I have been blessed with giving birth five times and each one was a different story, PLUS I was witness to the birth of my granddaughter as well. My birth's were all smooth and no complications before, during , or after. I was allowed awesome prenatal care with great health insurance. My children received good after birth care from the health profession for the most part with only a couple of hiccups. What I was lucky enough to do when I felt a doctor was not giving the children the right care was to change to someone else. One of my children had a speech problem and was given services before he was in school. Comparing my experiences with those I work with in Head Start is almost like night and day in many instances. I work with many immigrant families who were in situations we cannot comprehend and yet they are here and amazing. The issues for these little ones now is living in a culture that does not understand their language but also do not follow their customs causing many school dropouts and lack of employment. As I said, there is no comparison.

I chose the childbirth experence of those women who live in Burmese Refugee camps becasue these beautiful people are near and dear to my heart. I have had many Burmese students and so I was interested in seeing how birthing experiences compared with ours. Needless to say, there is no comparison. These refugees live in the camps of Myanmar because they are minorities, mostly Karen. They have little food and no real education. The mothers are unable to read and so cannot understand the instructions of any prenatal vitamins or directions they may possibly receive.  

The latest World Health Organization estimate of maternal mortality for Burma was over 250/100,000 live-births; infant mortality was 50/1,000 live-births, of which, two-thirds occurred in rural areas, and less than half of pregnant women delivered with a skilled attendant. (BNC Pregnancy and Childbirth, 2011)

The children born in these refugee camps have no birth certificate and so they have no citizenship to any country making it difficult to impossible to leave the country so their chances are slim of a better life. many refugees are now being sponsored by other countries to give them a new home and a new start. We just do not realize ow lucky we really are here in this country sometimes.

Carrara, V,. Hogan, C., DePree,C., Nosten,F, & McGready, R. (2011). Improved pregnancy outcome in refugees and migrants despite low literacy on Thia-Burmese border: results of three cross-sectional surveys,  BMC Pregnancy and Childbirth. Retrieved from http://bmcpregnancychildbirth.biomedcentral.com/articles/10.1186/1471-2393-11-45

Marco Herrera

Thanks you for being so hones about your anxiety level in the beginning of this class. Because of your honesty I was able to be honest with my anxiety as well both to myself and the class. I know your Head Start will benefit from your experence and I hope (despite the awful pay) you stick with it and give those babies all your love and support. Best of luck to you and I hope we have a class together again soon.

Lindie Kruger

I thought your posts were so encouraging and there was so much great information for me to take in and absorb. I felt we were basically the same type of teacher and that was reaffirming to me. I am excited for your future and believe you will do great things. I hope to see you in another class soon.

Sonja Jones

Sonja, thank you for all the kind words throughout out time together in the Early Foundations class. Your words of encouragement help me to believe I can go forward with my passion and hope. I pray you reach your full potential which I believe is vast. Best of luck to you and I hope to meet up with you in another class.

Passion

     We as educators are an important part of the Microsystem of every single child we have in our classroom, in after school programs, or extra-curricular programs we may be a part of. Knowing that I can actually help or hinder the development of a child's brain makes me realize how important my role is. It made me walk into my Head Start classroom differently today, though I have always been cognoscente of how I treat children given my own negative school experiences. At a recent in-service we discussed the rise in behavioral concerns across the country in our ECE classrooms and this week's discussions makes me wonder if this could be solved if more teachers, families, and caregivers were aware of how they are affecting a child's development.

6990 Capstone-beginings

Have you read Ruby Payne's work on children living in poverty? Dr.E 

Jennifer,

Thank you for reminding us of the critical influence and power we hold in the life of a child. Your last statement is a very powerful one. Have you noticed that in previous responses to discussions I have recommended all start a journal?

If you started a journal of passions- I suggest you including this because as you progress through each course you could build on this passion I think.

Your Capstone course 6990 will require you to state a challenge and craft 3 goals to impact positive social change. This might be something you would want to consider working on if you continue to have a desire to educate and spread awareness.

Dr. E

I love that you included your driving passion. This makes me think if you have not already started your journal of ideas- then now is the time to document this for the 6990 Capstone. You could start thinking now about 3 things that you could 'do' to impact social change. As you progress through each course you could read and research with this in mind.

  With the increase of ELL populations in U.S. schools, there has been a continued disparity and increase in the academic performance gaps of ELLs compared to their non-ELL peers. The increase in the academic performance gap has contributed to higher school dropout rates among ELLs. (Crumpler. 2014). This statement is becoming an issue not only for the students but the future of this country as these same students become adults with no real marketable skills. It is my opinion that we need to advocate for these students and listening to the speakers in this weeks resource material added fuel to the small spark I was sensing in my heart. This probably is not a very academic way to state this face but it is the way I feel.

DEC Code of Ethics Important to Me

DEC Code of Ethics 

•  We shall provide services and supports to children and families in a fair and equitable manner while respecting families’ culture, race, language, socioeconomic status, marital status, and sexual orientation. 

This is an ethical practice I strive for but find I need to practice and fine-tune more each year as my own biases are brought to light as I encounter new types of diversities within the classroom. I feel it is a good practice to often take a close look at my own thoughts and beliefs to see how it may be affecting my teaching style.

• We shall empower families with information and resources so that they are informed consumers of services for their children. 

At this point I have been trying to inform my families with information about the importance of their involvement with their children's education, even as young as their three year olds. I am not sure how many "hear" what these studies prove but I will continue.

• We shall respect families’ rights to choose or refuse early childhood special education or related services.

I have added this ethical point because it is one I struggle with. I find it difficult to not become frustrated with family members who choose not to pursue services for their children who would flourish with the proper support services. This is putting my own thoughts into it and I should not be so unprofessional in my thoughts though I never would say anything out -loud to the parents. My goal is to become more of an advocate for those families who choose not to agree to support services for their child.


DEC Code of Ethics. Retrieved from
https://class.waldenu.edu/bbcswebdav/institution/USW1/201720_02/MS_MECS/EDUC_6005/Week%207/Resources/Resources/embedded/dec_codeofethics.pdf

naeyc- Important Principles to my Future Work With Children

naeyc

I-1.10—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program. 

This is a responsibility I take very seriously and I uphold it to the best of my ability. I try to inform my co-workers of any information I learn about the cultures represented within the classroom and have basic needs (i.e. bathroom, mom, dad, sick, play, eat, etc.) posted where all adults are able to view and use the languages in the room. I plan to learn on a continuing basis ways to better serve the immigrant families within my Head Start classroom.

I-1.11—To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English. 

This is an area I need to learn more about and start applying to the classroom. I do stress the importance of maintaining the home language to the families. At this point I am trying to advocate for the needs of the immigrant families and the rights their children have for their home language being represented within the classroom. This is a goal for me and why I am attending Walden, to become a stronger advocate.

P-2.5—We shall make every effort to communicate effectively with all families in a language that they understand. We shall use community resources for translation and interpretation when we do not have sufficient resources in our own programs.

A responsibility I am striving for is to better communicate with the immigrant families that attend the Head Start program in a language they can better understand. Many of the families may know limited English, however, we must remember English words often have many meanings and this can be confusing to new English languages learners. I need to strive to be a better advocate in this area as well.

nayce Code of Ethical Conduct and Statement of Commitment Retrieved from

 https://class.waldenu.edu/bbcswebdav/institution/USW1/201720_02/MS_MECS/EDUC_6005/Week%207/Resources/Resources/embedded/naeyc_codeofethicspdf.pdf

My Go-to Resources

Devereux: Center for Resilient Children. Retrieved from http://www.centerforresilientchildren.org/preschool/assessments-resources/the-devereux-early-childhood-assessment-preschool-program-second-edition/



Teaching Strategies. Retrieved from http://teachingstrategies.com/



Teachers Pay Teachers. Retrieved from http://teachingstrategies.com/




Pre-K Pages. Retrieved from http://www.pre-kpages.com/



Diversity in Early Care and Education: Honoring Differences (Fifth Edition). 
   written by Janet Gonzalea-Mena
    published by McGraw Hill

Part 4: Selected Professional Journals Available in the Walden Library

• 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

Part 3: 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/

Part 2: 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 May 26, 2010, fromhttp://www.unicef.org/crc/files/Rights_overview.pdf
• Websites:
• • World Forum Foundation
    http://worldforumfoundation.org/wf/wp/about-us
    This link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage
  • World Organization for Early Childhood Education
    http://www.omep-usnc.org/
    Read about OMEP's mission.
  • Association for Childhood Education International
    http://acei.org/
    Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements

Part One-resources

• EYC. (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 May 26, 2010, fromhttp://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.