Growing up, we were not rich but not in poverty. We never wanted for food, clothing, or shelter -- any of the basic necessities. In fact, I can't think of any stressors I had in my childhood. But I am not naive enough to think that every one's childhood mirrors mine. After all, I live in a small, Southern town where quite a few people live below the poverty line. I've heard stories of families not having enough for food/meals three times a day. And it is saddening.
The area of the world I chose to research was West Africa. West Africa consists of 17 countries and most are stricken by civil wars. The desire to work is strong. Countless children, mostly under the age of 14, have left their families in search of work elsewhere. Some departed "voluntarily" or at the urging of their parents to escape the severe poverty of their home areas. Others were ensnared by labour traffickers. In almost all cases, according to some of the children who managed to return, they ended up in arduous and poorly paid jobs on plantations or in domestic service, often at great risk to their health, sometimes beaten or prey to sexual predators.
http://www.un.org/ecosocdev/geninfo/afrec/vol15no3/153chil4.htm
Saturday, January 29, 2011
Saturday, January 15, 2011
Sudden Infant Death Syndrome
Sudden Infant Death Syndrome (SIDS) is the sudden and unexplained death of an infant who is younger than 1 year old. It can strike without warning, usually in seemingly healthy babies. Most SIDS deaths are associated with sleep (commonly referenced to as "crib death") and infants who die of SIDS show no signs of suffering.
Most deaths due to SIDS occur between 2 and 4 months of age, and incidence increases during cold weather. African-American infants are twice as likely and Native American infants are about three times more likely to die of SIDS than Caucasian infants. More boys than girls fall victim to SIDS.
Other potential risk factors include:
More than 2,000 babies a year, about 7 of every 10,000 born in this country, die of SIDS in the first months of their life. Researchers have found that many of the deaths occurred while the babies, most of them boys, were sleeping on their stomachs, often on soft bedding or in a bed with someone else.
from http://www.nytimes.com/2006/11/01/science/01sids.html?_r=1
SIDS in England and Wales
Most deaths due to SIDS occur between 2 and 4 months of age, and incidence increases during cold weather. African-American infants are twice as likely and Native American infants are about three times more likely to die of SIDS than Caucasian infants. More boys than girls fall victim to SIDS.
Other potential risk factors include:
- smoking, drinking, or drug use during pregnancy
- poor prenatal care
- prematurity or low birth-weight
- mothers younger than 20
- tobacco smoke exposure following birth
- overheating from excessive sleepwear and bedding
- stomach sleeping
More than 2,000 babies a year, about 7 of every 10,000 born in this country, die of SIDS in the first months of their life. Researchers have found that many of the deaths occurred while the babies, most of them boys, were sleeping on their stomachs, often on soft bedding or in a bed with someone else.
from http://www.nytimes.com/2006/11/01/science/01sids.html?_r=1
SIDS in England and Wales
- In 1996 the incidence in England and Wales was 0.9 per 1,000 live births.
- By 1998 and 1999 this figure had fallen to 0.45 per 1,000. Boys are more often affected than girls, representing about 60% of cases.
- The commonest season is the winter and the commonest time is early morning. This may be related to changing sleep patterns as the infant matures and biological clocks.
- Over the last decade, due to a greater understanding of the risk factors associated with SIDS and particularly the risk of the infant sleeping in a prone position, the number of SIDS deaths has declined significantly.
A friend of a friend lost her child to SIDS. She and her family were devastated. I can only imagine the hurt, pain, and grief that they experienced mourning an unexplained death.
Reading this information made me ever grateful for my children. I will work to share this knowledge with any new mothers I encounter.
Saturday, January 8, 2011
Childbirth
For the birth of my first child, I did everything I was supposed to do. I read all the books and parenting magazines, watched birthing videos, attended the birthing classes, and talked extensively with my doctor. None of these sources truly prepared me for the awesomeness and horror of birth. Intellectually, I knew what to expect, but I was still stunned at the process. I held out as long as possible before asking for pain medication. But the greatest part is that the pain is almost completely gone with the birth of a beautiful baby. Holding that baby in your arms or against your chest is worth the hours of being uncomfortable. I was more prepared for the birth of my second child because experience is truly the best teacher.
I chose to share some of my birthing story because my children are the most important people to me. I am not 100% sure I understand how the birthing process impacts child development, but I am excited to find out.
Turkey
This European country has recently changed its approach to childbirth, according to Tulin Sevil, who comes from the capital city of Ankara. As recently as 20 or 30 years ago, midwives supervised most of the births in Turkey, especially in rural areas. Doctors were in short supply and most tended to practice in metropolitan areas, such as Ankara and Istanbul. But as more university medical schools were founded and the number of doctors increased, care shifted away from midwives in favor of ob-gyns.
from http://www.parenting.com/
Monday, December 20, 2010
First Early Education Class Coming to an End. . .
I sit here thinking about the first class of the early childhood education degree plan. I have learned so much these past eight weeks. I have penned my future educational goals, outlined a path to reach those goals, and learned about the vast amount of research available for early education teachers.
Plus, I learned how to create and maintain a blog!!! This class has been an exciting eye-opener, and I am looking forward to the next classes.
Plus, I learned how to create and maintain a blog!!! This class has been an exciting eye-opener, and I am looking forward to the next classes.
Saturday, December 18, 2010
Code of Ethics
"The NAEYC Code of Ethical Conduct offers guidelines for responsible behavior and sets forth a common basis for resolving the principal ethical dilemmas encountered in early childhood care and education."
NAEYC Ethics
Ethical Responsibilities to Children
I-1.2—To base program practices upon current knowledge and research in the field of early childhood
education, child development, and related disciplines, as well as on particular knowledge of each child.
I-1.4—To appreciate the vulnerability of children and their dependence on adults.
I-1.5—To create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and
physical development and that respect their dignity and their contributions.
I-1.9—To advocate for and ensure that all children, including those with special needs, have access to the
support services needed to be successful.
I-1.10—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program.
Ethical Responsibilities to Families
I-2.2—To develop relationships of mutual trust and create partnerships with the families we serve.
Ethical Responsibilities to Colleagues
I-3A.3—To support co-workers in meeting their professional needs and in their professional development.
The above ethics are meaningful to me because I truly believe that students should be respected and given equal access to a great education. The educational environment should be well-maintained, safe, and conducive to learning. Furthermore, the teachers should be aware and respectful of the culture that each child brings to the classroom.
"The Code of Ethics of the Division for Early Childhood (DEC) of the Council for Exceptional Children is a public statement of principles and practice guidelines supported by the mission of DEC."
Professional and Interpersonal Behavior
3. We shall strive for the highest level of personal and professional competence by seeking and
using new evidence based information to improve our practices while also responding openly to
the suggestions of others.
Enhancement of Children’s and Families’ Quality of Lives
1. We shall demonstrate our respect and concern for children, families, colleagues, and others with
whom we work, honoring their beliefs, values, customs, languages, and culture.
3. We shall recognize and respect the dignity, diversity, and autonomy of the families and children
we serve.
Responsive Family Centered Practices
3. We shall respect, value, promote, and encourage the active participation of ALL families by
engaging families in meaningful ways in the assessment and intervention processes.
4. We shall empower families with information and resources so that they are informed consumers
of services for their children.
Evidence Based Practices
1. We shall rely upon evidence based research and interventions to inform our practice with children
and families in our care.
The ethics I have listed above exemplify everything I believe in for educators. I am deeply devoted to professionals staying current in their field. Every child deserves to have a teacher who is a master at teaching.
References:
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved December 18, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved December 18, 2010, from
http://www.dec-sped.org/
NAEYC Ethics
Ethical Responsibilities to Children
I-1.2—To base program practices upon current knowledge and research in the field of early childhood
education, child development, and related disciplines, as well as on particular knowledge of each child.
I-1.4—To appreciate the vulnerability of children and their dependence on adults.
I-1.5—To create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and
physical development and that respect their dignity and their contributions.
I-1.9—To advocate for and ensure that all children, including those with special needs, have access to the
support services needed to be successful.
I-1.10—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program.
Ethical Responsibilities to Families
I-2.2—To develop relationships of mutual trust and create partnerships with the families we serve.
Ethical Responsibilities to Colleagues
I-3A.3—To support co-workers in meeting their professional needs and in their professional development.
The above ethics are meaningful to me because I truly believe that students should be respected and given equal access to a great education. The educational environment should be well-maintained, safe, and conducive to learning. Furthermore, the teachers should be aware and respectful of the culture that each child brings to the classroom.
"The Code of Ethics of the Division for Early Childhood (DEC) of the Council for Exceptional Children is a public statement of principles and practice guidelines supported by the mission of DEC."
Professional and Interpersonal Behavior
3. We shall strive for the highest level of personal and professional competence by seeking and
using new evidence based information to improve our practices while also responding openly to
the suggestions of others.
Enhancement of Children’s and Families’ Quality of Lives
1. We shall demonstrate our respect and concern for children, families, colleagues, and others with
whom we work, honoring their beliefs, values, customs, languages, and culture.
3. We shall recognize and respect the dignity, diversity, and autonomy of the families and children
we serve.
Responsive Family Centered Practices
3. We shall respect, value, promote, and encourage the active participation of ALL families by
engaging families in meaningful ways in the assessment and intervention processes.
4. We shall empower families with information and resources so that they are informed consumers
of services for their children.
Evidence Based Practices
1. We shall rely upon evidence based research and interventions to inform our practice with children
and families in our care.
The ethics I have listed above exemplify everything I believe in for educators. I am deeply devoted to professionals staying current in their field. Every child deserves to have a teacher who is a master at teaching.
References:
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved December 18, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved December 18, 2010, from
http://www.dec-sped.org/
More Early Childhood Resources
Books
Alliance for Childhood. (n.d.). Play resource list. College Park, MD: Author. Retrieved December 8, 2010, from http://www.allianceforchildhood.org/play_resources
Children Crossing Borders. (2006). Children of immigrants in early childhood settings in five countries: A study of parent and staff beliefs. Retrieved December 8, 2010, from http://www.childrencrossingborders.org/index.html
Davidson, R. (2007). The heart-brain connection: The neuroscience of social, emotional, and academic learning. Edutopia. The George Lucas Foundation. Retrieved December 8, 2010, fromhttp://www.edutopia.org/richard-davidson-sel-brain-video
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved June 4, 2010, from http://www.dec-sped.org/
Elearners.com (n.d.). How to be a successful online student. Retrieved December 8, 2010, from http://www.elearners.com/guide/how-to-be-a-successful-online-student.pdf
FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. FPG Snapshot No. 33. Retrieved December 8, 2010, from http://www.fpg.unc.edu/~images/pdfs/snapshots/snap33.pdf
Garris Christian, L. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children, 61(1), 12–20.
Hagel, J. (2009, November). Pursuing passion. Message posted tohttp://edgeperspectives.typepad.com/edge_perspectives/2009/11/pursuing-passion.html
Keenan, T., & Evans, S. (2009). Theories of development. In An introduction to child development (pp. 35–43). Thousand Oaks, CA: Sage.
Kirk, E. E. (1996). Evaluating information found on the Internet. Retrieved December 8, 2010, from http://www.library.jhu.edu/researchhelp/general/evaluating/index.html NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. December 8, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
Websites:
Administration for Children and Families, Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
Association for Childhood Education International
http://acei.org/about/
Center for Child Care Workforce
http://www.ccw.org/
Children’s Defense Fund
http://www.childrensdefense.org/
Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
The Division for Early Childhood
http://www.dec-sped.org/
The Erikson Institute
http://www.erikson.edu/
FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm
Google Scholar:
http://scholar.google.com/
Harvard Education Letter
http://www.hepg.org/hel/topic/85
HighScope
http://www.highscope.org/
Infomine: Scholarly Internet Resource Collections:
http://infomine.ucr.edu/
Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
National Association for the Education of Young Children
http://www.naeyc.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.preknow.org/
SMITH Magazine: http://www.smithmag.net/
WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
World Organization for Early Childhood Education
http://www.omep.org.gu.se/English/about_OMEP/
Voices for America’s Children
http://www.voices.org/pages/page.asp?page_id=22807
Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/site/PageServer?pagename=homepageBack to top
NAEYC. (2004). NAEYC advocacy toolkit. Retrieved December 8, 2010, from http://www.naeyc.org/files/naeyc/file/policy/toolkit.pdf
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved December 8, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved December 8, 2010, from http://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603357/educ6005_readings/naeyc_dap_position_statement.pdf
NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved December 8 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
NAEYC. (2009). Where we stand on child abuse prevention. Retrieved December 8, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved December 8, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
NAEYC. (2009). Where we stand on school readiness. Retrieved December 8, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
The National Institute for Play. (2009). Play science—The patterns of play. Carmel Valley, CA: Author. Retrieved December 8, 2010, from http://www.nifplay.org/states_play.html
National Public Radio. (2008, February 8). Six-Word memoirs: Life stories distilled [Article and podcast]. Retrieved December 8, 2010, from http://www.npr.org/templates/story/story.php?storyId=18768430
National Scientific Council on the Developing Child (2004, Winter). Children's emotional development is built into the architecture of their brains (Working Paper No. 2). Waltham, MA: Author. Available from Center on the Developing Child, Harvard University website http://developingchild.harvard.edu/index.php/library/reports_and_working_papers/working_papers/wp2/
National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships (Working Paper No. 1). Waltham, MA: Author. Available from Center on the Developing Child, Harvard University website http://developingchild.harvard.edu/library/reports_and_working_papers/working_papers/wp1/
Rigby, E., & Neuman, M. (2005, January). Making a difference: Leadership in early care and education policy. Beyond the Journal: Young Children on the Web. Retrieved December 8, 2010, from http://www.naeyc.org/files/yc/file/200501/Rigby.pdf
Rosengren, C. (2010, February 4). Does having passion for your work even matter? U.S. News & World Report. Retrieved May 27, 2010, from http://money.usnews.com/money/blogs/outside-voices-careers/2010/02/04/does-passion-for-work-even-matterScott, D. M. (2005, January). Early childhood leaders on leadership. Beyond the Journal: Young Children on the Web. Retrieved December 8, 2010, from http://www.naeyc.org/files/yc/file/200501/Scott.pdf
Shonkoff, J. P. (2006, November). A promising opportunity for developmental and behavioral pediatrics at the interface of neuroscience, psychology, and social policy: Remarks on receiving the 2005 C. Anderson Aldrich Award. Pediatrics, 118(5). 2187–2191. doi:10.1542/peds.2006–1728. Retrieved December 8, 2010, from http://pediatrics.aappublications.org/cgi/reprint/118/5/2187
Spiegel, A. (2008, February 21). Old-fashioned play builds serious skills. NPR Morning Edition. Retrieved December 8, 2010, from http://www.npr.org/templates/story/story.php?storyId=19212514
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.
UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved December 8, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
Widdicombe, L. (2008, February 25). Say it all in six words. The New Yorker. Retrieved December 8, 2010, from http://www.newyorker.com/talk/2008/02/25/080225ta_talk_widdicombe
Woodhead, M. (2005). Early childhood development: A question of rights. International Journal of Early Childhood, 37(3), 79–98.
The World Bank (2010). Early childhood development. Retrieved fromhttp://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTCY/0,,contentMDK:20246241~
menuPK:4697089~pagePK:210058~piPK:210062~theSitePK:396445,00.html
Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved December 8, 2010, from http://www.zerotothree.org/
Denno, D. (2010). Addressing Challenging Behaviors In Early Childhood Settings : A Teacher's Guide. Paul H. Brookes.
Kaiser, Barbara (2006). Challenging Behavior in Young Children: Understanding, Preventing, and Responding Effectively
Morrison, G. S. (2004). Assessment In Early Childhood Education. Addison-Wesley.
Wortham, Sue (2009). Early Childhood Curriculum: Developmental Bases for Learning and Teaching. Prentice Hall. Allyn & Bacon.
Articles:Morrison, G. S. (2004). Assessment In Early Childhood Education. Addison-Wesley.
Wortham, Sue (2009). Early Childhood Curriculum: Developmental Bases for Learning and Teaching. Prentice Hall. Allyn & Bacon.
Alliance for Childhood. (n.d.). Play resource list. College Park, MD: Author. Retrieved December 8, 2010, from http://www.allianceforchildhood.org/play_resources
Children Crossing Borders. (2006). Children of immigrants in early childhood settings in five countries: A study of parent and staff beliefs. Retrieved December 8, 2010, from http://www.childrencrossingborders.org/index.html
Davidson, R. (2007). The heart-brain connection: The neuroscience of social, emotional, and academic learning. Edutopia. The George Lucas Foundation. Retrieved December 8, 2010, fromhttp://www.edutopia.org/richard-davidson-sel-brain-video
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved June 4, 2010, from http://www.dec-sped.org/
Elearners.com (n.d.). How to be a successful online student. Retrieved December 8, 2010, from http://www.elearners.com/guide/how-to-be-a-successful-online-student.pdf
FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. FPG Snapshot No. 33. Retrieved December 8, 2010, from http://www.fpg.unc.edu/~images/pdfs/snapshots/snap33.pdf
Garris Christian, L. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children, 61(1), 12–20.
Hagel, J. (2009, November). Pursuing passion. Message posted tohttp://edgeperspectives.typepad.com/edge_perspectives/2009/11/pursuing-passion.html
Keenan, T., & Evans, S. (2009). Theories of development. In An introduction to child development (pp. 35–43). Thousand Oaks, CA: Sage.
Kirk, E. E. (1996). Evaluating information found on the Internet. Retrieved December 8, 2010, from http://www.library.jhu.edu/researchhelp/general/evaluating/index.html NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. December 8, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
Websites:
Administration for Children and Families, Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
Association for Childhood Education International
http://acei.org/about/
Center for Child Care Workforce
http://www.ccw.org/
Children’s Defense Fund
http://www.childrensdefense.org/
Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
The Division for Early Childhood
http://www.dec-sped.org/
The Erikson Institute
http://www.erikson.edu/
FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm
Google Scholar:
http://scholar.google.com/
Harvard Education Letter
http://www.hepg.org/hel/topic/85
HighScope
http://www.highscope.org/
Infomine: Scholarly Internet Resource Collections:
http://infomine.ucr.edu/
Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
National Association for the Education of Young Children
http://www.naeyc.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.preknow.org/
SMITH Magazine: http://www.smithmag.net/
WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
World Organization for Early Childhood Education
http://www.omep.org.gu.se/English/about_OMEP/
Voices for America’s Children
http://www.voices.org/pages/page.asp?page_id=22807
Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/site/PageServer?pagename=homepageBack to top
NAEYC. (2004). NAEYC advocacy toolkit. Retrieved December 8, 2010, from http://www.naeyc.org/files/naeyc/file/policy/toolkit.pdf
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved December 8, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved December 8, 2010, from http://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603357/educ6005_readings/naeyc_dap_position_statement.pdf
NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved December 8 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
NAEYC. (2009). Where we stand on child abuse prevention. Retrieved December 8, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved December 8, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
NAEYC. (2009). Where we stand on school readiness. Retrieved December 8, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
The National Institute for Play. (2009). Play science—The patterns of play. Carmel Valley, CA: Author. Retrieved December 8, 2010, from http://www.nifplay.org/states_play.html
National Public Radio. (2008, February 8). Six-Word memoirs: Life stories distilled [Article and podcast]. Retrieved December 8, 2010, from http://www.npr.org/templates/story/story.php?storyId=18768430
National Scientific Council on the Developing Child (2004, Winter). Children's emotional development is built into the architecture of their brains (Working Paper No. 2). Waltham, MA: Author. Available from Center on the Developing Child, Harvard University website http://developingchild.harvard.edu/index.php/library/reports_and_working_papers/working_papers/wp2/
National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships (Working Paper No. 1). Waltham, MA: Author. Available from Center on the Developing Child, Harvard University website http://developingchild.harvard.edu/library/reports_and_working_papers/working_papers/wp1/
Rigby, E., & Neuman, M. (2005, January). Making a difference: Leadership in early care and education policy. Beyond the Journal: Young Children on the Web. Retrieved December 8, 2010, from http://www.naeyc.org/files/yc/file/200501/Rigby.pdf
Rosengren, C. (2010, February 4). Does having passion for your work even matter? U.S. News & World Report. Retrieved May 27, 2010, from http://money.usnews.com/money/blogs/outside-voices-careers/2010/02/04/does-passion-for-work-even-matterScott, D. M. (2005, January). Early childhood leaders on leadership. Beyond the Journal: Young Children on the Web. Retrieved December 8, 2010, from http://www.naeyc.org/files/yc/file/200501/Scott.pdf
Shonkoff, J. P. (2006, November). A promising opportunity for developmental and behavioral pediatrics at the interface of neuroscience, psychology, and social policy: Remarks on receiving the 2005 C. Anderson Aldrich Award. Pediatrics, 118(5). 2187–2191. doi:10.1542/peds.2006–1728. Retrieved December 8, 2010, from http://pediatrics.aappublications.org/cgi/reprint/118/5/2187
Spiegel, A. (2008, February 21). Old-fashioned play builds serious skills. NPR Morning Edition. Retrieved December 8, 2010, from http://www.npr.org/templates/story/story.php?storyId=19212514
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.
UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved December 8, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
Widdicombe, L. (2008, February 25). Say it all in six words. The New Yorker. Retrieved December 8, 2010, from http://www.newyorker.com/talk/2008/02/25/080225ta_talk_widdicombe
Woodhead, M. (2005). Early childhood development: A question of rights. International Journal of Early Childhood, 37(3), 79–98.
The World Bank (2010). Early childhood development. Retrieved fromhttp://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTCY/0,,contentMDK:20246241~
menuPK:4697089~pagePK:210058~piPK:210062~theSitePK:396445,00.html
Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved December 8, 2010, from http://www.zerotothree.org/
Saturday, December 4, 2010
Early Childhood Resources
Organizations
The Whole Child
http://www.pbs.org/wholechild/
The Future of Children
http://www.futureofchildren.org/
Preschool Education
http://www.preschooleducation.com/
PBS Teachers Early Childhood Articles
http://www.pbs.org/teachers/earlychildhood/articles/archive.html
Everything Preschool
http://www.everythingpreschool.com/
- National Association for the Education of Young Children
- ZERO TO THREE: National Center for Infants, Toddlers and Families
- World Forum Foundation
- World Organization for Early Childhood Education
- Association for Childhood Education International
- 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
The Whole Child
http://www.pbs.org/wholechild/
The Future of Children
http://www.futureofchildren.org/
Preschool Education
http://www.preschooleducation.com/
PBS Teachers Early Childhood Articles
http://www.pbs.org/teachers/earlychildhood/articles/archive.html
Everything Preschool
http://www.everythingpreschool.com/
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