Sharing Web Resources-NAEYC

Saturday, September 29, 2012

Sharing Web Resources-NAEYC

This week, I received the most recent e-newsletter from NAEYC, “NAEYC Affiliate Connections” (2012). As a member-at-large on the state governing board it is important to keep abreast of the issues and position statements and advocacy work being conducted by the National association. The current issue highlighted the launch of online interest forums. There are twenty different communities of learning currently posting discussions, suggestions and questions. The most popular group is the “Play, Policy, and Practice” forum. In addition to updates on legislation that will impact the work of early childhood professionals, there is a link that encourages people to register to vote, by connecting people to their local voter registration information.

There is information on the upcoming National Conference and the National Institute for Early Childhood Professional Development in San Francisco in June 2012. The professional development institute is focusing the conference on developmentally appropriate practice. The summary lists three core considerations:

1. knowing about child development and learning

2. knowing what is individually appropriate

3. knowing what is culturally important

The NAEYC website’s “Public Policy” section informed readers that Congress will be voting on the end of or the continuation of tax cuts to the wealthy when they return to Washington, D.C. after the election. If tax cuts continue, the reduced revenue will require cuts to federal programs impacting young children and their families. The Child Care Development Block Grant will be cut by $187 million in one year.

The “Position Statements” section provides free access to NAEYC position statements; readers can choose the two-page summaries called “Where We Stand,” or read the full-versions, which are also available in Spanish.

A section that caught my attention is titled “Research News You Can Use.” The current article summarized a research review on the importance of play. I was intrigued and concerned that the article, “Pretend Play is Important, but its role in learning is complex,” concluded that “The pattern of findings does not support a claim that pretend play is the primary driver of children’s development across a range of other areas of interest” (Snow, n.d.).

The September issue of Young Children (2012) contains an article that highlights the national focus on school readiness, and presents that neuroscience suggests that school readiness is a function of the brain foundations that occur in the first three years of life (Peterson, 2012). Peterson (2012) claims “The infant/toddler field owns the concept of school readiness because we are devoted to having the enduring, nurturing relationships with young children that help create the healthy brain (p. 13). The article is a great summary of the ways early caregivers support the developing brain.

Finally, I just received my copy of the “Teaching Young Children (TYC)” publication. The article I chose provided strategies for documenting assessment opportunities during the teaching day. I especially appreciated the sample conversation starters for teachers to use with children. It is great language modeling for teaching staff that may be struggling (Jablon, Stetson & Dombro, 2012).

References

Jablon, J., Stetson, C., & Dombro, A. L. (2012). Powerful Interactions. A bridge between teaching and assessment. Teaching Young Children, 5(5), 18-20,

National Association for the Education of Young Children (NAEYC). (2012, September 28) NAEYC Affiliate Connections. Retrieved from http://newsmanager.commpartners.com/naeycac/issues/2012-09-20.html

Peterson, S. (2012). School readiness for infants and toddlers? Really? Yes, really! Young Children, 67(4), 10-13.

Snow, K. (n.d.) Research news you can use: Pretend play is important but its role in learning is complex. Retrieved September 28, 2010 from http://www.naeyc.org/content/research-news-pretend-play-is-important

1 comment:

N RuttSeptember 30, 2012 at 4:25 PM
Wendy,

Thank you for your review. I recieve both YC and TYC and consider them valuable resources. I often copy articles for my staff to read so they can be up to date with best practices and current events. Are you going to try to attend the national conference this year? I won't be able to but I am going to a local chapter conference in York PA this coming weekend. I am very excited about it!
ReplyDelete
Replies

Add comment

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.

Wendy Newby - Have I asked the right question?

Saturday, September 29, 2012