Monday, December 14, 2015

Child Development

http://www.keenforgod.com


The Science of Early Childhood Development



Improving early child development with words: Dr. Brenda Fitzgerald at TEDxAtlanta


The Importance of Early Childhood Development


Friday, December 4, 2015

Assessments

·         When most people in the United States think of assessing children in middle childhood, achievement and standardized tests come to mind. Achievement tests are designed to evaluate what a person knows and their level of skill at the given moment about a specific topic such as a test covering a recent chapter in math or a comprehensive final exam. . Standardized achievement tests are also to determine if students have met specific learning goals. Each grade level has certain educational expectations, testing is used to determine if schools, teachers, and students are meeting those standards (Cherry, 2015). Children in middle childhood undergo tremendous physical growth, cognitive, and emotional development. The graded structure of the schools attempt to provide learning environments and tasks appropriate to the children's developmental levels. However, the match is often less than perfect because knowledge of developmental advancements fragmented, and developmental progress itself is not static. Just as in other institutions, education systems are slow to change (Collins, 1984).
There are advantages to standardized tests such as Criterion Referenced Tests and others that are  related to No Child Left Behind. These tests hold teachers and schools accountable. They are usually objective in nature and accompanied by a set of established standards or instructional framework which provide teachers with guidance for what and when something needs to be taught.  Standardized testing allows students located in various schools, districts, and even states to be compared.  Standardized testing gives parents and schools a good idea of how children are doing as compared to students across the country and locally.  Standardized tests provide accurate comparisons between sub-groups. These sub-groups can include data on ethnicity, socioeconomic status, special needs, etc. This provides schools with data to develop programs and services directed at improving scores. Teaching, and learning. In contrast, there are also disadvantages. Standardized testing evaluates a student’s performance on one particular day and does not take into account external factors. These tests cause many teachers to only “teach to the tests”; thus, hinder a student’s overall learning potential. Standardized testing only evaluates the individual performance of the student at the time of testing instead of the overall growth of that student over the course of the year. While the answers are checked by computers, however, there is potential for bias as in that a test at inception may be made by a teacher who may be from a white or black population and according to the teaching styles of a particular state?  The success of the schools is dependent on the performance of their students and federal funds are distributed accordingly. These tests tend to  reduce group activities among students. Because the students spend a great deal of time in preparing for standardized tests, they often skip the daily routines of playing, exercising and schools reduce or eliminate recess negatively impacting children psychosocially and academically. As one can see, there is much controversy regarding standardized testing (Columbia University, 2013) However, some form of testing or assessing is essential in evaluating children’s learning and cognitive development. But their biosocial and psychosocial development is important also. If a child is not physically, socially, and emotionally healthy, learning suffers. Not all children learn in the same way.  For this reason, it is important to assess the whole child, which is often overlooked.  Far too little attention has been paid to outcomes of education other than academic achievement. More focus on psychosocial development including attitudes and values of children in middle childhood is necessary to gaining a better perspective on the holistic development of children (Collins, 1984).
Testing practices are found throughout the World.  For example, Brazil, England, and Japan, conduct national-level tests, but each does so for different reasons: Brazil conducts them for state-by-state comparisons and program evaluation.  England uses them for  school accountability, and Japan for college entry.  Unlike the United States, which relies heavily on multiple-choice tests, six countries have written examinations (sometimes along with other kinds).   The Czech Republic is unique among the eight countries in using only oral examinations. In the United States, we tend to hear the phrase “teach the test.”  In the Czech Republic, England, Canada, Japan, and Australia, teaching to the test means teaching the curriculum.  The same agency that develops the test also develops the curriculum. In fact, The test is often seen as a mechanism to promote the curriculum (Levinson, 2000).
References
Cherry, K. (2015). What is an achievement test. Retrieved from http://psychology.about.com/ od/aindex/a/achievement-test.html
Collins W.A,, editor. Panel to Review the Status of Basic Research on School-Age Children; Committee on Child Development Research and Public Policy; Commission on Behavioral and Social Sciences and Education; Division of Behavioral and Social Sciences and Education (1984).  Chapter 7: School and children: the middle childhood years.  In Development During Middle Childhood: The Years From Six to Twelve. Washington (DC): National Academies Press (US). Retrieved from: http://www.ncbi.nlm.nih.gov/books/NBK216779/
Columbia University. 92013). Pros and cons of standardized testing. Retrieved from http://worklife.columbia.edu/files_worklife/public/ Pros_and_Cons_of_Standardized_Testing_1.pdf
Levinson, C. (2000). Student Assessment in Eight Countries. In Educational Leadership. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200002_levinson.pdfn.pdf

Wednesday, November 18, 2015

Stress and Children's Development

Residential fire is a very common disaster.  Fires cause emotional distress as well as physical damage.  Fire threatens life and property.  They are unpredictable, uncontrollable, and terrifying.  Children often are affected by what they see during and after a fire, whether or not they are physically injured.  The best predictor of post- fire distress in children appears to be how frightening the experience of the fire was and the extent of the loss (NCTSN, 2015).  At the age of 6, my best friend, Rosalyn, who was 7, lost everything in a house fire.  Fortunately, everyone got out safely and there was no loss of life nor did anyone suffer any physical injury.  However, the months that followed were very difficult for Rosalyn emotionally.  She had trouble sleeping due to recurrent dreams that caused her to relive the night of the fire.  She would wake screaming for her mom and dad.  Anytime she heard a siren, she would become very frightened.  She was also protective of her belongings from that point on.  She had lost everything in the fire.  She experienced increased worry about the safety of her family, friends, classmates, teachers, neighbors, and herself.  She worried that there would be another fire.  For months, she was irritable, sad, and had trouble leaving her parents.  She also was absent from school more because of headaches and stomachaches.  Her parents, family, church, and friends helped her to cope.  Her parents reassured her and maintained normal structure and routines.  They were understanding of her feelings.  They were able to keep her in the same community and school.  The family also sought counselling together.  Their friends and church came together and quickly helped them to replace their lost clothing and toys for Rosalyn.  The church provided them with shelter while they waited for insurance claims and their home to be rebuilt.  Resources, counselling, and their love for each other helped them to cope through this time of great stress.  Eventually, Rosalyn and her family overcame their emotional stress without any lasting effects on Rosalyn’s biosocial, cognitive, and psychosocial development, but it took quite some time.  If not for the support they received and strong family bonds, the outcome could have been different.  
Brain Synapses
A fire undermines a family’s sense of safety.  Losing one's home and property can lead to depression and elevated levels of distress, including post-traumatic stress disorder (PTSD).  Following a fire, families may face financial hardship and medical problems.  Parents may feel confused and frustrated as they deal with insurance companies and disaster assistance agencies.  Families should not underestimate the cumulative emotional effects of evacuation, displacement, relocation, and/or rebuilding.  The physical and emotional recovery process following a fire can be lengthy (NCTSN, 2015).

Child Abuse in Industrialized Nations                                  


Almost 3,500 children under the age of 15 die from physical abuse and neglect every year in the industrialized world. Two children die from abuse and neglect every week in Germany and the United Kingdom, three per week in France, four per week in Japan, and 27 per week in the United States . The risk of death by maltreatment is approximately three times greater for infants than for those ages one to four. The risk doubles for those ages five to fourteen.  A small group of countries – Spain, Greece, Italy, Ireland and Norway – appear to have an exceptionally low incidence of child maltreatment deaths. Five nations including Belgium, the Czech Republic, New Zealand, Hungary, and France have levels of child maltreatment deaths that are four to six times higher than the average for the leading countries. Three countries including the United States, Mexico, and Portugal  have rates that are between 10 and 15 times higher than the average for the leading countries. Poverty, stress, partner abuse,  as well as drug and alcohol abuse appear to be the factors that are the most closely and consistently associated with child abuse and neglect.
In addition to immediate pain and any long-term physical damage, the maltreatment of children can weaken the ability to thrive and develop normally. It can damage the ability to learn, to communicate, to form attachments, and to interact normally with others. It can cause anxiety, depression, aggression, and a lowered sense of self-worth. Obviously, it can and often does result in severe psychological impairment and behavioral difficulties.  Long-term effects include a greater tendency to physical inactivity, tobacco use, alcohol and drug abuse, risky sexual behavior, and suicide.
Strategies are in place to try to reduce and prevent child abuse in industrialized nations, which include the appointment of children’s ombudspersons in several OECD countries, the setting up of child help-lines, the growing sophistication and integration of home visiting services, the increase in media coverage, and the closer monitoring of children considered at risk. Specific instances showing of concern include the campaign to combat all forms of violence recently launched by the Council of Europe and the regular reports on child protection measures now being provided by most industrialized countries to the United Nations Committee on the Rights of the Child. Seven countries have banned spanking as a legal form of discipline. What is the answer to reducing or preventing the maltreatment of the world’s youngest and most vulnerable citizens?  Is it in reducing poverty, strengthening and supporting families, and/or banning spanking.  UNICEF’S report (2003) quotes Neil Guterman,  “We not only face a moral imperative to work to end this all-too-common form of victimization and deprivation of our youngest citizens. We also face a societal imperative, confronting us with the reality that child abuse and neglect, particularly experienced early in life, form the taproot of some of the most destructive and costly social problems of our day, including substance and alcohol abuse, problematic school performance, juvenile delinquency and crime, later-life depression, and domestic violence” (p.19).

References

NCTSN.  (2015). Retrieved from http://www.nctsn.org/trauma-types/natural-disasters/fires/residential-fires


UNICEF. (2003). “A league table of child maltreatment deaths in rich nations.” Innocenti Report Card No.5.  UNICEF Innocenti Research Centre, Florence.  Retrieved from http://www.unicef-irc.org/publications/pdf/repcard5e.pdf

Friday, November 6, 2015

Child Development and Public Health: Sudden Infant Death Syndrome (SIDS)

I chose to write about this topic because it is relative to my work with infants. I have never experienced SIDS but it was my worst fear when my own children were babies, my worst fear related to my grandchildren, and my worst fear in my work.

The Safe to Sleep® campaign, formerly known as the Back to Sleep campaign, has helped educate millions of caregivers—parents, grandparents, aunts, uncles, babysitters, child care providers, health care providers, and others—about ways to reduce the risk of Sudden Infant Death Syndrome (SIDS) and other sleep-related causes of infant death (NICHD, 2015). The Mayo Clinic (2015) defines sudden infant death syndrome (SIDS) as “the unexplained death, usually during sleep, of a seemingly healthy baby less than a year old” (para. 1).  Since infants often die in their cribs, SIDS is often referred to as crib death.  While the exact cause is unknown, research finds a link to the section of an infant's brain that governs breathing and arousal from sleep. Research finds that the most important thing parents, caregivers, and anyone who cares for infants can do to reduce the risk of SIDS or help to prevent it is to always place the baby on its back to sleep. (Mayo Clinic, 2015). Public health used the research and initiated a Back to Sleep campaign. After the launch of the Back-to-Sleep campaign in 1994, the rate of Sudden Infant Death Syndrome declined by more than 50 percent, and then plateaued.  In an another study "Risk Factor Changes for Sudden Infant Death Syndrome After Initiation of Back-to-Sleep Campaign​," in April 2012, pediatric researchers examine whether the predominant risk factors involved in SIDS deaths have changed in the Back-to-Sleep era (American Academy of Pediatrics, 2012).  Other factors were discovered that put a baby at risk, which include low birthweight, repertory infection, sleeping on the stomach or side, sleeping on a soft surface, and sleeping with parents.  Additional risks include sex, age, race, secondhand smoke, family history, and pre-term birth.  Research still finds that the most important thing parents, caregivers, and anyone who cares for infants can do to reduce the risk of SIDS or help to prevent it is to always place the baby on its back to sleep.  Additionally, parents and all caregivers can keep the crib as bare as possible, avoid overheating the baby, allow the baby to sleep alone in his or her crib, breast-feed the baby, and offer a pacifier (American Academy of Pediatrics, 2012; Mayo Clinic, 2015).
In Australia, there were about 550 infant deaths per year from SIDS. Following the initiation of their safe sleep campaign in 1988, the instances of SIDS have reduced to less than 100.  The recommendations for safe sleep is to place baby on the back from birth, not on the tummy or side for sleep and to sleep baby with head and face uncovered. It also recommends keeping baby smoke free before birth and after, providing a safe sleeping environment night and day, sleeping baby in their own safe sleeping place in the same room as an adult caregiver for the first six to twelve months, and breastfeeding baby (Sids and Kids, 2015).
It appears that both countries recommend sleeping the baby on their back, avoiding tobacco, and a safe sleep environment. Any differences are a matter of culture. The information I have found I already use in my classroom but I have decided to share it with my parents to encourage their practice of safe sleep.
References
American Academy of Pediatrics. (2012). "Risk Factor Changes for Sudden Infant Death Syndrome After Initiation of Back-to-Sleep Campaign.” Retrieved from​http://pediatrics.aappublications.org/content/129/4/630
Mayo Clinic.  (2015). Sudden Infant Death Syndrome.  Retrieved from http://www.mayoclinic.org/diseases-conditions/sudden-infant-death-syndrome/basics/definition/con-20020269
National Institute of Child Health and Human Development [NICHD]. (2015). Explore the Campaign. Safe to Sleep Public Education Campaign. Retrieved from https://www.nichd.nih.gov/sts/campaign/Pages/default.aspx
Sids and Kids. (2015). Safe Sleeping. Retrieved from http://www.sidsandkids.org/safe-slee

Saturday, October 31, 2015

Childbirth In My Life and Around the World

I have given birth to four beautiful and healthy babies. As soon as I suspected I might be pregnant, I went to the doctor and began prenatal care. There were no complications with the first three. I delivered each time in a hospital with my nurses and doctors help. With the first three, my husband and family waited in the waiting room while I delivered. With my last daughter, which was 16 years later, I was considered high risk because I was 40.  At about 5 months, I began to have bladder infections, blood pressure problems, and developed gestational diabetes.  The doctors pulled me off my job, limited my activities, and treated my infections, and diabetes.  I had quite a few ultrasounds and amniocentesis testing and the baby was always fine.  When I went into labor, they could all stay with me in the birthing room until time for delivery.  At that time, I wanted only my husband with me.  He was able to stay during the delivery and actually cut the umbilical cord as the doctor instructed him. I actually had an easy delivery.  This was a wonderful and joyful experience for us. We had a healthy baby girl weighing in at 8 pounds and 22 inches long. The day we were to go home, I developed postpartum preeclampsia. I was very sick, but fortunately, I was taken care of with appropriate medical care and no lasting harm was done to my health or the health of my baby girl. She is still healthy and will graduate high school this year with honors. She has been accepted into Columbus State and is majoring in nursing with a minor in psychology.

In Africa, many women do not have a good outcome as I did.  One in 22 women dies during pregnancy or childbirth (Guardian News, 2012).  Conditions such as high blood pressure, breech births, and hemorrhaging are easily treated in developed countries; African women often die from them because they lack access to good quality health care or a trained midwife.  Many women in Africa especially in remote areas have little choice in giving birth to their babies at home with their mother or grandmother at their side.  They are fortunate if the birth goes smoothly without complications.  However, if things go wrong, the nearest help can be hours away.  With no transportation, their only option is to walk to get help; often this happens in the middle of labor.  Three delays are usually referenced as increasing mortality rates (Guardian News, 2012):
·         Delay in pursuing care: women may have to get permission from their husbands or the male head of the household; they may not recognize the emergency; or they may fear going to a health care facility.
·         Delay in arriving at a health care facility: transportation may be unattainable, unaffordable, or simply take too long.
·         Delay in receiving care once at the health care facility: health centers may lack staff, equipment, or supplies; wealthy patients or males may be seen first; or cost of care may be unaffordable.
This may offer an explanation, still too many women and babies are dying in developing countries such as Africa during pregnancy and childbirth from complications that are often preventable (Guardian News, 2012).

My experience was very different from what women go through in remote areas of Africa.  I simply cannot imagine giving birth at home without help from trained nurses and doctors and in a medical facility that is clean, sterile, and medically equipped to handle problems.  I certainly cannot imagine walking while in the middle of labor to find help.  With each of my children, my husband drove me just a few miles to the hospital.  My doctors and nurses prepared me as far as what to expect, made sure I understood how to properly take care of my health, and even how to take care of my baby after going home to ensure babies’ health.  I cannot imagine experiencing preeclampsia/eclampsia without medical care.  Seizures and possible stroke would most likely occur and I am sure it would be horrible and fatal.  I can easily see the importance of early and ongoing prenatal care, delivering in a facility with trained medical doctors and staff, and postpartum care.  I can also see how poverty can influence health from conception and throughout life.  The birthing experience cannot only influence development, but can end life for the mother, or child, or both without the proper care.

About 800 women die from pregnancy- or childbirth-related complications around the world every day (WHO, 2014).  In 2013, 289,000 women died during pregnancy and following pregnancy and childbirth.  Nearly all of these deaths happened in low-resource settings in developing countries, and the majority could have been avoided.  More than half of these deaths took place in sub-Saharan Africa.  The deaths were a result of severe bleeding (mostly bleeding after childbirth), infections (usually after childbirth), and high blood pressure during pregnancy (pre-eclampsia and eclampsia), complications from delivery, and unsafe abortion (WHO, 2014).  While care has increased in many parts of the world during the past decade, only 46% of women in low-income countries such as sub-Saharan Africa benefit from skilled care during pregnancy and childbirth.  Just over a third of all pregnant women have the recommended four antenatal care visits.  This means that millions of births are not assisted by a midwife, a doctor, or a trained nurse, nor do they receive postpartum care.  Reasons that prevent women from receiving or seeking care during pregnancy and childbirth are poverty, distance, lack of information, inadequate services, and cultural practices (WHO, 2014).  Maternal health and child health are closely connected.  Additionally, 6.3 million children under the age of five died in 2013 worldwideA similar number were stillborn.  Leading causes of death in under-five children are preterm birth complications, pneumonia, birth asphyxia, diarrhea, and malaria.  Malnutrition is connected to about 45% of all child deaths.  Children in sub-Saharan Africa are more than 15 times more likely to die before the age of five than children in developed regions.  More than half of these early child deaths are due to conditions that could be prevented or treated with access to simple and affordable interventions and health care (WHO, 2014).

References

Guardian News.  (2012). Giving birth - the most dangerous thing an African woman can do? The Guardian Retrieved from http://www.theguardian.com/journalismcompetition/giving-birth-the-most-dangerous-thing-an-african-woman-can-do

 

World Health Organization (2014). Maternal mortality. Retrieved from http://www.who.int/mediacentre/factsheets/fs348/en/

 

World Health Organization (2014). Children: Reducing mortality Retrieved from http://www.who.int/mediacentre/factsheets/fs178/en/

 

 

 

Wednesday, October 21, 2015

Thank You

Hi Everyone,
I would like to thank my instructor and colleagues at Walden University in EDUC 6005 for sharing your wisdom and knowledge as well as for your work in the field. I have gained much knowledge related to the EC field and the resources shared will prove valuable in my future. I hope to meet all of you again in future courses and on the blog we created. I wish you all the best in your future endeavors.
Shelia

Friday, October 16, 2015

Statement of Commitment

As an early childhood practitioner, I commit myself to furthering the values of early childhood education as reflected in the ideals and principles of the NAEYC Code of Ethical Conduct. To the best of my ability I will

• Not knowingly or willingly harm children.
• Ensure that programs for young children reflect current knowledge and research of child development and early childhood education.
• Respect and support families in their task of nurturing children.
• Respect and support colleagues in early childhood care and education
• Serve as an advocate for children, their families, and their teachers in community and society.
 • Stay informed of and maintain high standards of professional conduct.
 • Engage in an ongoing process of self-reflection, realizing that personal characteristics, biases, and beliefs have an impact on children and families.
• Be open to new ideas and be willing to learn from the suggestions of others.

• Continue to learn, grow, and contribute as a professional. 

Ethical Responsibilities


Ethical Responsibilities to Children
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-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 contributions.
I have a passion for learning as well as teaching young children. I am very familiar with the knowledge base of early childhood care and education and I am committed to staying abreast new research and developing topics as well as to seeking and obtaining ongoing professional development that is relevant to my work with infants and toddlers as well as their families.
 My leading responsibility as an early childhood educator is to provide each child with care and education in settings that are healthy, safe, responsive, and nurturing. This guides my commitment and goals of providing a safe, high quality, nurturing, and responsive environment for infants to grow and learn, providing fun, challenging yet developmentally appropriate positive learning experiences that meet the needs and interests of children while enhancing brain development, physical development, social/emotional development, and cognitive development including the area of language and literacy. It also guides my goal of effectively and professionally mentoring my co-teacher and the ECCE students that are completing labs or internships in my classroom, and ultimately making a difference in the lives of children and families in my community through early childhood education. I always first consider the health, safety, and well-being in all my work in the ECE field and will continue to do so.

Ethical Responsibilities to Families
I-2.2—To develop relationships of mutual trust and create partnerships with the families we serve.
I-2.4—To listen to families, acknowledge and build upon their strengths and competencies, and learn from families as we support them in their task of nurturing children
Families are of primary importance in children’s development.  I have come to understand that children’s development is best understood and supported in the context of family, culture, community, and society. Since families and I share a common interest in their child’s well-being, I take on the responsibility of  developing  trusting partnerships and bringing about communication, cooperation, and collaboration between the home and early childhood program in ways that enhance the child’s development.  Parents are a valuable resource to us when we listen to what they share. We also have valuable information to share that will offer them support.

Ethical Responsibilities to Colleagues
I-3A.1—To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation with colleagues.
I-3A.2—To share resources with colleagues and collaborating to ensure that the best possible early childhood care and education program is provided.

I strive to build positive relationships with my colleagues. I promote respect, trust, teamwork,  cooperation, and collaboration. We often share resources, ideas, and support each other’s professional development, and encourage each other. This is important in establishing and maintaining settings and relationships that support productive work and meet professional needs, thus ensuring that the best possible early childhood care and education program is provided to the children and families we serve.

Tuesday, September 29, 2015

Resource Collection

Position Statements and Influential Practices


  • 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.
    Retrieved from the Walden Library databases.

Global Support for Children's Rights and Well-Being

·         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/.

Selected Early Childhood Organizations
·         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/

·         Harvard Education Letter
http://www.hepg.org/hel/topic/85

·         FPG Child Development Institute
http://www.fpg.unc.edu/

·         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/

·         Institute for Women's Policy Research
http://www.iwpr.org/

·         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/

·         Voices for America's Children
http://www.voices.org/

·         The Erikson Institute
http://www.erikson.edu/

Selected Professional Journals

  •  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

My Additional Resources
Book:
·         Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8 (3rd ed., 2009) Author(s): Carol Copple & Sue Bredekamp, eds.

National Website:
·         Child Care Aware Retrieved from http://childcareaware.org/

Websites Pertinent to my Location (State of Georgia)

·         Babies Can’t Wait Retrieved from https://www.bcw-bibs.com/Login.aspx

·         Better Brains for Babies. (2015). Retrieved from http://www.bbbgeorgia.org/index.php

·         Bright from the Start: Georgia Deparment of Early Care and Learning Retrieved from http://www.decal.ga.gov/