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MY CHILDHOOD CONNECTIONS TO PLAY

           MY CHILDHOOD CONNECTION TO PLAY

As children growing up in the city of Detroit, Michigan I believe we had a great childhood, books to read, play cooking toys, and a guessing box full of small items. I and my sisters would play for hours; we would pretend to read to each other’s by looking at the pictures in a book. We would cook for our husband and children, I had eight, she had six children, and we had our own business (store) our families owned. I can’t remember all of my children names but each one of them had one, and I and my sister had a great time pretending.  Our feely box was magical, because everything we pulled out of it could talk, and told us a story.

Play energizes us and enlivens us. It eases our burdens. It renews our natural sense of optimism and opens us up to new possibilities.

Stuart Brown, MD
Contemporary American psychiatrist

Play is our brain's favorite way of learning.

Diane Ackerman
Contemporary American author

Reference

http://www.thestrong.org/about-play/play-quotes   Retrieved July 21, 2012

MY STRONGEST RELATIONSHIP ARE WITH MY FAMILY

RELATIONSHIP REFLECTION

                             RELATIONSHIP REFLECTION    

“Human relationships, and the effects of relationships, are the building blocks of healthy development” (Shonkoff & Phillips, 2000, p.4)

Relationship and partnerships are very important to me because I have come to realize you need one another to build solid foundation. Meaning tradition, morals, goals, and a greater outcome when partnerships work together, really who don’t want help. As a child growing up my mother had help with raising us from her sisters, sister-laws, and my grandmother. I can remember the family gathers, and all the wonderful smells during the holidays around my home. So when I was married we made vows to always communicate to one another, and deal with life problems together as a couple, and family. I and my husband partnered with our children teachers to support our children as they develop. We also partnered with our local church in the neighborhood center to be a committed family, and support the activity for youth. It was not always easy raising four teens at the same time, but because of the relationship with our children we made it through and we have four wonderful adult children. Due to the partnership I and my husband have, and the knowledge I have gain as an Early Childhood Professional, I have use my skills to support my children during their early years. As a family involve with their children, teacher, pastor, and other family members it has made a difference in our lives and our children lives.

“The family seems to be the most effective and economical system for fostering and sustaining the child’s development. Without family involvement, intervention is likely to be unsuccessful, and what few effects are achieved are likely to disappear once the intervention is discontinued.” (Bronfenbrenner, U. 1974)

I can truly say my parents, family, teachers, and managers who has made an impression on me, and that’s why I continue to build new relationship, which often turn into great lasting partnerships. Would you like some help developing a lasting relationship?

References

Weiss, H., Caspe, M., & Lopez, M. (2006). Family involvement makes a difference. Retrieved from http://www.hfrp.org/publications-resources/browse-our-publications/family-involvement-in-early-childhood-education

Halgunseth, L., Peterson, A., Stark, D., & Moodie, S. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. Retrieved from http://www.naeyc.org/files/naeyc/file/research/FamEngage.pdf

QUOTE FROM JEAN PIAGET

QUOTES FROM Jean Piaget

It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.
Jean Piaget


Scientific knowledge is in perpetual evolution; it finds itself changed from one day to the next.
Jean Piaget

Scientific thought, then, is not momentary; it is not a static instance; it is a process.
Jean Piaget

The current state of knowledge is a moment in history, changing just as rapidly as the state of knowledge in the past has ever changed and, in many instances, more rapidly.
Jean Piaget




The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.
Jean Piaget Bottom of Form

Reference

Retrieved April 21, 2012

http://www.brainyquote.com/quotes/authors/j/jean_piaget.html#ohsCBZS8z7ARiEBy.99

I do too believe we can learn a lot for those who work with children, and it starts from the beginning. In all areas of development we can learn something from the womb to birth to growth, and outside in the real world. Knowledge is and can be a great thing when applied, and things do change and we have to be ready for the change. As we all go forward in knowledge of goals, development, and growth in a field of Early Education let’s allow our self to help children and families as we go forward.

WHAT CAN BE EFFECTIVE FOR CHILD

WHAT CAN BE EFFECTIVENESS FOR CHILD

These of some of the sites I like, which deal with a child’s mind and the way they can become effective learning. Love PBS site, and the information on it about the different learners.

            Learning modalities, learning styles, or multiple intelligences - these word labels emphasize the different ways children and adults learn best. Just as a single shoe size doesn't fit everyone, neither does a single learning environment ensure learning for all. We come not only from differing localities, abilities, cultures, and home experiences, but we inherently have different learning modalities. In addition, we possess varying combinations of these learning modalities - it's not an all or none issue. Your own learning style affects your teaching and what you plan for and with children. (Hutinger, P.) I love this part the most because we do come from different areas, back grounds, and experiences. We have different learning styles, but we can all learn something. We can observer, keep notes, checklist to document children behaviors, and sort them according to Gardne’s multiple intelligences list. There are three categories including visual, motor, and auditory. Visual children tend to learn by watching and looking at pictures and may be easily distracted by movement and action in the classroom. Those who respond to motor/kinesthetic stimuli tend to be involved and active, would rather do than watch, and prefer 'hands on' projects. Auditory children tend to learn by being told, respond to verbal instructions, and may be easily distracted by noise. (Hutinger, P.)

 Howard Gardner refers to multiple intelligences as tools to use in teaching and learning. He suggests at least eight elements of multiple intelligences that provide finer distinctions among behaviors.

Linguistic/Language: learns by listening, reading, verbalizing, enjoys discussion, likes word games, books, and records, and remembers verses, lyrics, and trivia.

Logical/Mathematical: thinks conceptually, uses clear reasoning, looks for abstract patterns and relationships, likes experimenting and testing things, likes classifying and categorizing.

Musical: thinks in tones, learns through rhythm and melody, enjoys playing musical instruments, remembers songs, and notices nonverbal sounds in the environment.

Spatial: likes mazes and jigsaw puzzles, likes to draw and design things, likes to build models, and likes films, slides, videos, diagrams, maps, and charts.

Bodily kinesthetic: processes knowledge through bodily sensations, communicates through gestures, moves or fidgets while sitting, learns by touching and manipulating, likes role playing, creative movement, and physical activity, enjoys fixing and building things.

Interpersonal: understands and cares about people, is the social child, has lots of friends, and learns from cooperative learning experiences, and likes group games.

Intrapersonal: enjoys working independently, likes to be alone, appears to be self-motivated, and needs quiet space and time.

Naturalist: investigates, experiments, questions, and finds out about elements of science, the phenomena of the natural world, weather patterns, growing things, animals, conditions that change characteristics (water changes from liquid to solid when frozen).

Portfolio assessment, with individual and group products children produce over time, children's self reflections, photographs, project narratives, and your observational notes, provide the necessary material to analyze each child's progress in developmental and subject matter areas. Portfolios may be maintained as computer files, using scanned photographs and/or digital cameras to record what children do. Analyzing weekly sign-up sheets for various activities across time shows children's progress in writing their names. (Hutinger, P.)

We need to listen to their interaction, watch what they do when they are given choices, what do they resist or ignore, what do they like, and what do they do every day? Structure environment with learning centers, materials, and equipment, with a variety of learning opportunities. My son needed structure and organization to maintain his grades, while in school. (Hutinger, P.)

Learning Modalities: Pathways to Effective Learning - PBS

www.pbs.org/teachers/earlychildhood/articles/learningmodalities.htmlCached - Similar

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Learning Modalities: Pathways to Effective Learning ... word labels emphasize the different ways children and adults learn best. ...
THEIR BEAUTIFUL MINDS « Dr Hallowell

www.drhallowell.com/parenting/their-beautiful-minds/Cached

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... due, to follow a strengths-based paradigm as we understand children's minds, ... and strengths as well as the obstacles that get in the way of their developing. ... is the gradient upon which a student's mind and general worth gets measured. ...
"Train Up A Child In The Way He Should Go"

www.biblebb.com/files/ryle/parentsjc.htmCached - Similar

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For more than a century, J. C. Ryle was best known for his clear and lively writings on .... Now children's minds are cast in much the same mold as our own. ... Their ability to understand what we are teaching them is like the small opening ...

Did you know?

·         The U.S. high school graduation rate—which is about 70 percent of the age cohort—is now well behind countries like Denmark (96 percent) and Japan (93 percent)—and even Poland (92 percent) and Italy (79 percent).[i]

·         Only about a third of all high students graduate ready for college in the U.S. today, and the rates are much lower for poor and minority students. More than a third of all students who enter college must take remedial courses.[ii] While no hard data is readily available, it is estimated that 1 out of 2 students who start college never complete any kind of postsecondary degree.

·         Sixty-five percent of college professors report that what is taught in high school does not prepare students for college. One major reason is that the tests students must take in high school for state accountability purposes usually measure ninth- or tenth-grade level knowledge and skills. Being mostly multiple-choice assessments, they rarely ask students to explain their reasoning or to apply knowledge to new situations—skills that are critical for success in college—and so neither teachers nor students receive useful feedback about college readiness      References

·         Gardner, H., The Unschooled Mind. New York: BasicBooks. (1991)

·         Gardner, H., Multiple Intelligences. New York: BasicBooks. (1993)

·         Godt, P., Hutinger, P., Robinson, L., & Schneider, C., "A simple strategy to encourage emergent literacy in young children with disabilities." TEACHING Exceptional Children 32 (2) 38-44. (1999)

·         Hutinger, P., & Johanson, J., Software for Young Children. Assistive Technology for Young Children with Disabilities. Cambridge: Brookline Books. (1998)

·         Helm, J.H., Beneke, S., & Steinheimer, K. Windows on Learning. New York: Teachers College Press. (1998)

·         Katz, L.G., & Chard, S.C. Engaging Children's Minds: The Project Approach. Second Edition. Stamford, Connecticut: Ablex Publishing Corp. (2000)

·         NEAToday, "Extra? Extra? Interview with Howard Gardner," (March 1999)

·         The Global Achievement Gap

www.tonywagner.com/resources/the-global-achievement-gapCached

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[v]; In the 25-44 age group, the U.S. now ranks 10th among industrial nations in our ... Why do our schools—even the best ones—not teach and test them? ... and parents alike over the ways in which various skills were best taught, but there was no .... how very different the experience of schooling must be for our children.

EFFECTS OF STRESSORS in a CHILD

Effects of Stressors in a Child

We knew when she was 27; she had to tell my mother something very important. My oldest sister finely had the courage to tell our mother she was abused by some cousins. We realize then why she was so quiet all those early developmentally years, some of the family just thought she was just quite. I and my other sister thought she was just the quite one, and we always was loud, and had something to say. We did not know she had been silenced by secrets, of several unkind things which had happen to her as a 4year old. My sister must have hurt in silence for a long time before she could tell my mother, that along seems like she was in her own hell. She was able to tell once she turned 27years old, we don’t talk about what made her tell, but we let her know we are glade she told. We notice to that she would drink a lot as an adult, and never know why until she shared what had happen to her. The two people who hurt her are both dead, and it was something about them I never liked kin folks or not, I never felt safe when they were around our home, so how do you tell your parents something is not right with people. She was very withdrawn as a child, we never out going, and always wanted to stay at home. When she dated she would also make the guy take me along with them, and he would have to pay for both of our meals. I loved it, but I didn’t know she was hiding pain, and we as a family ask ourselves what we could have done to stay safe as children. My mother felt bad because it happen and she kept telling herself, “I never left you all alone for that reason.” I found out if sick individuals want to get you them have all kinds of way, and I’ve learn that since I been in the Early Childhood profession. My sister and the family have come a long way since 27. She has done very well for herself, and will be 50years old at the end of this year. She is still very quiet, and keeps to herself most of the time, but she venture out as much as she can.

 Berger states, “Yet more children die from accidents and deliberate abuse than from any other cause.” (Berger, 2009) pg 236

Let’s look at the poverty of the world; A beginning step in the prevention of child psychopathology is the identification of conditions associated with a disproportionately high incidence of behavior problems. Rutter and colleagues (British Journal of Psychiatry, 1975, 126, 493-509) have reported a dramatic increase in the probability of child adjustment difficulties as a function of multiple family stressors. However, few investigators have tested this association beginning in infancy. The present investigation examines this relationship at the ages of 1 and 2 with behavioral adjustment at age 3 among 100 low-income families. Broad support was found for the family adversity hypothesis, though sex differences were evident regarding individual correlates of problem behavior. Chronic Family Adversity and Early Child Behavior Problems: A Longitudinal Study of Low Income Families

Daniel S. Shaw^1,*, Joan I. Vondra², Katherine Dowdell Hommerding¹, Kate Keenan¹,

Marija Dunn²

Refence

Chronic family adversity and early child behavior problems: A longitudinal study of low income families

DS Shaw, JI Vondra… - Journal of Child …, 1994 - Wiley Online Library

Bergen, D., & Fromberg, D. P. (2009). Play and social interaction in middle childhood. Phi Delta Kappan, 90(6), 426–430.