There is a place for standardized testing but when used as the only standard for assessment I think it falls short of giving a clear picture of a child's abilities and potential. I like the way Meisels and Steele describe standardized assessments: "Unlike standardized assessments that are little more than a 'snapshot' of a child's performance on a single occasion, portfolios capture the evolution of a child's abilities, providing a rich documentation of each child's experience throughout the year" (1991).
I agree that individuals have strengths in different areas that cannot be evaluated by a standardized test. Berger (2009) described Gardner's multiple intelligences as covering linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic (movement), interpersonal (social understanding), and intrapersonal (self understanding), naturalistic (understanding of nature), existential (asking questions of life and death). William Martin, in a discussion on assessment of multiple intelligences, pointed out that brain injury research has shown that intelligences operate separately from one another (1995). In other words, a high score indicating strong ability in one area does not mean that same person would show the same ability in other intelligence areas. Martin asserted that cultural and biological influences are not taken into account in standardized testing (1995). Someone could show a high ability in a particular intelligence but it would be demonstrated differently according to what is significant to his/her culture (Martin, 1995). He suggested the use of projects to assess an individual's intelligence strength (Martin, 1995). I would say that projects and portfolios coupled with some testing provide a more accurate view of an individual's abilities.
Over the years we have received copies of our sponsored child's report cards from Tanzania. She is given numeric scores which correlate to letter grades. She is graded in math, English, Kiswahili, social studies, science, art work, and handwriting. They give her a ranking among all the children in her grade level. She also attends classes at a Mennonite center. There she is not evaluated but takes classes in health (infectious disease), animal life, God, and sewing. I looked into assessment in Africa and found that national standardized assessment is used to determine if children will be able to move on from the primary level to a secondary level of education (Kellaghan & Greaney, 2004). According to Kellaghan et al., the tests are poorly written (some only in English) and assess only cognitive ability (2004). Only a small portion of the children move on to secondary education. There is no assessment of practical skills and knowledge needed outside the classroom (Kellaghan et al., 2004). As I have seen with our little friend, there are classroom assessments, also. They seem to substantiate the claim that assessing is done more on the cognitive level and not the practical skill level.
I have found that a cummulative portfolio type assessment keeps me accountable to being alert and aware of progress and challenges on an ongoing basis. Evaluating my assessments helps me rethink my goals for individual students. Having clear teaching objectives is necessary for relevant assessing. It seems the pressures of standardized testing in most public schools determine the classroom objectives rather than the desire to show development of potential and/or areas needing work.
Berger, K. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
Kellaghan, T. & Greaney, V. (2004). Assessing student learning in Africa. Washington D.C.:
World Bank Publications.
Martin, William. (1995). Assessing multiple intelligences. Paper presented at International
Conference on Assessment. Retrieved from ERIC Database.
Meisels, S. & Steele, D. (1991). The early childhood portfolio collection process. Ann Arbor, MI
Center for Human Growth and Development University of Michigan.
Friday, April 6, 2012
Friday, March 23, 2012
Childhood Stressors
As I think about the gravity of real childhood stressors, I realize how fortunate I was to have the comfortable, supportive childhood I had. I was not touched by any of the listed stressors. My early childhood days were in the 1960's. The only stressor that comes to mind within my network of friends was divorce. Divorce was very rare at that time. My next door neighbors experienced it and they were not only left dealing with the sadness, anger, and adjustments that divorce brings; but, also the stigma that divorce in the 1960's brought with it. I watched the two youngest show their distress in opposite ways. One chose to externalize his feelings by acting out and was always in trouble. The other internalized her problems and was very quiet and withdrawn, eventually needing counseling. Today, the stress of divorce is still very real, but the isolation and stigma that once was associated with divorce is not as relevant as it was in the 1960's.
I chose to look at the affect that war has on children in Africa. These are Congolese children who are seeking refuge in Tanzania. Many children and their families of the Congo have sought refuge since 1996 when the first Congo war began (Mann, 2010). The Tanzanian government requires all refugees to live in designated camps, but many live undocumented in the city of Dar es Salaam (Mann, 2010). Most Tanzanizans see them as freeloaders and do not respect what the refugees have experience in the Congo. Mann's research found that it wasn't the experiences of war that stressed the children most; but, rather the isolation, discrimination, and harrassment they experienced as "illegals" (2010). Not knowing if their parents might be deported or if they would have food to eat or if they were going to be demeaned by verbal or physical abuse were the stressors they faced on a daily basis. Children struggled to maintain some sort of healthy self concept amidst the barrage of negative comments.
How do children cope? Children had learned to cope as adults did, they looked to the future so that they would not get overwhelmed with the hopelessness of the present. They stayed busy, helping where they could, because they feared the depression that thinking brought in idle moments. They yearned for education as a means of building a future. Unfortunately, the education the Tanzanian schools provided was of very poor quality. They developed a "project" which was a plan for the future. According to Mann, most of their childhood was spent planning for adulthood when they hoped to find a new life away from the dehumanizing life of a refugee (2010).
In looking at the stress of war I found several other stressors interwoven: poverty, isolation, hunger, and violence. The interaction of developmental domains present themselves in the biosocial domain with stomach pains, headaches, exhaustion, and slow growth due to malnutrition (Mann, 2010). The cognitive domain is affected because appropriate affordances are not available, education is very inadequate. Psychosocial development is the domain may be affected the most. Fear is the strongest force driving their existance. There is a constant battle with depression and a fight to keep some sort of healthy self conept in an environment of insecurity and harrassment.
Mann, Gillian. (2010). Finding a life among undocumented Congolese refugee children in Tanzania.
Children & Society, 24(4), 261-270. Retrieved from ERIC Database.
I chose to look at the affect that war has on children in Africa. These are Congolese children who are seeking refuge in Tanzania. Many children and their families of the Congo have sought refuge since 1996 when the first Congo war began (Mann, 2010). The Tanzanian government requires all refugees to live in designated camps, but many live undocumented in the city of Dar es Salaam (Mann, 2010). Most Tanzanizans see them as freeloaders and do not respect what the refugees have experience in the Congo. Mann's research found that it wasn't the experiences of war that stressed the children most; but, rather the isolation, discrimination, and harrassment they experienced as "illegals" (2010). Not knowing if their parents might be deported or if they would have food to eat or if they were going to be demeaned by verbal or physical abuse were the stressors they faced on a daily basis. Children struggled to maintain some sort of healthy self concept amidst the barrage of negative comments.
How do children cope? Children had learned to cope as adults did, they looked to the future so that they would not get overwhelmed with the hopelessness of the present. They stayed busy, helping where they could, because they feared the depression that thinking brought in idle moments. They yearned for education as a means of building a future. Unfortunately, the education the Tanzanian schools provided was of very poor quality. They developed a "project" which was a plan for the future. According to Mann, most of their childhood was spent planning for adulthood when they hoped to find a new life away from the dehumanizing life of a refugee (2010).
In looking at the stress of war I found several other stressors interwoven: poverty, isolation, hunger, and violence. The interaction of developmental domains present themselves in the biosocial domain with stomach pains, headaches, exhaustion, and slow growth due to malnutrition (Mann, 2010). The cognitive domain is affected because appropriate affordances are not available, education is very inadequate. Psychosocial development is the domain may be affected the most. Fear is the strongest force driving their existance. There is a constant battle with depression and a fight to keep some sort of healthy self conept in an environment of insecurity and harrassment.
Mann, Gillian. (2010). Finding a life among undocumented Congolese refugee children in Tanzania.
Children & Society, 24(4), 261-270. Retrieved from ERIC Database.
Friday, March 9, 2012
Global Immunizations
I chose to look at the topic of immunizations. From our readings this week, you might recall the case of the man from Kansas who died from complications from chicken pox (Berger, 2009). He caught chicken pox (varicella) from his daughter. No one in their family had been vaccinated. This happened as recently as 2002. I live in Kansas and varicella vaccination is now madatory for children by age 3. Kansas made immunization standards more stringent in 2009. As a licensed preschool we must be sure all of our children have the required immunizations or they are not admitted. If families cannot afford immunizations, our local health department provides them at a reduced rate. We sometimes take for granted that the vacines are so readily available so I decided to look into efforts to immunize around the world.
I found some interesting information on the World Health Organization's (WHO) website http://www.who.int/immunization/givs/en/index.html
WHO and UNICEF joined forces to help more countries immunize more people. They developed the Global Immunization Vison and Strategy (GIVS). Their vision as stated on the website follows:
"Launched in 2006, GIVS is the first ever ten-year framework aimed at controlling morbidity and mortality from vaccine-preventable diseases and helping countries to immunize more people, from infants to seniors, with a greater range of vaccines."
Many countries have now used GIVS to help them formulate national plans for immunization. As of May 2011 when GIVS reported to the World Health Assembly, routine immunization coverage has improved, more vaccines are available to more children, progress has been made in eliminating maternal and neonatal tetanus, cases of measles and deaths have been reduced, and advocacy programs have been implemented to educate on the importance of immunizations.
One more website I would encourage you to visit if this topic interests you: Vactruth.com
the particular link I visited discusses the need for proper handling of vaccines and the deadly effect improper handling can have. It also proposes the idea that some of the children in poverty stricken areas are so malnourished and sanitation levels are so dangerous, they are too sick to handle these vaccinations. http://vactruth.com/2011/03/21/children-die-minutes-after-measles-vaccine-in-india/
It seems that I am the "enforcer" when it comes time to screen our preschoolers' immunization records. It is not a responsiblity I enjoy; but, I have a new appreciation for the privilege it is to live where these vaccines are so readily available.
Berger, K.S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
I found some interesting information on the World Health Organization's (WHO) website http://www.who.int/immunization/givs/en/index.html
WHO and UNICEF joined forces to help more countries immunize more people. They developed the Global Immunization Vison and Strategy (GIVS). Their vision as stated on the website follows:
"Launched in 2006, GIVS is the first ever ten-year framework aimed at controlling morbidity and mortality from vaccine-preventable diseases and helping countries to immunize more people, from infants to seniors, with a greater range of vaccines."
Many countries have now used GIVS to help them formulate national plans for immunization. As of May 2011 when GIVS reported to the World Health Assembly, routine immunization coverage has improved, more vaccines are available to more children, progress has been made in eliminating maternal and neonatal tetanus, cases of measles and deaths have been reduced, and advocacy programs have been implemented to educate on the importance of immunizations.
One more website I would encourage you to visit if this topic interests you: Vactruth.com
the particular link I visited discusses the need for proper handling of vaccines and the deadly effect improper handling can have. It also proposes the idea that some of the children in poverty stricken areas are so malnourished and sanitation levels are so dangerous, they are too sick to handle these vaccinations. http://vactruth.com/2011/03/21/children-die-minutes-after-measles-vaccine-in-india/
It seems that I am the "enforcer" when it comes time to screen our preschoolers' immunization records. It is not a responsiblity I enjoy; but, I have a new appreciation for the privilege it is to live where these vaccines are so readily available.
Berger, K.S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
Friday, March 2, 2012
Childbirth
I have to be honest and tell you that this week has been very educational for me and also very trying. My husband and I are were not able to have children so over the years I have distanced myself from babies as a way of avoiding the sense of loss and sadness that comes with infertility. You might ask, why are you in this profession? I have always wanted to be a teacher. My passion is the world of three, four and five year olds. I love them. I hope my preschoolers will be my legacy. So, my experience with childbirth is no experience at all except my own birth and my parents did not videotape that event since no one did that in those days.
After the readings and video this week my eyes were really opened to how the prenatal period really has a profound affect on the health of the baby. I have a better understanding of some of my preschoolers when I look at the what their mothers' prenatal experiences were like.
I found an interesting link after watching the optional resource (PBS Nova: Life's Greatest Miracle).
The presentation is called "Two Worlds of Maternal Health". It was an interactive question and answer session comparing the birth experience for women in developing nations (North America, Europe, Australia, New Zealand, and Japan as defined by the United Nations) and all other regions. The following statistics were provided by Susan K. Lewis (2008): Women not living in developing nations face a significant risk dying from childbirth complications. It is the leading cause of death for women ages 15-49. In the U.S. a woman's chances of dying are 1 in 4,800. Many of the women in the poverty stricken areas are already suffering from malnutrition, anemia, and other infectious diseases. The research showed that if adequate nutrition and medical care were provided from early pregnancy through post delivery nearly 3/4 of all newborn deaths could be prevented. 28% of women in the sub-Sahara give birth by age 18. Their pelvises are small due to malnutrition or are not fully developed since the mothers are so young. They face a high risk of stillborn babies or birth injury. In developed nations, 99% of births are overseen by skilled personnel. Only 1 in 17 births in Ethiopia have a professional present and in even poorer areas 1 in 100 have a midwife or other professional present at birth. Most of these births take place in rural areas lacking clean water or sanitation. The World Health Organization concluded that education is the key to overcoming poverty and the low status of females, as well as the lack of understanding and access to reproductive health care.
Resource: Lewis, Susan. (2008). Two Worlds of Maternal Health. http://www.pbs.org/wgbh/nova/body/maternal-health.html
After the readings and video this week my eyes were really opened to how the prenatal period really has a profound affect on the health of the baby. I have a better understanding of some of my preschoolers when I look at the what their mothers' prenatal experiences were like.
I found an interesting link after watching the optional resource (PBS Nova: Life's Greatest Miracle).
The presentation is called "Two Worlds of Maternal Health". It was an interactive question and answer session comparing the birth experience for women in developing nations (North America, Europe, Australia, New Zealand, and Japan as defined by the United Nations) and all other regions. The following statistics were provided by Susan K. Lewis (2008): Women not living in developing nations face a significant risk dying from childbirth complications. It is the leading cause of death for women ages 15-49. In the U.S. a woman's chances of dying are 1 in 4,800. Many of the women in the poverty stricken areas are already suffering from malnutrition, anemia, and other infectious diseases. The research showed that if adequate nutrition and medical care were provided from early pregnancy through post delivery nearly 3/4 of all newborn deaths could be prevented. 28% of women in the sub-Sahara give birth by age 18. Their pelvises are small due to malnutrition or are not fully developed since the mothers are so young. They face a high risk of stillborn babies or birth injury. In developed nations, 99% of births are overseen by skilled personnel. Only 1 in 17 births in Ethiopia have a professional present and in even poorer areas 1 in 100 have a midwife or other professional present at birth. Most of these births take place in rural areas lacking clean water or sanitation. The World Health Organization concluded that education is the key to overcoming poverty and the low status of females, as well as the lack of understanding and access to reproductive health care.
Resource: Lewis, Susan. (2008). Two Worlds of Maternal Health. http://www.pbs.org/wgbh/nova/body/maternal-health.html
Thursday, February 16, 2012
Don't Forget!
This course has really stiumlated some fresh ideas to apply to our preschool program.
These are a few "notes to self" as I begin to evaluate our current program:
1. Use the Code of Ethics to inspire and refocus my staff at the end of the school year and also when we start up again in August.
2. Raymond Hernandez's quote "You don't have to know everything, you just have to know how to use your resources" (Laureate, 2010).
3. Remember to reflect and learn from mistakes.
4. Read Lilian Katz article on Social Competence Assessment (ERIC March 2001)
and re-read NAEYC statement on Early Childhood Curriculum Assessment, and Program Evaluation
These are a few "notes to self" as I begin to evaluate our current program:
1. Use the Code of Ethics to inspire and refocus my staff at the end of the school year and also when we start up again in August.
2. Raymond Hernandez's quote "You don't have to know everything, you just have to know how to use your resources" (Laureate, 2010).
3. Remember to reflect and learn from mistakes.
4. Read Lilian Katz article on Social Competence Assessment (ERIC March 2001)
and re-read NAEYC statement on Early Childhood Curriculum Assessment, and Program Evaluation
Wednesday, February 15, 2012
Code of Ethics
Examining the Codes of Ethics serves as a clear reminder of the high standards we are held to as early childhood educators and advocates. I chose three that really spoke to me in light of the research we have conducted during this course.
I-1.10 - To ensure that each child's culture, language, ethnicity, and family structure are recognized and valued in the program.
During Week Six, I read an article on the importance of accomodating cultural minorities. The article gave examples of the struggles these minorities have in trying to understand the American school system. We have a variety of minority cultures represented at our preschool and I would like to make a more concentrated effort to be sure our communication is clear to all families we are working with.
P-1.5 - We shall use appropriate assessment systems, which include multiple sources of information, to provide information on children's learning and development.
One of my goals for the upcoming preschool year is to re-evaluate our assessment tools. I want to align our curriculum and assessment strategies more closely with the Kansas Early Learning Standards.
I-2.9 - To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources, and professional services.
This week's study on professionalism and advocacy and Week Five's study of resources really made an impression on me. I want to be a connecting point for our families to community resources that can enrich their children's educational experience. I have already started including links to community services in my monthly newsletter. My eyes have been opened to how much more we can be doing to assist the families we serve.
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
I-1.10 - To ensure that each child's culture, language, ethnicity, and family structure are recognized and valued in the program.
During Week Six, I read an article on the importance of accomodating cultural minorities. The article gave examples of the struggles these minorities have in trying to understand the American school system. We have a variety of minority cultures represented at our preschool and I would like to make a more concentrated effort to be sure our communication is clear to all families we are working with.
P-1.5 - We shall use appropriate assessment systems, which include multiple sources of information, to provide information on children's learning and development.
One of my goals for the upcoming preschool year is to re-evaluate our assessment tools. I want to align our curriculum and assessment strategies more closely with the Kansas Early Learning Standards.
I-2.9 - To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources, and professional services.
This week's study on professionalism and advocacy and Week Five's study of resources really made an impression on me. I want to be a connecting point for our families to community resources that can enrich their children's educational experience. I have already started including links to community services in my monthly newsletter. My eyes have been opened to how much more we can be doing to assist the families we serve.
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
Friday, February 3, 2012
Resources EDUC 6005
- 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, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
- NAEYC. (2009). Where we stand on school readiness. Retrieved
May 26, 2010, from http://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, from http://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, from http://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, from http://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, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
Note: The following article can be found in the Walden University Library databases.
- 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.
Use the Academic Search Complete database, and search using the article's title.
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, from http://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 video 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/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
- 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/main/about.cfm
- 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//AM/Template.cfm?Section=Home
- Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
- 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.preknow.org/
- Voices for America’s Children
http://www.voices.org/
- The Erikson Institute
http://www.erikson.edu/
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.)
- 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
. Carter, Margie, & Curtis, Deb. (1998). Visionary director: A handbook for dreaming, organizing, & improvising in your center. St. Paul, MN: Readleaf Press.
(Don't be fooled by the copyright. This is a great tool I learned of at a recent early childhood conference.)
. www.writeoutofthebox.com Marianne Gibbs, MOT,OTR offers practical and developmentally sound techniques for fine motor development. I have attended several of her workshops at early childhood conferences.
. www.TeachingStrategies.com This site offers resources for professional development, curriculum, family support, books and webinars.
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