

          The early childhood education ideas and knowledge that I have gained has influenced what I think about education and how I teach. I have developed principles that have helped me in understanding that each child is distinctive in every aspect. The education of early childhood students plays a fundamental role in the lives of children today. It provides the foundation for each child’s academic future. The NAEYC (n.d.) provides a guideline for early childhood educators to follow. The key professional practices that relate to my current positon as an educator are the ethical responsibilities to all involved. This responsibility calls me to use sound judgment, respect, and integrity in all interactions. This will ensure that each student and colleagues will be held in high deference. The responsibility toward the education of students, their well-being, and their school environment is paramount. Ensuring that students are treated fairly and justly in all aspects of their academic life should be instinctive to a caring and concerned educator.

          As a professional educator and agent of social change, I strive to ensure that there is equity for all students. The diversity, culture, and emotional state of each child must be considered. As an early childhood educator, I strive to assist in helping students become the best that they can be. I will stimulate the academic and emotional well-being of all children (National Association of Educators, 2015). This practice means that I will respect each child and provide them with tools needed to achieve their individual success. I will also take special care in the handling of each individual child. As a practitioner-scholar¸ I must possess the appropriate values and goals that will enable me to be a respected agent for change.

          The aim of early childhood education prior to the 19th century was to nurture children and teach manners and religion (Nutbrown & Clough). Toward the middle of the 19th century, socially and politically conscious people thought that education could be used to develop a more intelligent society. Later, Pestalozzi, Froebel, and Montessori introduced ideas of curriculum development in the regulations of teaching young children. The introduction of curriculum is an excellent example of social change. This social change helps children advocates realize ways to improve the families and world through the betterment in the education of young children. In the early years of education, it was centered on reading, math, and learning through play (Nutbrown & Clough). Play is a necessary and critical part in the early lives of children. As we learned, play not only provides a freedom for children, it also arouses their learning and executive abilities. Play provides a learning environment that enables the child to act out and rehearse what it would be like to be a doctor, fireman, nurse or scientist. With research into this area we are aware that play increases the child’s cognitive ability. This type of play encourages a young child’s ability to be independent and take initiatives (Lahey, 2014).

           Some research based practices that have affected social change could include how Finland changed their entire education system. Finland changed their testing, pre-k, and the way that educators were perceived. This was done in 40 years to become one the best educational systems in the world. Another practice based on research in the perception of literacy and how it increases academic skills in math and reading of early childhood students (Lahey, 2014). There has also been extensive research done in the area of inclusion and how it has increased the skill and knowledge level of exceptional children. We learned about a program situated in the Nickerson projects in California was very instrumental in education of at-risk children. The Nickerson program was extremely effective in its implementation of program and practices. In the teaching and learning area, what made them successful was its implementation of teaching the whole child and it was also focused on its afterschool program. It worked with the nearby elementary schools to support them in their academic and social needs of the children. It was student directed with modified developmentally appropriate practices

          The quality of education and care can be improved by using current research to guide instruction. Educational practitioners adhere to the strict and fair professional codes and practices. The practices dictate the goals and ideals that guide the educator to the success of their students and also for the success of the educators NAEYC (n.d.). The codes and practices guide the professional in ways to govern the treatment of students, parents, colleagues, and the community at large. They also govern the character, integrity, and ethics of educators. These practices ultimately work for the success of the entire educational community. There is also a need to address teacher preparation programs. Families need to be engaged and take stock and ownership of their child education.
     
           As an early childhood educator, I strive to assist in helping students become the best that they can be. I work to stimulate the academic and emotional well-being of all children (National Association of Educators, 2015). This practice means that I will respect each child and provide them with tools needed to achieve their individual success. I will also take special care in the handling of each individual child. I plan on improving the quality of ECE education by staying abreast of the most recent research in education. I can design an action plan that is unique to my school that would address a correctable issue. I would also promote positive outcomes for young children and families by addressing academic problems in my community. As an educator, I can improve my field by continuing to be a practitioner¬-scholar. It is my duty to find areas in education that need improvement and work toward resolving problems that would help enhance the lives of children and their families.

          Areas that I would improve in education would be to work toward universal pre-k. Locally this would improve the test score in Georgia. Currently about 60% of Georgia’s 4 year olds attend preschool. This total does not include students of low income parents (Sidney & Rauschenberg, 2013). Making pre-k available to all 4 year olds nationally would bring about a social change in the way that the US would become globally. Providing universal pre-k would prepare young children for a successful learning career. I must also be committed to the profession. This practice allows me to honor the regulations, and policies that govern the profession. As an educator, I must endeavor to fulfill my requirements to respect it, as well as be deliberate in the representation of my profession (American Association of Educators, 2015).

          In order to maintain the respect of my profession, I must follow all of the ethical codes and practices. I should maintain the dignity of my profession by respecting these codes. I am accountable for my conduct toward practices and codes. All of these issues must be respected as integral components that are needed in order to produce 21st century students. Various methods are incorporated to ensure that the physical, emotional, social, and cognitive needs of all early childhood education children are met to ensure that social change can occur. These practices impact me because they make me aware of what is expected of me as an Educator in the early childhood education field and how I might impact my area of expertise. These global guidelines provide a roadmap of with which to base my ideas and behaviors. These practices will guide me so that I may become a greater educator, colleague, and social change agent. It impacts how I treat my students and parents by making me more cognizant of their needs and how to interact effectively with them. It impacts me because by following these practices and I can become a skill practitioner-scholar resolving to work for social change in all areas of education.

Reference

Association of American Educators. (2015). Code of ethics for educators.  Retrieved from http://www.aaeteachers.org/index.php/aboutusa¬code-of-ethics.
 

Lahey, J. (2014) Why free play is the best summer school.  The Atlantic Monthly Group.  Retrieved from http://www.theatlantic.com/education/archive/2014/06/for-better-schools-Results-clear-the-schools-and-let-kid-play/373194

National Association for the Education of Young Children. (n.d.). Position statements on ethical conduct. Retrieved from http://www.naeyc.org/positionstatements/ethical_conduct

National Educators Association. (2015). Code of ethics. Retrieved from http://www.nea.org/Home/304htm

Nutbrown, C., & Clough, P. (2014). Early childhood education: History, philosophy and experience. Sage.

Sidney, S. & Rauschenberg, S. (2013). Georgia pre-k: Investing in Georgia’s four-year-old- students. The Governor’s Office of Student Achievement. Retrieved from http://gosa.georgia.gov/georgia-pre-k-investing-goeogia-four-year-old-student

 

Innovation in Education

         There are many innovative examples in education that foster learning in early childhood education. One particular inspiring approach is Mindful Awareness Training in ECE. This area of Executive functions has been studied and has been used to improve behavior regulation in children and in adults. Mindful Awareness Practice (MAPs) improves spatial processing¸ working memory, and other executive functions. Evidence from Neuroscientist suggests that executive functions are affected by various factors. These factors can stall or delay the processing so that the executive functions are not working properly (Burke, 2010). Areas affected are attention which can cause attention deficit disorders or attention deficit-hyperactivity disorder. Other areas affected are planning and decision making. Neuroscientist also suggests that executive functions can be affected by PTSD, autism, bullying, and delinquency.




         There has been research that shows how MAPs improves mental processing, working memory, analyzing, and self-regulation. There has been much outcome-based research in this area and it has concluded that MAPs does improve cognitive functioning, increases self-esteem, and improves emotional self-regulation and self-control (Flook, Kitil, Galla, Kaiser-Greenland, Locke, & Kasan, 2010). It has many academic reasons for its usage such as increasing a person’s ability to pay attention and reduces stress. It has shown that early intervention in the ECE has help with many children’s self-regulation therefore the students are able to attend to classroom tasks more appropriately. It also has benefits for teachers as well because it has improved teacher ability to manage their classroom more effectively.




         One example of this inspiring approach occurred in a study done in California of 64 second and third grade students. These students received thirty minute session of MAPs two times a week for 8 weeks. The results showed that less regulated students made gains in behavior regulation, improved thought processing, and overall increases in all areas of executive functions. This research also gives information on how MAPs could be instrumental in helping student with ADD and ADHD become more attentive.


         I have been reading about MAPs for some time. I have read here and there about its benefits. In reading some scholarly articles on this topic, I find that it could potentially be a useful tool in the classroom or school. This is something that I think many school systems should look into and possible use in the exceptional education programs or in it's general education programs. This is an innovation that could help many students and well as teachers make schools a better place to learn and to teach.

Burke, C. A. (2010). Mindfulness-based approaches with children and


          adolescents: A preliminary review of current research in an emergent


          field. Journal of Child and Family Studies, 19(2), 133-144.






Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S.,


          Locke, J., ... & Kasari, C. (2010). Effects of mindful awareness


          practices on executive functions in elementary school children.


          Journal of Applied School Psychology, 26(1), 70-95.










Link to study ---- http://skolenforoverskud.dk/Artikler%20-%20mindfulness/Flook-Effects-of-Mindful-Awareness-Practices-on-Executive-Function-1.pdf

Childhood Intervention

A communication that I had about childhood intervention was very enlightening for me. In the discussion a colleague of mine talked about the need for early childhood intervention and how it would help increased parental support, and overall healthful lifestyles for children. These are considered necessary components in the life of a child. When children are thriving, involved intellectually and exist in highly effective homes, they can develop and eventually become beneficial to their community.



The Center for the Developing Child states that the investment into the early life of a child is essential (Center for Developing Child, 2015). Children who receive sufficient early intervention, and have an involved parental assistance will succeed at a far superior rate than children who do not. Data shows that three out of every forty children are victims of maltreatment (Finkelhor et al, 2005). Research furthermore shows that forty-nine out of every five hundred children are sufferers of parental substance abuse (SAMHSA, 2002). Surveys also show that thirteen out of every 100 children live with a mother who suffers from postpartum depression (O-Hara & Swain, 1996).



This data provides a clear need for intervention in the families of children in order that children can develop successfully. They could then create strong children themselves, which in turn, could change the underlying forces of the entire country. This connection not only aids the child, there are also profitable consequences that are valuable to our nation. This early intervention supports students and their families in the long term.



Programs that succeed within the family produce a return to our culture that far surpasses the initial cost of the programs (Center for Developing Child, 2015). This information indicates that the need for early intervention is desirable over doing nothing. The need for early health care, early education opportunities, family intervention, and early childhood responsiveness makes sense.


                                        References
Center for the Developing Child. (2015) Early childhood program effectiveness. In Brief series. Retrieved http://developingchild.harvard.edu/resources/briefs/inbrief_series/ inbrief_the_science_of_ecd/



Finkelhor, D., Turner, H., Ormrod, R., & Hamby, S. 2005. “The victimization of children and youth: A comprehensive, national survey. Child Maltreatment. pp 5-21



O-Hara. M.W. & Swain, A. risk and rate of postpartum depression-a meta-analysis. International Review of Psychiatry, 1996, Vol. 8, No. 1 : Pages 37-54



SAMHSA. (2002). Substance Abuse and Mental Health Services Administration. Report to congress on the prevention and treatment of co-occurring substance abuse disorders and mental disorders. Retrieved from http://www.sanhsa.gov/news/cl_congress2002.html.

Critical Approaches to Contemporary Issues in Child Development

The early childhood period from newborn to 5 years is a very critical time in the life of a child. It is a time where the brain is changing quickly (Hanson et al., (2012). During this process of constant changing, many things can affect it. Stress can affect a child’s brain in a myriad of ways. Stress is an important part of the lives of everyone including babies and children. It enables all of us to deal with dangerous and terrifying events or established condition that has been researched extensively.




The two issues that I will discuss are how children develop stress and how this stress affects the child and their future. As children are presented with stressors in their lives they learn from them. Learning from them allows the child to handle life’s troubles or how to function with them. At times babies and small children are affected by external stressors (Shonkoff, & Garner, 2012). The stressors that affect them may stem from violent family conflicts, separation from family, drug exposure, or abuse. The effects of these stressors can have short term effects, but others have lasting effects.




The Center for the Developing Child at Harvard identifies three types of stress responses in children. They include the positive, tolerable, and toxic stress responses (Center for the Developing Child at Harvard, 2015). situations. As children develop physically¸ cognitively, and emotionally, stressors can assist in their practice of dealing with life’s problems (Van der Kolk, McFarlane, & Weisaeth, 2012). Stress can also cause problems that can affect a child for a lifetime. The concept of childhood stress is not a new theory. These three stress responses include positive stress, which is a short lived experience that can lead to a learning experience. The tolerable stress responses are also short lived like the death of a family member or a family disruption. This stressor can become long term if it is not handled appropriately. The final response is the toxic stress response.




 These responses are long term and more intense. It can result from the long term separation from a parent (Shonkoff et al.2012). Some toxic stressors may be on-going and may occur in the life of a child for many years. The effects of them may be permanent and cause long term damage to the brain (Schetter, & Tanner, 2012). The lifelong effects of stress on children can disrupt the basic development of the brain, cardiovascular, and immune systems. These disruptions can have a lasting consequence on the child and the future adult. Studies have shown and data indicates that many of the adult diseases were brought on by stress in early childhood (Shonkoff, & Garner, 2012). Early childhood studies such as these provide a wealth of information on toxic stress. It can also provide some helpful tools to assist teachers, parents, and other interested professionals to help reduce stressors in the lives of these impressionable children.




                                                References
Center on the Developing Child Child at Harvard, (2015), Toxic stress. Retrieved from http://developingchild.harvard.edu/key_concepts/toxic_stress_response/


Hanson, J. L., Chung, M. K., Avants, B. B., Rudolph, K. D., Shirtcliff, E. A., Gee, J. C., ... & Pollak, S. D. (2012). Structural variations in prefrontal cortex mediate the relationship between early childhood stress and spatial working memory. The Journal of Neuroscience, 32(23), 7917-7925.


Schetter, C. D., & Tanner, L. (2012). Anxiety, depression and stress in pregnancy: implications for mothers, children, research, and practice. Current opinion in psychiatry, 25(2), 141- 148.


Shonkoff, J. P., & Garner, A. S. (2012). Committee on Psychosocial Aspects of Child and Family Health; Committee on Early Childhood, Adoption, and Dependent Care; Section on Developmental and Behavioral Pediatrics. The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232-e246.


Shonkoff, J. P., Garner, A. S., Siegel, B. S., Dobbins, M. I., Earls, M. F., McGuinn, L., ... & Wood, D. L. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232-e246. Van der




Kolk, B. A., McFarlane, A. C., & Weisaeth, L. (Eds.). (2012). Traumatic stress: The effects of overwhelming experience on mind, body, and society. Guilford Press.

My Introduction

Hello Fellow Educators,

My Name is Jacquelyne Blossom.  I have been an educator for more than 18 years.  I come from a family of educators. I have 3 sisters who are also educators.   My mother was an educator and later became a business owner in the childcare industry.  I currently live in Atlanta, Georgia where I also teach.  I received my BS from University of North Carolina and received my MSED from Walden University. 

I currently teach middle school science.  I am certified to teach elementary and middle school.  I am also certified to teach science, social studies, and math.  I have taught science for the past 13 years. 

I view education as a way to become a productive citizen in the world in which we live. As an educator, I feel that it is my task to affect the minds of each child that enters my classroom in a positive way.  I also feel compelled to enhance the learning of children in such a way as to improve their lives so that they can also change the lives of the people that they come in contact with As a practitioner-scholar, I plan to become an agent of social change by enhancing the lives of children in every way possible.  In doing this, my goal of changing the lives of my students will become realized

Online Presentation Tools for the Classroom

         Online 2.0 presentation tools are a way to do more than just look at and read information.  It allows a person to experience the information in a user friendly way.  These tools are much more than just a visual way to share content.  The brain processes information more effectively when images are shown and Web 2.0 is a vital tool that enables the reader to experience and remember more.  It allows the audience to grasp the information and connect to the ideas that the presenter is trying to convey.  Using presentations tools are an excellent way to educate and entertain simultaneously.  Web 2.0 has many advantages because it helps people to recall and retain powerful images.   I have chosen to evaluate three Web 2.0 tools that I feel can increase the communication of information in an influential way.

          The first tool was “Animoto”.  This online presentation tool was relatively easy to use.  This site allowed you to test it out for free.  It enabled you to add videos, pictures, and music.  The ability to access it from any computer added to the ease of use.  The format was very easy to use as well as allowing for collaboration with colleagues.  The drawbacks were that it was not very engaging.  It only allowed you to compose a 30 second presentation for free.  The fees start at $5 a month for ten minutes of presentation time.  It was possible to add video from online content, although it appeared challenging.

          The second presentation tool was “Prezi”.  I used Prezi about a year ago in a presentation.  I already had an account, but had forgotten my password.  A reset was quickly sent to me and I was ready to go.  The special features include that you can make a presentation immediately.  The site moves very quickly, is not sluggish and can be accessed from any computer.  There are no special equipment needed and is very easy to maneuver.  Presenters are able to share their content with colleagues.  Animation, sound, and video can be added with ease.  It is very entertaining to use and view.  The only drawbacks are that there is a fee, your presentations are public, and you only can use 100MB.  Pricing starts at $59 a year.

          The final presentation tool evaluation was “Empressr”.  This site provides free PowerPoints.  It was very accessible and easy to use.  The presenter is able to upload pictures, audio, and video.  I was able to look at some samples that were on the site.  Most had no sound; however the site said that audio could be uploaded.  There were not many special features, although people could comment on your presentations.  The site appeared reliable because there were some presentations on the site from 2010.  There were no signs that you could collaborate with colleagues.  You could share your presentations on social networks.  The site is  accessible from any computer.  There were not a lot of bells and whistles to this site.  It was very basic, but gets the job done. 

          The most interesting and creative site that I visited was Prezi.  It had all the special features and even more.  It provides the most engaging and creative content to watch.  It would work well in the classroom or the boardroom.

http://animoto.com/

http://prezi.com/

http://www.empressr.com/