Wendy Newby - Have I asked the right question?: April 2012

Wednesday, April 18, 2012

Forsaking the path of least resistance.

The path of least resistance and least trouble is a mental rut already made. It requires troublesome work to undertake the alternation of old beliefs.

John Dewey

John Dewey. (n.d.). BrainyQuote.com. Retrieved April 18, 2012, from BrainyQuote.com Web site: http://www.brainyquote.com/quotes/quotes/j/johndewey398354.html

Saturday, April 14, 2012

Distribution encouraged

Permission to copy not required-distribution encouraged. (DEC, 2009) When I reached the end of the Code of Ethics of the Division for Early Childhood (DEC) of the Council for Exceptional Children and read the copyright, I was called to action by the statement. What can I contribute to the advancement of the ideals and principles of the DEC? I have been constantly reminded in the reading I have been doing that we need to share our expertise to benefit children. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child. (DEC, 2009, p.1) I strive to always remember to forge a relationship that ensures I treat the child and family from a strength-based perspective that will encourage an individualized approach to the child’s growth. This ideal is supported by NAEYC Code of Ethical Conduct ideal: Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect. (NAEYC, 2005, p.1) During my career I have often heard staff say, “if the child was raised right, we wouldn’t be having this trouble.” As an early childhood professional I must understand the whole child and as a provider of early childhood education I must adapt what is within our influence as a team to create an environment where the child will be successful. Blaming does not create an opportunity to stimulate growth; support for the current challenges and realistic first steps have potential.

A recent example from my experience: a four year old with significant health risks was losing weight, becoming languid, and missing school. Attempts were made to partner with the parent regarding diet, routine and recommendations from the pediatrician; we continued to observe failure to thrive and silence from the family. A day came when the child’s health stimulated a call to child protective services. It was extremely uncomfortable for the staff and the family was angry. We feared the relationship would not be repairable. The teacher called the parent, and made home visits with activity packets, and demonstrated genuine concern and support for the child’s health and development. The involvement of the system created a stronger collaboration between home, medical care and school. Last week we were excited to report the child is gaining weight, the parent is volunteering in the classroom and communicating with staff. Staff and family have created a relationship of trust and are working together to support the child’s healthy development. Early childhood professionals have to make difficult decisions on behalf of children. We have an ethical responsibility to protect children. (NAEYC, 2005, p.3)

References

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010,
from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from
http://www.dec-sped.org/

Wednesday, April 4, 2012

I really enjoyed this podcast. I thought you would also.

Early Ed Watch podcast – April 2, 2012

New Book on Children's Cognitive Growth, Birth through 3rd Grade
With our guest Carol Copple, editor of Growing Minds: Building Strong Cognitive Foundations in Early Childhood

Copple, C., (2012) Growing minds: building strong cognitive foundations in early childhood. NAEYC. Washington, DC. Retrieved from
http://earlyed.newamerica.net/blogposts/2012/podcast_new_book_on_childrens_cognitive_growth_birth_through_3rd_grade-65958

Monday, April 2, 2012

Study: Playing With Your Toddler Can Boost Academic Success - Early Years - Education Week

Personal Childhood Web

Joanie Peterson, my mother, was very engaged in my life from birth. I was the oldest and the only child until I was five. I was loved,my mother spent time with me by including me in whatever activities needed to be done. I remember the old tile floor in the kitchen that had to be waxed regularly. When the wax dried, my mother would give me an old towel to stand on and she would put on music and we would dance the twist until the tiles were buffed. My mother was finishing her bachelor degree in psychology and English during my first three years. I had the opportunity to meet lots of people in a community of shared values. I had time to play uninterrupted and my play was very creative and complex, with hours outside. I was read to and the value of learning was instilled in me early, but not in a competitive way, to be recognized as the best, but in a very personal way. Was I giving the task or the skill my best effort? Her approach to parenting developed intrinsic motivation in me. I am a great team player, motivated and satisfied to make sure the team does well. The measure of achievement is the level to which I tried my best. I can take a risk to take on a new challenge, because I know my mother will always love me. I value personal responsibility.

Rev. Merton Peterson, my father, was finishing seminary and pastoring his first church when I was born. I remember sitting on his lap, watching him type, helping fold bulletins, turning the handle on the old mimeograph machine, and going on home visits with him, when he needed to visit families from the church. We did not have material wealth, but I never felt poor We had enough that we could share. My did believed in me, when there was something I needed to do or learn he always spoke as though I had already mastered the task. I believe he spoke with confidence, because he has prayed for me every day of my life. Being a pastor's child means you learn manners, expectations and hospitality very early. We had lots of company. I loved giving up my bedroom and sleeping in a sleeping bag so the missionaries could have my room when they visited. I would listen to stories of their experiences in different countries and how they would help build homes and schools and grow crops wile they shared that Jesus loved them. I share my family's faith in God and the value that people are more important than things.

My extended family did not live close to me as I was growing up. But my grandmothers and aunt were prolific letter writers. We visited family every holiday, making holidays feel very special. I would listen to the adults share stories about family and friends. I knew that family were there for each other. My great-great grandparents were homesteaders. There was a strong sense of work ethic practiced. There were ranchers and there were farmers. It takes commitment and self determination to make it work. The entire family has to help to get the cattle in or harvest the crops. I remember the first time I was allowed to go on a cattle drive. I was probably seven. The strong connection to aunts, uncles and cousins as we spent the day on horseback gathering the cattle that were scattered among the trees and meadows in the foothills was exhilarating—I belonged, I was given worthwhile work. The farming family was an even stronger influence on my work ethic. When we visited the farm there was always tasks I could participate in: picking fruits and vegetables to can or freeze for my families use and when I got older picking melons or driving a tractor. It was part of being a member of my family. My family values hard work and integrity.

The church community provided a foundation of belonging and strength in conviction. Looking back I can appreciate that those families made sacrifices to make I had what I needed. The children were my friends, we could discuss the roles we were in and decisions we faced from a shared set of values. I never felt alone. As a community we looked out for each other. The community demonstrated living the values they held.

School Environment, Most people cannot imagine going to a school that houses children from kindergarten through senior high in the same building. Still the school community had enough diversity of values that it was a great place to have my values challenged and for me to exercise the decisions to stand true to my values. With only thirteen in my graduate class, but still the roles and functions of any school, there was so much opportunity to try out many different tasks. There were sports, student council officers, music, drama and clubs. I tried it all, because in a school that small everyone needs to get involved to have enough participants. My work ethic and integrity rewarded me with responsibility and opportunities. The most unusual was a flight class to learn to be a pilot, which included flight hours in a small plane. In the state I was raised, schools were the hub of activity for rural communities. Everyone came to all the events. People valued being together.