RESOURCE CENTER FOR EARLY CHILDHOOD PRACTITIONERS.

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.

• 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 media segment 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/
    Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements
   

  • Selected Early Childhood Organizations

  • 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/
    
  • 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/
  • Additional Resources
  • Race to the top--Early learning challenge program                                                     http://www.ed.gov/program/race to the top
  • Center for evidence-based practice: young children with challenging behavior. http://www.challrging behavior
  • Rhode Island Early Learning Standards: A developmental continuum for Eight domains and Early Learning Goals.                                                                                     http://www.ride.ri,gov/els/pdfs/ELSDevContinuum.pdf

PROPERTIES OF EFFECTIVE LEARNING with the tender children.

Intentional Teachers are:                                                                           

• Caring & Committed
• Enthusiastic & Creative
• Respectful & Responsive
• Passionate & Patient
• Purposeful & Playful
• Focused & Flexible
• Aware & Accountable
• Informed & Effective
• Listening & Learning. 

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" The wonder of Children + the wonder of learning require wonderful Curriculum & Teaching"..
the joy of learning: effective curriculum & assessment for young children, pg 7 Sue Bredekamp, Ph D. National Center on Quality Teaching & Learning. 2011.





Historic Figure Lev Vygotsky ( 1896 - 1934)

The child begins to practice with respect to himself the same forms of behavior that others formerly practiced with respect to him” (1966, pp.39-40).

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Lev Semyonovich Vygotsky [1896-1934]. Some useful quotations from VYGOTSKY (1962; 1986; 1978). John Shotter,. Department of Communication,. University ...

Vygotsky & Play = The leading behaviour in children's development, "the preeminent educational activity of early childhood" Vygotsky, L.S 1977, Play and its role in the mental picture.  

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Lev Semyonovich Vygotsky [1896-1934]. Some useful quotations from VYGOTSKY (1962; 1986; 1978). John Shotter,. Department of Communication,. University ...

 With children, play is inseparable from learn

PRAISE'S PERSONAL CHILDHOOD WEB.

Meet Mum

Meet Dad.

I am in the center of this care web.

3 Generations. Mom, Me and my treasured Princess

Aunt Esther.

This page is specially dedicated to all who have contributed to making my childhood beautiful, thereby creating a balanced healthy adult. They actually are innumerable but I will want to concentrate on the top five which include:

Sweet Mama: She nurtured  me from the womb with proper nourishment to grow my body and my mind. She was always there for me in times of any difficult circumstance. I always remember once I was so ill and too fragile to hold my head up, mum would do anything to make me regain my health. While I stayed up all night unable to sleep, mum was unable to sleep. She said- " I love you so much I can't bear to see you this way"
.
Mum was a disciplinarian and she taught us(me) values of diligence, responsibility, respect, Love, and especially to seek peace. She did not buy us ice cream and sweets, she rather cooked healthy meals for us. 
I like that I could walk up to her and tell her about anything, in spite of how disciplined she was, she was able to balance and still gain our confidence. I grew up a confident amiable young lady because of her BOUNDARIES.


Dad: I would choose my dad all over again, if given the opportunity.  We were his treasure. Dad unlike mum was literate so he was involved and responsible for everything, school . Dad took me to parks, museum and zoo. He traveled with me to states in the country.

Dad was and still is a socialite and any child wants to be around him because he made you feel amazing.  He also had his side of discipline. The exposure dad opened me to gave me the impetus to venture into inter-tribal marriage which some people find difficult/impossible. I had Dad's support.

Aunty Esther Ben Enoch was very instrumental to the me that now is. I used to go to her house during the holidays and each time she is teaching me one thing or the other. She taught me cooking, home keeping, personal hygiene and personal fitness. Today, all of these characteristics are in my day to day life and very handy.

Subulade gave me a call this morning, we have been friends and neighbors since childhood. We attended separate schools but met everyday back at home. she inspired me to be polished as she went to a private school while I attended a public school. She made me feel special because she told everyone I was her best friend. She was also a very bright student and I am still very proud of her. I still have a friend in her today.

Lastly on this page is my near twin brother, Gboyega. He has been a very close confidant. I love him so very much. We have been everywhere together because of the close range of our birth. I remember when I was a fresh man undergraduate, he treated me like the most important thing on earth. He was very protective of me. I am unhappy I am unable to get a picture of him. The memory always gives me good feelings.

WHAT IS REAL?


Hey, Class,
I read a story online that can open our minds to the way a child and his toy reason. THE VELVETEEN RABBIT or HOW TOYS BECOME REAL. by Margery Williams, Doubleday & company, Inc, Garden city, New York.

It is a worry that we consistently think that we know what matters to the child; and most of the time, our assumptions are just very wrong selfish. The velveteen rabbit was a toy that became real to a boy in his nursery among other toys because it(the toy) wanted to be real.

In the same way, we can be real to the child if we ll just love that child enough.

"What is REAL?" asked the Rabbit one day, when they were lying side by side near the nursery fender, before Nana came to tidy the room. "Does it mean having things that buzz inside you and a stick-out handle?"
"Real isn't how you are made," said the Skin Horse. "It's a thing that happens to you. When a child loves you for a long, long time, not just to play with, but REALLY loves you, then you become Real."

...then one day, the nanny(Nana) talked derogatorily about the toy,

You must have your old Bunny!" she said. "Fancy all that fuss for a toy!"
The Boy sat up in bed and stretched out his hands.
"Give me my Bunny!" he said. "You mustn't say that. He isn't a toy. He's REAL!"
When the little Rabbit heard that he was happy, for he knew that what the Skin Horse had said was true at last. The nursery magic had happened to him, and he was a toy no longer. He was Real. The Boy himself had said it".

Our empathy is a tool we must employ if we must gain a child's confidence. Take the time to know what a child means when he says " It is Real"  Maria Montessori said " You cannot teach a child that you do not know"

This lovely handwork is Theody's second term class project. She feels totally terrific about her work. Though she is just 4, she takes pride in her efforts and celebrates it. She relates with it as her own Experience and expects me(or any other adult that is important to her) to celebrate her efforts, originality, creativity and give her credit for it. And that is why I chose it, I showed it to her when I posted it and she is so thrilled.

.                                        THEODORA'S 2nd TERM 2012 CLASS PROJECT

Nurture me, and I will grow...

welcome

Welcome to my new blog. LIFE GETS BETTER WITH LEARN, ALWAYS.

Everyone is saying it is entirely a new concept, I mean this whole blog thing. It is very strange to me, worst of all, I was not even a networking socialite in any form before now.

EVERYTHING in LIFE was once an IMPOSSIBILITY, A CHALLENGE, AN ELUSIVENESS...  name it.
However, LIFE gets better with LEARN. A fetus adjusted to the womb environment. A new born to it's new world. All the way, all kinds of learning takes place until we behold wonders in a CHILD.

LIFE AND LEARN always go together.

We would be something else @ the end of this program; courtesy WALDEN.
W E L C O M E  inspiring colleagues.