Extra: Congratulations to the Following States

Whether or not you agree with the motivation, procedure, and/or implementation of the "Race to the Top" initiative,  spearheaded by President Barack Obama and Education Secretary Arne Duncan, I believe congratulations are due to the 35 states which participated in the "race" by submitting proposals for ECE development and/or reform in their states.  Submitting documents of this caliber takes, time, hard work, dedication, and collaboration, and shows an understanding, at least, of the importance of quality ECE, and the positive effects it can have upon education over all and improved societal reform.

Nine States were awarded "Race to the Top" grants.  They are:  California, Delaware, Maryland, Massachusetts, Minnesota, North Carolina, Ohio, Rhode Island and Washington State.
Congratulations!


References:
NPR & Dominguez, A. (2011, December 16). 9 States Win Early Education Grant : NPR. NPR. Retrieved      December 17, 2011, from http://www.npr.org/templates/story/story.php?storyId=143822676

Extra: Lessons Learned- More on Logging Quotes

Low Ropes Course, Glorieta Conference Center,
Glorieta, New Mexico

During a trip with my daughter's girl scout troop, I watched as the girls (12 and 13 year olds) participated in a challenging low-ropes-course activity meant to enhance group communication, cooperation, collaboration, and cohesiveness.  I watched as 7 excited and highly enthusiastic girls tried to cross a cable that meandered through the woods, attached to trees, and suspended 18" above the ground. The trick was accomplishing this without any one of them falling or stepping off of the cable.  The girls quickly learned to hold on to the trees for support, but with many of the trees 12 or more feet apart, no one person could cross the cable alone.  In order for any girl to help another, she too had to be on the cable.  (That put everyone in the same situation/the same boat so to speak).  Soon it became obvious that in order for every girl to get across the cable, spanning the distance between trees, without putting a single foot to ground, every girl would have to be on the cable, at the same time to lend a hand... an arm... a leg... a whole body... to other girls as they tried to cross.  Many lessons were learned that day, to say the least.  And at times the situation was intense, as the girls tried...  and failed...  repeatedly...   for over an hour to get everyone across the expanse without anyone stepping off the cable.  In order to quell my overwhelming instinct to "help" by "coaching" the proceedings, I turned to my pen and paper and wrote down everything the girls were saying to one another as they tried to "work the problem".  A period of pandemonium ensued as suggestions from everyone flew about, but fell by the wayside unheard and unrecognized by the others, which in turn resulted in more disorganized attempts to cross the cable which predictably ended in failure each time.  After every failed attempt one of the shyer girls in the group kept saying in her quiet voice "Let's make a plan..." Later she again said, "Let's make a plan..." and again "Let's make a plan..." and with resignation in her voice, "Okay....  We'll try this... a few more times... and then we'll make a plan."  It wasn't until all the girls were  sitting on the pine needle covered ground, exhausted and frustrated, looking at that !#?@ cable, that any of them heard the shy quiet girl say one more time, "Let's make a plan."  With that she was heard!   Communication, cooperation, collaboration, and cohesiveness  ensued.   As a group the needed, and long awaited, plan was formed.  Organized assistance and support, both physical and verbal; were given and accepted.  At long last, a group of 7 mentally and physically exhausted, but exceedingly proud girl scouts stood on the other side of a successfully traversed course. 

After successfully traversing the low ropes course
 we are listening carefully to instructions
 for the high ropes course.

   

We get it!  We all need to be on the same page!  Post high ropes course.  We made it!

  

Logging Quotes: A Meaningful Practice

What we, and others, say matters!

I learned from a writer-friend of mine the practice of writing down words of interest that we encounter through out our lives.  Even if she did not know what she would do with those words... if they caught her attention, she wrote them down.

I began this practice years ago when my first child began to talk.  By the tender age of two, she was down right articulate... precociously so.  Here's the story behind one such quotation, words spoken by my daughter at the age of 2+ years:   I'm one of those moms who say "bless you" when my children, or anyone else for that matter, sneezes.  So from the very first sneeze of her life, my daughter heard the words "bless you" immediately after....  One day while I was hanging clothes in the closet, my daughter who was sitting on my bed sneezed.  Of course it was not a dainty little "kerchoo".  It was one of those show-stopping, explosive sneezes from a two year old with a cold...  With her little messy hands out to her side, she looked at me and said, "Oh Mommy!!  I bless you-ed all over your bed!"

Since then, I've continued the practice, if not as often as I should, of writing down quotes I find interesting. During the EDUC 6005 course I have kept a "log" of things I've read from my classmates, instructor, and resources.  They are just notes and quotes (quotes with citations) that I want to remember and that I think may be of future use as I develop my professional career.  I just copy and paste them onto a Word Document that I keep in a folder I call, "Notes and Quotes for Professional Development".

Know Your Craft! Choose to do it Well.

As teachers we encounter situations every day that require us to stop and ask ourselves:   What is the ethical course of action to take in this scenario?  For experienced teachers, most of these scenarios are second nature to assess and act upon.  However, with experience also comes the sense to know when to Stop…. Breathe…. and Think!  Over the years, teachers encounter countless numbers of scenarios that do not immediately have obvious solutions.  Be sensitive to and learn to identify these scenarios, and if at all possible consult your peers and self-reflect before taking action.

All of the points made in the “NAEYC Code of Ethical Conduct and Statement of Commitment” and the “DEC Code of Ethics” are essential to keep in mind throughout our work with children.  A few I have commented upon below:

• Appreciate childhood as a unique and valuable stage of the human life cycle:  Know and respect the differences between the nature of childhood and the nature of adulthood.  Understand that what we say and do as adults has a “magnified” impact on children by comparison to adults.  As teachers it is our duty to know and be sensitive to the unique characteristics of children and to continuously assess and evaluate our own behavior and interactions in regard to each child with whom we work. 

• Appreciate and support the bond between the child and family:  The relationship a child has with his/her family is critical!  …for better or for worse.  As teachers, we need to know, appreciate, and help the  fostering of healthy, strong, relationships between the child and his/her family.  To not do so, is hurtful to the child.

• Recognize that children are best understood and supported in the context of family, culture,* community, and society:  Do those home visits!  In many public schools this is an aspect of quality education that is sorely lacking.  Spending time with the child, in “their world” is quite illuminating, and will provide critical information about how best, we as teachers, can understand and support that child in school.

 • Respect diversity in children, families, and colleagues:  It is important to recognize diversity as the potential strength that it is; a deepening of the resources available to a community and society as a whole.  Diversity makes for a much healthier gene pool on many levels.

Reference:

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

Casey Family Programs' Early Learning Symposium: Featuring a Presentation by Jack P. Shonkoff, M.D.

In our EDUC 6005 class, my colleagues and I recently viewed a resource where one of the presenters, Renatta Marie Cooper, M.A. talked about how she uses resources to enhance her understanding of early childhood studies and fortify her performance as an early childhood professional.  Renatta points out that as we read resources of interest, we should always take a look at the reference list at the end of the paper, and look up some of those references and the people who generated them.   I am currently working on the APP6 class assignment and  am focusing on works done by Dr.  Jack Shonkoff.  After reading the two articles (Shonkoff, J. P., 2006) and (National Scientific Council on the Developing Child, 2004) I thought to myself...  Who exactly is Jack P. Shonkoff M.D.?  Because I like seeing a picture of the researchers I learn about, I decided to look Dr. Shonkoff up on the internet.  After only 3 minutes or so of browsing, I was rewarded by finding a wonderful presentation given by Dr. Shonkoff at the Early Learning Symposium, hosted by Casey Family Programs in Seattle, Washington.  I am thrilled to share with my colleagues this awesome source of information provided by Dr.  Jack P. Shonkoff. 
http://www.casey.org/Resources/Events/earlylearning/WA/default.htm