Thoughts

Quotes

“Everything in me was called on to teach!”

Louise Derman Sparks,professor (Laureate, Inc.,n.d.).

This is my favorite quote from the interview, The passion for early childhood Education. I believe that it is just the most beautiful thing a teacher could feel and say.

I completely identify with Renatta M. Cooper, Program Specialist, when she said: “What keeps me engaged is that we’re not there yet; we’ve got a long way to learn. Until we achieve these goals, I’ll keep going” (Laureate, Inc.,n.d.).

I feel that I have a long way to go, too, and that my journey has just begun.

When asked about her primary goal of the Tools of the Mind program, Dr. Bodrova said:

" Our intention was to teach children and change the way they are acting but now we’re changing the way teachers are acting, and we are seeing the very nice by-products: teachers are becoming less stressed out and happy teachers” (The Science network, 2010).

Excerpts

This excerpt is from the article: Developing Self-Regulation in Kindergarten: Can We Keep All the Crickets in the Basket? By:Elena Bodrova and Deborah J. Leong (2008):

Addressing gaps in knowledge and skills alone cannot guarantee success in learning for all children; we must also address the development of self-regulation as the underlying skill that makes learning possible. Kindergarten classrooms present an important opportunity to influence self-regulation in young children. In fact, for many children, school becomes the first and only place where they can learn to regulate themselves. Thus, instruction in self-regulation in the early years deserves the same, if not more, attention as the instruction in academic subjects.(p.2)

I would like to share another excerpt from the article Early Childhood Inclusion. In defining early childhood inclusion,in which Dr. Virginia Buysse was the lead writer:

The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.(p.2)

References

Bodrova,E., & Leong, D. (2008). Developing self-regulation in kindergarten: can we keep all the crickets in the basket?. Young Children, 63(2),
56-58. Retrieved from http://www.naeyc.org/files/yc/file/200803/BTJ_Primary_Interest.pdf

Bodrova, E., & Leong, D. (2008). Developing self-regulation in kindergarten: can we keep all the crickets in the basket?. Young Children, 63(2), 56-58. Retrieved from http://www.naeyc.org/files/yc/file/200803/BTJ_Primary_Interest.pdf

The Science Network. (Producer). (2010). Ultimate block party and the science of educating [Video Webcast]. Retrieved from http://thesciencenetwork.org/programs/ultimate-block-party-the-arts-and-sciences-of-play/elena-bodrova

DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child

Laureate-Media, Inc. (Producer). (n.d). [Video webcast]. The passion for early childhood Education. Retrieved From:
http://www.waldenu.edu/50217.htm