Websites
Significant issues related to the early childhood field can be found here.
Fostering Learning during Early Childhood
Psychological science has shown that changing student mindsets (beliefs and attitudes about themselves, their feelings about school and their sense of social belonging) can motivate them to work harder, be more persistent and achieve more.
This can be achieved through creating a classroom and even schoolwide community of students who work together toward a common goal as a team. Character education is also another way to promote positive beliefs and attitudes in students. This will teach them to have positive feelings about school and feel that they belong.
Anti-bullying workshops and sessions with all students during the school day with grade level specific content is a good way to foster learning during Early Childhood and change student mindsets.
What specific strategies can you offer that will promote feelings of community within individual classrooms and schools as a whole? What anti-bullying strategies can you share for first grade and other early childhood levels?
Please click on the links below to learn more about Psychological Science that changes student mindsets.
https://www.dana.org/
http://www.learningandthebrain.com/brochures/sf2016.pdf
http://www.learningandthebrain.com/Event-328/Shaping-Student-Mindsets/Program
My blog address: http://www.teachersfirst.com/hp.cfm?id=41300
Attachment/relationships
My mother and father played the most meaningful roles in my life because they are the ones who taught me discipline and love. They also helped me to learn a lot of things before I ever entered school. They taught me things academically as well as socially and morally. "Researchers have found that children who excel in social situations as young adults, had mothers who provided an enduring secure base and a positive model for intimate relationships within the family, and fathers who had provided exciting play and interactive challenges. There seem to be two separate attachment roles for two separate but equally significant functions - one attachment role is to provide love and security, and the other attachment role is to engage in exciting and challenging experiences" (p. Newland & Coyl, 2010).
"Somewhere between 9 and 12 months, infants develop a behavioral system to maintain proximity to their mothers; they prefer mother to other caretakers and react to strangers with fear or avoidance" (p. Cowan & Cowan, 2007). One of the most important things that my mother did for me as a child was that she bought me a small tape player with tapes to go along with it that told me stories and taught me a lot of songs. At the end of every story, there was a moral that taught me life lessons. I also had books to go along with some of the tapes that helped me to learn to read.
I always felt safe and loved. My parents went to church and took my brother and me to church. There was never any fighting at my house. It was very stable. I knew that my mom was going to be at home waiting on me every day when I got off of the bus and I knew that my daddy was coming home every evening when he got off of work. "In families where there are two people raising children, one parent is the highest ranking attachment figure for providing an enduring secure base and haven of safety in times of distress, and the other parent is the highest ranking attachment figure for providing exploration and excitement when times are favorable - different roles but equally significant. There will be varying degrees of overlap between these two attachment roles, but each parent will usually provide mostly one or the other type of attachment relationship. The roles may be influenced by gender, but are not likely to be gender specific" (p., Newland & Coyl, 2010).
My parents always helped me with my homework. They met all of my needs. They also taught my brother and me that things aren't free in life. They made us work for the big things we got. For example, we pooled our money together that we earned for working to buy our computer, our four wheeler, and our pool. We learned responsibility at an early age.
Because of this stable environment where all of our needs were met and there was absolutely no abuse or neglect, our development was normal. Everyone always said that I was far advanced beyond my years with the things that I could do. I was developmentally above the others in my age group as far as academics and being able to do things.
In order to gain a deeper understanding of how relationships impact early childhood development, I researched the article entitled, The Origins of Attachment Theory: John Bowlby and Mary Ainsworth. Attachment theory is based on the joint work of John Bowlby (1907-1991) and Mary Salter Ainsworth (1913- ). Its developmental history begins in the 1930s, with Bowlby's growing interest in the link between maternal loss or deprivation and later personality development and with Ainsworth's interest in security theory. Although Bowlby's and Ainsworth's collaboration began in 1950, it entered its most creative phase much later, after Bowlby had formulated an initial blueprint of attachment theory, drawing on ethology, control systems theory, and psychoanalytic thinking, and after Ainsworth had visited Uganda, where she conducted the first empirical study of infant/mother attachment patterns. This article summarizes Bowlby's and Ainsworth's separate and joint contributions to attachment theory but also touches on other theorists and researchers whose work influenced them or was influenced by them. The article then highlights some of the major new fronts along which attachment theory is currently advancing. The article ends with some speculations on the future potential of the theory.
"Bowlby's major conclusion, grounded in the available empirical evidence, was that to grow up mentally healthy the infant and young child should experience a warm, intimate, and continuous relationship with his mother (or permanent mother substitute) in which both find satisfaction and enjoyment" (p., Bretherton, 1992). This statement alone sums up my first few paragraphs and broadens and deepens my understanding of attachment.
Some questions that I have are: What happens to children when the opposite of my experience takes place? How do we fix the problems that may arise? Is there any way to restore these relationships or create them once the time for the relationships to build has passed?
References
Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 28(5), 759-775. http://doi.org/10.1037//0012-1649.28.5.759
Cowan, P. A., & Cowan, C. P. (2007). Attachment theory: Seven unresolved issues and questions for future research. Research in Human Development, 4(3-4), 181-201.
Retrieved from the Walden Library databases.
Newland, L. A., & Coyl, D. D. (2010). Fathers' role as attachment figures: An interview with Sir Richard Bowlby. Early Child Development and Care, 180(1-2), 25-32.
Retrieved from the Walden Library databases.
Introduction
I obtained my Master's and Specialist Degrees from Walden University and had a wonderful experience. I am now hoping to have that same experience while obtaining a doctorate degree.
As an early childhood professional, I see the profession as a phenomenal opportunity to mold and shape children into individuals that have a deep passion for learning. I really have a chance to make the world a better place. One of the most important changes is beginning to recognize where equity and social justice lies. It may be hard and it may take a while, but it will happen (Laureate Education, Inc., 2013). I also believe that working with young children can be compared with building a bridge. You don't just start at one side and build all the way across. That doesn't work. However, you start building on one side and start building on the other side. Then, you meet in the middle (Clouder, 2012). Have you ever thought of education in this way?
I agree wholeheartedly with the perspectives in the article Ten Pillars of a Good Childhood: a Finnish Perspective. Children need safe places to live and learn, and access to health care. They need adequate clothing and nutritious food. They must have strong families and consistent, loving caregivers. Children need social interactions and friendships along with creative play and physical activity. Young children should be taught to show an appreciation and stewardship of the natural environment. It is very important for children who are in their early childhood stages to be able to show creative expression through music, dance, drama, and the other arts. The only way to ensure that a child is being educated correctly is to be certain that the education provided develops the full capacities of the child including cognitive, physical, social, emotional, and ethical education. Children should be involved in supportive, nurturing, child-friendly communities (Association for Childhood Education International, 2011). I strive to develop a sense of community within my classroom. I want them to feel at home and feel that they are a part of the community. What ideas/strategies do you have that will help create a sense of community in the classroom? I want my students to be confident of the fact that their unique ideas and feelings have a special place. The love and nurture that I show them will determine whether or not they learn to their fullest potentials.
I am also a firm believer that children should continuously grow in their independence and decision making abilities. That is one reason why I teach literacy centers using a choice board. Children get to make decisions about which type of activity they want to engage in and decide which order to complete those activities. There has to be some discipline in their decisions as well because they know that paperwork must be completed before playing games.
It is important for me to understand the stages of development in order to decide what is age appropriate for my students. I don't want to have expectations that are unreachable and yet, I don't want to set my expectations too low. So, having a deeper understanding about child development will help me continue to make the best decisions possible for my students.
References
Association for Childhood Education International. (2011a). The decade for childhood 2012-2022. Retrieved from http://www.acei.org/acei-news/decade-for-childhood-initiative-highlights-childrens-rights
Clouder, C. [Bowen, D.] (2012). Clouder at ACEI Global Summit on Childhood [Video file]. Retrieved from http://www.youtube.com/watch?v=-7r-idxHixo&feature=youtu.be
Laureate Education, Inc. (Executive Producer). (2013h). Introduction to global perspectives on development and learning. [Video]. Baltimore, MD: Author.
"Wonder of Children"
https://wonderofchildren.wordpress.com/
I discussed the first day of school. It's a time filled with anticipation and joy, as well as a bit of untethered energy. I learned to capture and channel that energy by building community but also with a careful eye on my long and short-term goals - your rock and hopes.
I always understood that short term, the primary goals are to build a sense of belonging and significance, while learning routines and having some fun, but I didn't realize the long term part. I have found that I have the whole year to dive into content. I have always tried to start off too quickly. Through this blog and communication, I learned to start off slow and get to know the students and allow them to get to know each other. In this way, I will know what aspirations that each person in the community holds.
With an understanding of child development and the mission of my school, I will be able to articulate my own philosophy, ideas and hopes for the school year. I plan to be realistic, but raise the bar.
What sorts of things to do you plan to do to create a community in your classroom this coming year? Can you learn their names and something significant about each one by day 7? Can you contact each parent and welcome their child to your class by day 10? These are both great ways to start to build a community in your classroom. Don't forget to play outside and plan fun games and activities for your students.