Resource Collection

Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
  
  
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
  
  
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
  
  
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
  
  
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
  
  
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
  
  
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, fromhttp://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
  
  
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved  from http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/ FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf

• 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

·         Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved from http://www.unicef.org/crc/files/Rights_overview.pdf  

·         Websites:
World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us

·         World Organization for Early Childhood Education
http://www.omep-usnc.org/

·         Association for Childhood Education International
http://acei.org/.

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/

·         WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm

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

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

·         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/

·         Pre[K]Now
http://www.pewstates.org/projects/pre-k-now-328067

·         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/

Words of Wisdom and Motivation

Dr. Edward Zigler is a leader in the field of applied developmental psychology. He served on the committee that planned the Head Start Program. He was also the federal official responsible for Head Start during President Nixon’s administration and has advised every administration since its beginning (Laureate Media, n.d.)

In an interview conducted by Perkins-Gough (2007), Edward Zigler gives this piece of advice, “In the good years, work very hard to win everything that's possibly winnable. In the bad years, work just as hard to keep your losses to a minimum.  There are good times, and there are bad times. But you have to stay in the game” (p. 14). For more than 50 years, he has advocated for universal preschool education and high quality early childhood education programs. As early childhood educators, it is imperative that we never give up on the children and families we work with. Even when it feels like we are losing the game, we must stay in the game and keep trying.

Marcy Whitebook, Ph.D., has taught in early childhood programs for many years, and served as the Executive Director of the Washington-based Center for the Child Care Workforce (CCW), which she founded.  She began the organization in 1977 as the Child Care Employee Project. She also established the Center for the Study of Child Care Employment in 1999 at Berkley. She is a researcher and advocate who focus on issues of employment in settings for young children, the relationship between good jobs and the quality of services available to children and families, and appropriate and accessible professional preparation for teachers.

 In a speech she gave to the U.S. Department of Education (2010) she states, “No single ingredient -- preparation, support or reward -- stands on its own and reform is needed across all three -- the very areas where we shortchange the early learning workforce and thus the children they serve” (p.4).

She advocates, “Transforming how we prepare, support, and reward the ECE workforce is essential to building a high quality early care and education system. Providing educators with appropriate educational opportunities, creating supportive work environments and compensating them appropriately are all critical components of the solution” (Center for the Study of Child Care Employment, 2015).

From Video The passion for early childhood (Laureate Education Inc, 2010)

Louise Derman-Sparks: Professor Emeritus Pacific Oaks College, Ca.

“The passion to create a safer more just world for all kids is there, and I suppose it will be till I die – and maybe even after I go (Louise Derman-Sparks).

References

Center for the Study of Child Care Employment.  (2015). “About us” Retrieved from http://www.irle.berkeley.edu/cscce/about/about-us/#marcy

Laureate Education, Inc. (2010). Video: The passion for early childhood. Baltimore: Author.

Laureate Media.  (n.d.). Multimedia Program: "Sectors of the early childhood field." Retrieved from http://mym.cdn.laureatemedia.com/2dett4d/Walden/EDUC/ 6005/04/mm/Sectors/Main.html

Perkins-Gough, D. (2007). Giving intervention a head start: A conversation with Edward

Zigler. Educational Leadership, 65(2), 8-14.

            U.S. Department of Education. (2010). Marcy Whitebook, Ph.D. Retrieved from             https://www2.ed.gov/about/inits/ed/earlylearning/denver-whitebook-bio.pdf

Personal Childhood Web

My Father, Mother, brother and me.

My mother and father were my primary caregivers when I was a child. They had the greatest impact on my development and many of  morals, values, and beliefs are rooted in what they taught me. My daddy was honest and very hardworking. He worked hard and a lot of overtime in a textile factory to provide for us, a family of five . My work ethics come from him. He always taught me that anything worth having was worth working for. He also taught me that anything worth doing was worth doing to the best of your ability. He taught me to be honest and to live by the ten commandments and golden rule. He took us to church every Sunday.  He supported my education and often helped me with homework especially math homework. He taught me to play board games, to fish, and often played jump rope with me. As I grew he taught me to drive, balance my checkbook, and to fill out my taxes. If you have ever heard the song, "Daddy's Hands", that is very much like my daddy. He could be gentle and loving, yet he was a little hard on us too.  When it come to my behavior or I had done wrong, his hands turned hard as steel.  My  mother was a stay at home mom. She took care of our home and us. Sometimes she did without for her family to have. Mama taught me to be caring, loving, and helpful. She made sure my homework was complete and fostered a love of reading. She taught me to cook, sew, embroidery, and to weave pot holders. She taught me to respect those that are different and not to judge others. She always said you couldn't fully understand anyone till you walked in their shoes. Mama always told me that I could accomplish anything, if I tried. She always made me feel special when she made me dresses and curled my hair. She taught me how to take care of myself and my family. Both my parents taught me about God and how to pray. My brother and sister were my first best friends. We played together, encouraged each other, supported each other, and took care of each other our parents' health began to fail. My favorite memories are related to holidays, Sundays, picnics, and fishing trips because these times were special as we spent time together. My family relationships play a huge role in my desire to help and support others.

During my childhood, schools were located in the neighborhood you lived in. Everyone knew each other. Families helped each other and often neighbors were part of your support system. We didn't venture too far out of our neighborhood without a parent.We played together and learned together in and out of school. Our parents also knew each other. Great friendships were built here. I went to school here from first grade through the eighth.  During my childhood, we could pray and read scripture at school. Most of my teachers began our day this way so my religious values and beliefs were also encouraged at school. Many of my teachers encouraged my love for learning especially reading. The relationships built here played a huge role in developing who I am today, my values, and beliefs as well as in my academic success then and now.

Mrs. Jane and her daughters

Mrs. Jane Emmett, youth leader, played a huge role in encouraging and supporting me in my spiritual growth. She explained how the Bible and the teachings of Jesus could be applied to my daily life and was a positive role model. She often hosted parties and get-togethers in her home and at our community church. We would play music, board games, charades, softball, and participate in Bible Drills. I especially enjoyed the bonfires, wiener roasts, making Smores, and hayrides in the fall, She also took us to Christian youth events in our district. This allowed the pre-teens and teens to get together and have fun in a Christian atmosphere. I could also always talk to her about my troubles and she would listen, pray with me, and help me to understand them, and work through them using Christian principles.
She played a role in the development of my morals, values, and who I am today. When I am faced with challenges much of how I handle them relates to the relationship I had with her as a child.

Of course, there come a time in young adulthood when I ventured away from many of the teachings and relationships from my childhood and did my own thing. However, as I grew older and my family came into being, I found myself returning to them. The older and more mature I grow, I am discovering that the relationships and teachings from my childhood are the essence of who I am today.

Favorite Book

One way we as early childhood educators and professionals can create change is to reduce if not eliminate illiteracy. This can be accomplished by beginning with children. This should begin at birth with developing early reading and literacy skills. Books are a wonderful place to begin. There are a wide range of books that can be read to babies and young children. It is almost impossible for me to pick just one favorite. Among my favorites are those by Dr. Seuss  They include books for various ages including board books for babies. The text includes whimsical and repetitive rhymes as well as pictures that encourage young children to engage. The books also encourage phonological awareness that we all know is critical to the development of reading and literacy skills. 

Fueling Passion

My driving force has a lot to do with my grandchildren and my hope for a better world for them and future generations.  Please meet Paige, Kaylin, Kristen, Tyler, Jocelynn, Rosalee, and Aries.  They range in ages 6 months to 17 years old.  Jocelyn and Aries are identical twins and quite a handful.  Rosalee is busy discovering our world.  Tyler and Kaylin are both hearing impaired, but managing well.  Paige and Kristen are the oldest and will graduate high school soon.  They are the center of my world along with God, my children, and my profession, and the infants in my classroom.  Yes, I have a very large and loving heart. 

Another factor that fuels my passion is the fact that so many children and families in our world are struggling and hurting.  Early childhood educators and professionals are in a position to make a difference and to create positive change. 

A Favorite Poem

Not In Vain

by Emily Dickinson

If I can stop one heart from breaking,
I shall not live in vain:
If I can ease one life the aching,
Or cool one pain,
Or help one fainting robin
Unto his nest again,
I shall not live in vain.

(www.inspirationpeak.com/cgi-bin/poetry.cgi?record=41)

Together we can create a better world for children and families. 

The Creation of a Teacher

THE CREATION OF THE TEACHER - Poem

July 19, 2010 at 1:48am

PublicFriendsOnly MeCustomClose FriendsSouthern Crescent Technical CollegeSee all lists...FamilyChildcare NetworkThomaston, Georgia AreaGo Back

The Good Lord was creating teachers. It was His sixth day of 'overtime' and He knew that this was a tremendous responsibility for teachers would touch the lives of so many impressionable young children. An angel appeared to Him and said, "You are taking a long time to figure this one out."

"Yes," said the Lord, " but have you read the specs on this order?"

TEACHER:

…must stand above all students, yet be on their level
... must be able to do 180 things not connected with the subject being taught
... must run on coffee and leftovers,
... must communicate vital knowledge to all students daily and be right most of the time
... must have more time for others than for herself/himself
... must have a smile that can endure through pay cuts, problematic children, and worried parents
... must go on teaching when parents question every move and others are not supportive
... must have 6 pair of hands.

"Six pair of hands, " said the angel, "that's impossible"
"Well, " said the Lord, " it is not the hands that are the problem. It is the three pairs of eyes that are presenting the most difficulty!"

The angel looked incredulous, " Three pairs of eyes...on a standard model?"

The Lord nodded His head, " One pair can see a student for what he is and not what others have labeled him as. Another pair of eyes is in the back of the teacher's head to see what should not be seen, but what must be known. The eyes in the front are only to look at the child as he/she 'acts out' in order to reflect, " I understand and I still believe in you", without so much as saying a word to the child."

"Lord, " said the angel, " this is a very large project and I think you should work on it tomorrow".

"I can't," said the Lord, " for I have come very close to creating something much like Myself. I have one that comes to work when he/she is sick.....teaches a class of children that do not want to learn....has a special place in his/her heart for children who are not his/her own.....understands the struggles of those who have difficulty....never takes the students for granted..."

The angel looked closely at the model the Lord was creating.
"It is too soft-hearted, " said the angel.

"Yes," said the Lord, " but also tough, You can not imagine what this teacher can endure or do, if necessary".

"Can this teacher think?" asked the angel.

"Not only think," said the Lord,. "but reason and compromise."

The angel came closer to have a better look at the model and ran his finger over the teacher's cheek.

"Well, Lord, " said the angel, your job looks fine but there is a leak. I told you that you were putting too much into this model. You can not imagine the stress that will be placed upon the teacher."

The Lord moved in closer and lifted the drop of moisture from the teacher's cheek. It shone and glistened in the light.

"It is not a leak," He said, "It is a tear."

"A tear? What is that?" asked the angel, "What is a tear for?"

The Lord replied with great thought, " It is for the joy and pride of seeing a child accomplish even the smallest task. It is for the loneliness of children who have a hard time to fit in and it is for compassion for the feelings of their parents. It comes from the pain of not being able to reach some children and the disappointment those children feel in themselves. It comes often when a teacher has been with a class for a year and must say good-bye to those students and get ready to welcome a new class."

"My, " said the angel, " The tear thing is a great idea...You are a genius!!"
The Lord looked somber, "I didn't put it there."

Author Unknown
Retrieved from Facebook.com

Favorite Quotes About Children and Early Childhood