Thank You!

I would like to say thank you to all my collages for all the wonderful stories and information that you have shared through out this course.

I would also like to wish you all the best of luck in your careers and in your future classes.

Five Stages of Team Development

I believe that high performing group are the hardest to leave because they are very well organized and they will get the work or project done on time. I have always enjoyed being part of a group with the clearest established norms because everyone will know what their part is and they will be able to work as a team.

I haven't worked on projects in a lot of  group environments so for me I think that when it comes to ending or closing a project I would like to see everyone in the group tell each other great job and how they felt working with each other.

Conflict Resolution Skills

I have dealt with conflict through out my years in the Early Childhood field with other teachers and I have always had to fight and stand my ground when it came to other professionals who wanted to bring me down and hurt me. A couple of years ago I was working at a daycare/preschool and the other teacher that I worked with was rude and mean to me every chance she got. She would talk bad about me to the parents and was not a team player. I was very tired of her attitude towards me and when I would confront her about it she would just walk away and tell me that she didn't care what I thought. So after about 8 months I decided to quit the job and go somewhere else. I would have stayed if the management team would have worked with me but I decided that if I wanted to be happy to go to work everyday I would have to make the change myself.

I have learned that there will always be people who think that they are better than you and that you are always wrong and that they are always right, but that is not true and I don't bother with those people anymore. If you let them upset you than you are giving them what they want and they win. If you ignore them and don't let them change you to what they want, then and only then will you win and they lose.

Who Am I as a Communicator?

The one thing that surprised me the most about myself as a communicator is that others think that I am a confident person who doesn't get scared when I have to speak at meetings or in front of groups of people. The truth is that I get very scared and I try very hard to hide it. I guess I do that well because they could not tell. I have always had a hard time being in the spot light, even as a child.

I learned this week that it is important to be a good or great communicator when talking with parents, children and/or co-workers. It is very important to have good communication skills when dealing with others in your private life as well as your professional life.

Communicating With Others

When I communicate with people there is a difference in the way I talk or act. If I am talking to my family, and my friends.  I am able to relax and act silly, laugh, or just cry and get angry if I need too. My family and friends understand me and will forgive me if I get ahead of myself and get a little crazy. That's what family and friends are for.

When I am at work I am refined, professional, and calm. I do communicate with my co-workers and my boss with the up-most respect and as professional as I can. So to answer the question, yes, I do communicate with my family and friends differently then I do at work or with others that are not part of my personal life. 

I believe that everyone communicates with different groups of people in different ways. It's only natural. You wouldn't act the same with your family and friends as you would with your co-workers or your boss, would you?

Communication Skills

On the show "Castle" I think that the characters have a wonderful relationship with each other. They have a mutual respect for each other and they are very close with each other. They"re feelings and expressions for each other are based on several nonverbal skills that I observed. The way they look at each other, the way their body language is when they are near each other, and the smiles that they give each other told me that they were very close with each other and they were friends.

When I watched the show with the sound turned off I still got the same vibe as I did with the sound on. Even though I could not hear what they were saying the characters nonverbal language was speaking loud and clean to me. They are all friends and they have a great deal of respect for each other.

Competent Communication

 

 

Susan Harrington

Current

• Vice President at Arlington Friends of the Drama
• Membership Director at Eastern Massachusetts Association of Community Theatres

 Websites

• EMACT
• Foundation for Children's Book
• Toastmasters International

Susan Harrington

PROFESSIONAL PROFILE

I am a former classroom teacher in the public school classroom setting. I actively participate in the activities of two area children’s literature organizations.

EXPERIENCE

Able to provide instruction to various grade levels
Integrated multiple teaching styles
Stimulated classroom instruction through varied forms of media and instructional materials
Extensive background in children’s literature
Customized several Internet classroom projects
TASKS & DUTIES

Adapted teaching methods and instructional materials to meet students' varying needs and interests.
Administered standardized ability and achievement tests and interpret results to determine student strengths and areas of need.
Attended professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Attended staff meetings and served on committees, as required.
Collaborated teachers and administrators in the development, evaluation, and revision of school programs.
Conferred with other staff members to plan and schedule lessons,following approved curricula.

EXPERIENCES & ACTIVITIES

CLNE Colloquy participant and former summer institute participant and discussion group leader
WGBY/57 NTTI participant & Master Teacher, WGBY/57 2001 Technology in Education Award
Japan Fulbright Memorial Teacher participant 2001
Fitchburg State College adjunct faculty

Specialties

Participated in several Global School Network projects:
Post Card Geography
Classroom Forest
Webster Williston's Wandering Bear
WGBY Master Teacher
Recipient of the NTTI/WGBY/57 Technology in Education Award
Fulbright Memorial Teacher Fund participant 2001
MIT Sea Grant Award recipient
Eastern Massachusetts Association of Community Theatre board member
Member of Toastmasters International
Flat Stanley Project participant

 I would model my own communication behaviors after this person because she is an inspiration to me. She started out as a teacher and because of her hard work and dedication to children and families she is able to speak at conferences and do all the wonderful things to help children and families that I would like to be able to do. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

Professional Hopes and Goals

The one hope that I would have when I think about working with children and families who come from diverse backgrounds is that they are welcomed and happy to be in their new environment. I hope that they get the same opportunities as every one who is from this country and that these families and children will always embrace there differences with confidence and smiles.

The one goal that I would like to set for the early childhood field that is related to the issues of diversity, equity, and social justice is that there is more training on tolerance for teachers in the early childhood field so that everyone (families, children, and co-workers) can be treated with the respect and love they deserve.

I would like to thank my colleagues for all the wonderful new information that I have learned through out this course. I would like to wish everyone Good Luck on their careers and on their education.

Welcoming Families From Around the World

The family that I would be welcoming into my childcare is from Russia.

The five ways that I would prepare myself to be culturally responsive is to:

1. Learn how many members are in the family and do they speak English.
2. To learn what childcare schools are like in Russia and if the child or children were in a childcare facility in Russia.
3. I would try to learn some of the cultural differences.
4. I would learn about the country Russia itself so I can talk to them about their home country and be able to ask the appropriate questions.
5. I would also try to learn a few words in their language, just incase the child or children don't speak English.

I think that with these preparations it will help and benefit me and the family by making them feel more comfortable in a new country and it will make the child or children feel more comfortable in a new school. I also believe that when you learn about a new family and where they are coming from it makes them feel wanted and if you ask question it will make them feel happy, because everyone likes to talk about their home and their family.

The Personal Side of Bias, Prejudice and Oppression

The memory that I have of an incident when I experienced prejudice was when I was in high school and a boy in my class thought that Jewish people were workers for the devil and that we had horns that would come out of our heads at night. When he said this to me I was shocked and I asked him who told him that. He said his parents did. Of course I told him that his parents were wrong and stupid and that he was stupid for believing them. I was very mad and hurt by what he said and I remember being very angry for awhile afterwards. It was a long time before I told any new people that I meant that I was Jewish.

This particular prejudice had nothing to do with equity. I still had my friends and they stood by me when this happened and did everything they could to make me feel better.

The feelings that this incident brought up for me were anger, confused, sad and alone. It was the first time I had ever dealt with something like that and I didn't know how to respond. I was 16 years old and like most teenagers I yelled first and felt later.

I think that if we would have had a class about tolerance and acceptance, I think that I would not have had to deal with that kind of ignorance if a class  like that was mandatory in my school.

Practicing Awarness of Microaggressions

I  have not observed any microaggressions this week, but I have seen discrimination microaggressions in the past. I have seen teachers that are lazy and don't want to do a lot of work get away with it and I have seen other teachers who are hard workers and give 110% of themselves everyday get in trouble if something goes wrong. I believe that sometimes the management team at the childcare school I work at find it easier to demand more from the teachers that are hard workers than it is to fix and re-train or fire the teachers that do the bare minimal everyday. I don't think it is fair and I know that for myself and the other teachers who put in the time, work and effort everyday get upset when it happens.

I think as a professional in the early childhood field it is important to no what is excepted of you everyday and if you can not perform and do the job right then I think you should not be allowed to stay and the job should be given to someone who wants it.

Perspectives on Diversity and Culture

Culture is the upbringing that is instilled in a person stemmed in their nationality which is a part of a persons heritage.

Diversity is many different nationalities and cultures living in the same region and are able to live side by side in a free society.

Thinking about other people's definitions of culture and diversity influenced my own thinking about these topics by making me realize that every bodies definition was similar in one way or another. I agree with what my colleagues and friends said and that my own definition of culture and diversity was very similar as theirs.

My Family Culture

The three items I would choose to take with me are:

1. photo album: filled with family pictures
2. candle sticks: silver family Shabbat candle sticks
3. heart locket: a gold heart locket

I would tell people that each of these items is important to me because they all represents my family and my family culture. The photo album is filled with family pictures. The Shabbat candle sticks were my great-great-great grandmothers and now they belong to me. The heart locket was my great grandmothers and now it's mine.

If I was told that I could only keep one of the items and had to give up the other two I would be very upset and have a really hard time with that. I don't think I would be able to give up any of these items. These are the only things that I have from my family and I will never be able to part with them.

After doing this exercise I have learned that I am very proud of my family and my family culture. I would do anything to keep the traditions and I will always make sure that my children will grow up with the same traditions and culture that I did. A persons family culture is very important and all cultures should be celebrated and shared with others.

When I think of Research.....

The insights that I have gained about research from taking this course is that it takes a lot more to create and have a successful research project then I could have ever thought. I have learned about all the different parts of a research project and how important it is as a researcher to know how to get the information you might need the right way.

I have learned that planning and designing is very important. When a researcher is planning and designing a research project it is very important to know exactly what your research project will be, how your research project will be conducted, who will participant, and where are you going to get your information or answers.

There have been a few challenges during this course and it has been hard for me to understand some of the terms, but I know with some practice I will be able to over come these challenges and conduct a successful research project.

 I would like to thank my colleagues for their support and all the new information and ideas they shared throughout this course. I would like to wish all of you the best of luck in all your classes and careers.

Research Around the World

Current International Research Topics are:

• ECA is on the move
• Long  Day Care Professional Development Programs
• Senate Inquiry Public Hearing
• National Regulations to change in June
• Review of the NQF announced

Early Childhood Australia

...voice for young children since 1938

Early Childhood Australia is the peak early childhood advocacy organisation, acting in the interests of young children, their families and those in the early childhood field.
OUR VISION: Every young child is thriving and learning
'Our role in achieving this vision is to be an effective advocate for young children and a champion for quality outcomes in early childhood education and care'
Find out more about Early Childhood Australia's role in the early childhood field by clicking on a topic below.

          

• ECA Reconciliation Action Plan
• About Early Childhood Australia
• Early Childhood Australia Biennial Conference
• ECA Strategic Directions
• Early Childhood Australia structure
• National Council
• National Board of Directors
• Publications Committee
• Design and publishing service
• Early Childhood Australia state branches
• ECA life members
• National Office
• Quality assurance guidelines
• Supporting Best Practice quality assurance
• Annual reports
• Early Childhood Australia Constitution
• National Children's Services Forum

  Background to the flexibility project

  Early Childhood Australia is currently conduct research on flexible practices and patterns across the early childhood sector, funded through the Australian Government’s Child Care Flexibility Fund.
  The intention of the project is to complement the range of Child Care Flexibility Trials which are being funded by the Australian Government and are being evaluated by the Australian Institute of Family Studies.
  The project will identify innovative flexible practices being delivered by the early childhood sector, examine how flexible services operate and function and identify barriers restricting current operators being able to increase flexibility for families.
  The project will also assist the sector to learn from the implementation of flexible practices at other services.
  

  What is flexibility in early childhood services?

  Flexibility in early childhood education and care services refers to anything that meets the needs of families. This may involve a whole range of things including, but not limited to:
  
  •  non-standard hours
  •  flexible sessions and enrolment
  • working in combination with other services
  • flexible location or service delivery

  The interests of children and flexibility

  As ECA progresses with the project we are placing the flexible practices in the context  of the interests of children. We will be asking the question posed by the OECD in Starting strong II: Early childhood education and care, ‘Are services flexible, yet suited to the needs of young children (not merely “slot” services but environments where children are cared for by trained professionals able to offer a sustained developmental program?’ (OECD, 2006, p. 77)

 

 

 

 

Resource:

http://www.earlychildhoodaustralia.org.au/

 

---

Research that Benefits Children and Families-Uplifting Stories

I would choose the topic of Children with disabilities to research. I believe that it is very important for children and their families with disabilities to be able to get the same education and care that children without disabilities get. the National Center for Learning Disabilities/NCLD have been researching this topic and have been helping  children and their families since the 1990's.

I think that this is important because children with disabilities need to help they deserve and it is important to know how to help them and how to make things available to them and their families. I also believe that research would benefit the early childhood field be helping and informing professional educators with all the information that they would need to be able to help these children and their families in their schools, daycares, and communities.

My Personal Research Journey

The topic that I chose for the simulation is the gender role in play for boys and girls. I chose this topic because I have seen as a professional parents, fathers in particular get very worried when they see their sons playing house or dress-up with the girls in the classroom. The children in my classroom now are 1-1 1/2 years old and in my past classrooms the children were 2-3 years old. It always throws me for a loop when parents get upset when their children are not playing with the toys that they think they should be playing with. Society and the world is guilty of putting children in curtain gender roles and when it comes to play they are suppose to keep those gender roles. I DO NOT believe in gender roles for young children when they are playing. I think they should be able to express themselves equally and without judgment.

I found my research on this topic to be very exciting and interesting. It was very important to me to find out what other professionals in the Early Childhood field have to say about this topic. If anyone has any information about my topic please feel free to let me know.

Final Blog: Three Consequences

The three consequences of learning about the international early childhood field are:

1. Trying to make contact with someone in the early childhood field that lives in another country that you don't know. People are not always so inclined or open to returning phone calls or emails from strangers for other countries.
2. Trying to find and get information about early childhood centers in other countries. The people who work in those centers and schools don't want to give information to someone they don't know. And I really can not blame them for acting like that. I would probably be the same way.
3. Not being able to go to that country that you are trying to learn about and see for yourself what you are reading about in an article or an interview. Sometimes it is hard to picture what the situation or environment is like by just reading about it.

The one goal for the early childhood field that I have that is related to international awareness is to help end poverty for children and their families. Poverty is something that is global and no matter where you live everyone sees poverty in their community and in their state/country.

I also think that it is very important has a professional early childhood teacher to have good relations with my fellow peers. I would like to thank my peers here at Walden University for their wonderful blog posts and very useful information that they have provided through out this course.

Getting to Know Your International Contacts-Part 3

UNESCO's Early Childhood Care and Education:

Access and equity

© UNESCO/Rocky Roe
Vulnerable children need equal access

The 1990 Jomtien Declaration for Education for All stated that learning begins at birth. A decade later, the 2000 Dakar Framework for Action reaffirmed the importance of early childhood by including the development of early childhood care and education as the first of its six main goals.

Participating countries committed themselves to “expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.” Governments were particularly urged to expand equitable access to quality early childhood services underscoring the importance of instituting policy in favour of the poor.

Countries often promote alternative services for poor children with limited or no access to mainstream early childhood services which can be cost-effective and pedagogically innovative, but often raise concerns about sustainability and quality.  In cases where the government has limited resources, a pro-poor policy can redistribute resources by reducing state support for the more privileged.

Central governments must ensure an equitable distribution of resources among different populations and especially those who live in the most disadvantaged regions. This approach aims to expand access without creating serious regional inequities. However, where there is universal provision for a certain age group while the overall enrolment in other age groups is low, this policy can create inequity.

Today, UNESCO's message has never been more important. We must create holistic policies that are capable of addressing the social, environmental and economic dimensions of sustainable development. This new thinking on sustainable development reaffirms the founding principles of the Organization and enhances its role: In a globalized world with interconnected societies, intercultural dialogue is vital if we are to live together while acknowledging our diversity. In an uncertain world, the future of nations depends not only on their economic capital or natural resources, but on their collective ability to understand and anticipate changes in the environment - through education, scientific research and the sharing of knowledge. In an unstable world - marked by fledgling democratic movements, the emergence of new economic powers and societies weakened by multiple stress factors – the educational, scientific and cultural fabric of societies – along with respect for fundamental rights - guarantees their resilience and stability. In a connected world - with the emergence of the creative economy and knowledge societies, along with the dominance of the Internet, the full participation of everyone in the new global public space is a prerequisite for peace and development.

Website:
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

 

Sharing Web Resources

Child Care Aware® of America News

• April 11, 2014 |  Report
  NEW! Child Care Aware® of America Releases 2013 Annual Report
• April 9, 2014 |  Report
  NEW! April is a big month for children
• April 1, 2014 |  Resource
  Child Care Aware® of America Announces Winner of Leadership Award
• March 31, 2014 |  Resource
  Too Small to Fail’s Ann O’Leary to Speak at Child Care Aware® of America’s 2014 Symposium, Kicking Off Tomorrow
• March 26, 2014 |  Resource
  1K for Kids: Participate in Symposium from home!      

 

 

These are just some of the reports and resources that I found on the National Association of Child Care Resource & Referral Agencies

 

http://www.naccrra.org/

 

Child Care Aware® of America understands that preparing families to make the best child care choice is important. Preparing those caring for their children is equally important. Research overwhelmingly finds that provider training, retention, and compensation are the best indicators for child care quality. A well-trained child care workforce is needed to meet increasing demands.
We are dedicated to supporting prospective and current child care providers. Child Care Aware® of America has partnerships, programs, and resources that are designed to help child care providers learn more about how to start a child care business, sustain their child care business,  keep  informed on current legislation and policies affecting young children, continue professional development and have access to hundreds of fun, learning activities to do with children in their care.

The safety and well-being of children is a primary concern of child care providers. It takes a great deal of trust for parents to leave their children in child care, and when disasters occur, this trust takes on a new dimension. Child Care Aware® of America understands this and is leading the first-ever nationwide initiative to prepare child care programs for disasters. To help you ensure that children are safe, Child Care Aware® of America offers resources that you can use in planning for and recovering from any catastrophe that strikes. You may also be interested in the tools for helping children and families cope with the tragedy, as well as resources for recognizing early warning signs which may lead to youth violence.

I have not gotten a newsletter yet, but I did learn about how Child Care Aware of America is helping professionals and families to have better child care in their communities in every state in America.

I really enjoyed exploring this website and I would recommend it for other professionals in the Early Childhood field.
 

Getting to Know Your International Contacts-Part 2

I still have not heard back from anyone, so I went to Harvard University's "Global Children's Initiative" website.

The information that I explored was the article, "Studying the Effects of Global Adversity, Two Generations at a Time".  The article states that when humanitarian crises hit around the world, nongovernmental organizations rush into the fray, intensively focused on urgent survival needs, not necessarily on longer-term impacts that may take an even greater toll on the country and its citizens. Theresa Betancourt, a Center-affiliated faculty member who studies children in adversity and has worked alongside NGOs, wants to help them see that farther horizon: Combining short-term survival efforts with attention to children’s developmental needs only magnifies the long-range benefits for individuals and societies.

I also learned that NGO is studying both former child soldiers in Sierra Leone and children who's parents have or had HIV/AIDS in Rwanda in order to learn more about the global mental health of children.

I think that this website is a great resource and has wonderful information about global issues that need to be supported and taught.

Resource

Harvard University's "Global Children's Initiative" website
http://developingchild.harvard.edu/initiatives/global/

Sharing Web Resources

On the website, National Institute for Early Education Research, the section that seemed particularly relevant to my current professional development was on state programs. The website shows that in my state of Florida many state programs fall below standards. There are several early childhood programs that do not meet state standards and the children in these programs are barely passing or failing state tests in order for children to enter Kindergarten.

Enrollment growth in the early childhood programs here in the United States was very surprising to me. 23 states enrollment declined or remained the same in 2012. 17 states increased enrollment. I also learned that the total pre-K funding by states fell $548 million. State funding per child fell $442 to $3,841. I also learned that state funding per child declined in 27 of 40 states with programs.

The website adds to my understanding of how politicians support the early childhood field by informing me that NIEER is creating programs to increase the quality of VPK and pre-K programs.


Resource:
National Institute for Early Education Research
http://nieer.org/

Childhood Poverty in Romania

The country that I picked to learn more about the issue of childhood poverty is Romania. 

Poverty among children in this country has dropped over 30% since 2003, but children are still at a high risk. I learned that 75%  of poor children still live in the rural areas of the country.

A poor family in Romania live in the rural areas and are likely to have 4 or more children. A wealthy family live in the urban areas and have 0 or 1 child and are highly educated.

I also learned that Romania has a great problem with children being born into poverty and being left behind by their families, because of this Romania has a great problem with their orphanages. 150,000 children now live in orphanages.

Romania joined the European Union in 2007 and has improve the country in many ways. Joining the EU has helped the counties situation with human trafficking and with child abuse and has improve child care for children.

Resources:
UNICEF, Country Profil, 2010.
http://www.unicef.org/romania/overview.html

Encyclopedia of the Nations, Romania Poverty and wealth, Information about Poverty and wealth in Romania, 2014.
http://www.nationsencyclopedia.com/

Sharing Web Resources

 

The organization I selected is:

National Institute For Early Education Research

http://nieer.org/

 

Vision

Mission Statement

The National Institute for Early Education Research (NIEER) conducts and communicates research to support high-quality, effective early childhood education for all young children. Such education enhances their physical, cognitive, and social development, and subsequent success in school and later life.
The Institute offers independent, research-based advice and technical assistance to policymakers, journalists, researchers, and educators.
The Institute's research program aims to:

• Provide a vision of early education excellence in terms that are usable by policy makers and understandable to the general public
• Monitor and evaluate national and state progress toward early educational excellence
• Develop and analyze model legislation, standards, regulations and other policies required to improve quality and increase access to good preschool programs
• Explain the costs, outcomes and economic benefits of alternative policies

The Institute works with state and national policy makers and other organizations to:

• Collect, archive and disseminate information on the status of early education access and quality, exemplary practices and policies, and public opinion
• Develop research and communication strategies to fill gaps in knowledge and to effectively apply scientific knowledge to early education policy
• Commission new research and analysis to be carried out by Institute staff, visiting scholars and researchers at other institutions
• Create a rapid response capacity to provide the media with an independent, research-based perspective on breaking news
• Stimulate national and state discussions of early education policy
• Partner with other organizations to develop a coherent national research agenda and to deliver and publicize vital information about early education

Past and current supporters of research performed by NIEER include: The Pew Charitable Trusts, Carnegie Corporation of New York, The Fund for New Jersey, Geraldine R. Dodge Foundation, The David and Lucile Packard Foundation, The Prudential Foundation, The Schumann Fund for New Jersey, Smith Richardson Foundation, Tulsa Community Foundation, and the U.S. Department of Education's Office of Educational Research and Improvement (OERI).  NIEER also leads the Center on Enhancing Early Learning Outcomes (CEELO), one of 22 comprehensive centers funded by the U.S. Department of Education's Office of Elementary and Secondary Education to strengthen the capacity of State Education Agencies to lead sustained improvements in early learning opportunities and outcomes.
For more information about NIEER, contact:
Kirsty Clarke Brown, Policy and Communications Advisor
(732) 993-8051
kbrown@nieer.org
73 Easton Avenue

 

 

County profiles present snapshot of early childhood status

Kentucky Teacher

March 13, 2014

The Governor’s Office of Early Childhood (GOEC) released county-specific early childhood data profiles today aimed at highlighting barriers to school readiness. For the first time, these data profiles provide fuller data about every county in the state, thanks to results from a new kindergarten screener used in every school district last fall. The Early Childhood Profiles, produced by the Kentucky Center for Education and Workforce Statistics (KCEWS), are compiled to help community leaders, Community Early Childhood Councils and school districts with data to assist in developing local strategies for helping every child in their community arrive at kindergarten ready to do kindergarten work.
“Better preparing children for school has positive long-term effects on school achievement,” said Gov. Steve Beshear. “The Early Childhood Profile is a tool that can help communities assure that every child in the Commonwealth gets the best possible start in life.”

New Brunswick, NJ 08901-1879


 

 

Establishing Professional Contacts

I have not had very good luck in my attempt to establish communication with two professionals from another country. I have chosen the alternate assignment for Part 1.

Website: The Global Fund for Children: An organization which provides capital to communities worldwide to improve the lives of children.
http://www.globalfundforchildren.org/

For part 2, I chose the website: National Institute for Early Education Research
http://nieer.org/
(newsletter) http://nbcdi.org/suooort/sign-up-for-nbcdi-newsletters/

I picked this website because I have been on their site before and it has really good information about Early Childhood Education.

My Supports

The factors that support me in my daily life are my family and friends.

I believe that if my support system was gone I would not been in a career that I enjoy doing. I also believe that I would not be the person I am and I would not be as happy as I am.

I think the challenge I chose to image and the thoughts that I would have with regard to the support system I would want and need if I did not have the support system I have now, would be finding what I have now. I believe that the family you are born into and the friends you make through out your life are there for a reason. I believe that G-D has a master plan for all of us and I don't think that I would be able to find the same people in my life, if I lost the ones I have now. I am very thankful for them and wouldn't trade them for anything in the world.