Measuring or Assessing Children?!?

When it pertains to testing, measuring or assessing children I believe there needs to be balance. I do not disagree with these techniques because I do think there has to be a standard to which we have something to compare to. However what I disagree with is how much "weight" they actually hold. I do not think that we should retain children in grades do to failure to achieve a set standard. I feel as if these test or assessments should not be a "one size fits all" category and should assess all aspects of development to include social-emotional, physical, language, literacy and understanding of the worlds around them. This is also where labeling would play a significant role. Labeling has its pros and cons but I do believe that it is necessary. If we are aware as to where a child is then we could meet them and assess them on their level. This would then lead to better attention being paid to children and a more customized learning experience that could lead to more success. In England there is a national curriculum used by all state schools. Children work at different levels according to their ability and age. There are 4 key stages with national testing at the end of each. Children with special needs will be working below level one of the national curriculum and are assessed according to performance level. The awarding of a P level unlike he national curriculum is left to the professional judgement of staff who use knowledge of the child, context of learning, evidence gathered before a decision is made based on everyday activity and monitoring to make a "best-fit judgement". goodschoolguide.co.uk

Childhood and Stressors

Let me begin by saying I wouldn't trade my childhood for anything in the world. I give my past the credit for the woman, wife and mother that I am today. I will say as a child I pondered what it was like to be "normal" to not have "CHAOS". for me there was no set structure no routine that remained the same and no people that were always constant. I am the epitome of the "it takes a village" concept. From birth until 4th grade I lived in 9 different households, attended 6 different childcare centers and elementary schools and lived with multiple family members and caregivers. No house was the same, some apartments, one townhouse, and twon single family homes with many families in one. The rules that applied in one did not apply in the other, in some I was taken to school and picked up others I rode the bus. Some homes I was helped with homework and others it was left up to me. In some homes there was always an adult home with me and in others, well us children "watched" each other. My mother and father were not married, neither one was in every house I lived in and some occasions neither was there in the home at all physically. I was raised primarily by my father, my mother had a drug addiction for the majority of my childhood (fortunately for us this changed and we had a great relationship later) and I have had an aunt as my guardian since my birth. In some homes I was the only child in others there were up to 8 of us, CHAOS was my childhood to say the least. With this chaos, I attached to people as they attached to me. I had teachers that became outlets, they became my routine and sense of security. I have carried this attachment to my adulthood, one thing I do not do is take people for granted. If I find genuine, loyal, trustworthy people, they become my family and I will give them my all. I chose to use Haiti as the region I wanted to know more about concerning childhood and stressors. Upon my research I stumbled on "sexual assault" as a major benefactor to childhoos stress. In 2015 most of the 1,300 survivors of sexual violence who had been treated at one clinic run by Medecins Sans Frontieres, a medical charity in Haiti in the capital Port-au-Prince were younger than 25 and more than half of them were children (Maloney,2017). Most Haitians are said to be under the impressions that sexual abuse is an "American thing", sex is considered a taboo topic and often dismissed (Alcena,2016). This stressors can affect children in many ways, mentally it could lead to depression, social withdrawal and anxiety. Biosocially/Physically it could lead to children bodies not developing properly or parts of the body being damaged due to it being immature for intercourse. Cognitively children can behave aggressively have regulation difficulties and behavioral issues that cause them to not think and reason properly. Psychosocially sexual abuse can lead to a lack of confidence and insecurity. References: Alcena,B (2016, April 8). Hatian parenting: Between discipline and abuse. Woy Magazine. Moloney,A (2017, July 19). Sexual violence in Haiti is a public health problem: Charity Retrieved October 03,2020, from Reuters.com

Whattoexpect.com, Pregnancy and Birth traditions around the world, July 20,2015

3 Ideals that resonate with me from the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC) code of ethics.

NAEYC

I 1.1 To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.  (2005, April)

* This ideal relates to me professionally because it is the foundation for any educator and professional in the field. This code is the reason that I decided to enroll in school and obtain a master's degree in early childhood without even knowing it existed. As an educator that is starting to advance in my career I need to become knowledgeable about the field, growing concerns, changes and be able to effectively help find solutions.

I-2.2—To develop relationships of mutual trust and create partnerships with the families we serve.  (2005, April) 

* I believe that trust is the most valuable tool you can receive from a family. This trust has to be formed and begins with open communication, honesty, and the physical care children receive from professionals.

I-3A.3—To support co-workers in meeting their professional needs and in their professional development.  (2005, April)

* As an early childhood professional, I know that it is the work of a team. In my center I lead the professionals who interact with the children and families the most. It is a part of my position to train them and ensure that all professional standards are met.

DEC

Professional and Interpersonal Behavior

 2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work. (2000, August)

* This standard coincides with my feelings of holding oneself in the highest regard professionally and adhering to positive conduct that will effect the relationships with co-workers and families. Being a professional and providing excellent customer service are my top priority in my center. 
 

Enhancement of Children's Families Quality of Lives

 1. We shall demonstrate our respect and concern for children, families, colleagues, and others with whom we work, honoring their beliefs, values, customs, languages, and culture. (2000, August)
  

* This code resonates with me as a professional but more so as a person. Respect is a basic right that I believe all people should receive. As a professional we must be able to see differences and respect them it is a part of presenting professional behavior. I work at a center with families of very diverse backgrounds, cultures and religions due to us serving military families. With this being stated one must be open and respectful to everyone.

Responsive Family Centered Practice

 6.  We shall respect families’ rights to choose or refuse early childhood special education or related services. (2000, August)
  

* As a person I believe respect goes both ways from one individual to another and vice versa. Professionally I have had to still show respect for families when decisions were made that I did not agree with. Every family has a right to choose and sometimes as educators we may disagree with their decisions however we must still do our jobs with diligence and in a professional manner with respect the rights of families.

                                Work Cited

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from

http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from

http://www.dec-sped.org/

Course Resource Section from Walden Universities Foundations: Early Childhood Masters Class. Enhance what you know, Learn what you don't...

 Position Statements and Influential Practices

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://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf

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

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.

 Global Support for Children's Rights and Well-Being

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

World Forum Foundation

https://worldforumfoundation.org/about-us

Association for Childhood Education International

http://acei.org/

Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.

 3 Additional Resources of my choosing:

         https://www.kit.org/ - Kids Included Together

         lincs.ed.gov - Early Beginnings, Early literacy knowledge and instruction.

         www2.ed.gov - A guide for preschool teachers and child care and family providers.