Children’s Day 2014: Treasure our Children

Children’s Day 2014: Treasure our Children

Figure 1 Arzucanaskin.com photo credit

       As many of us have experienced throughout our lifetimes, there are days internationally reserved to specific topics to draw awareness/advocacy or simply to honor a memory. Many days are highly publicized making them more popular than others, and many with their own right. We’ve recently celebrated Memorial Day and it’s a day I’m sure all can empathize with; whether you’ve known someone in the battle, were a part of it yourself, or was just touched by the actions and efforts of your fellow countrymen. It is certainly a day to be recognized and (one I personally think) should rightfully be done internationally.

       But there are other important observances that go unnoticed every year; they are under publicized, uncelebrated and go without any recognition and the sad part about it is that those days are usually those observed for the rights, well-being, and education of children. I couldn’t help but wonder if the reason for those aren’t because, on a larger scale (judging by the insights of a majority) children’s issues are ‘seemingly’ marginal or does it just truly reflect what we as human beings in today’s societies value; ourselves.

       On this past May 11 our nation, like others (whether before or after) celebrated Mother’s Day; another day rightfully observed for all the hard work, perseverance, and stress (just to name a few) that mothers (like myself!) go through. There were plenty of advertisements ‘reminding’ us of the observed day and the things we could do to either support mothers and their struggle or to celebrate others. But also observed in May that has already come to pass was Brothers & Sisters Day/ Baby Day on May 2 and while the International Day of Families did have some ‘clout’ I can’t help, but wonder once again if it isn’t due to the fact that once more, adults were involved rather than it just being a celebration of children.  Then again, as I have thought of this I’m sure someone else has already and thus; Children’s Day was born, to bring light to the most innocent part of humanity that is probably the most abused/neglected because of size and age.

      But unlike other highly publicized observances that usually call upon a need to show support through donations or gifts I simply urge others to make yourselves more aware of the issues that are plaguing our world and to resonate closer to home, our nation. Did you all know that there is still child labor happening in the U.S? I’m sure most of you have heard of those children who aren’t allowed to purchase or smoke tobacco, picking tobacco leaves for profits, either way check out the Human Rights Watch! Among us are many evils lurking that many of us, myself included, thought were long gone. Awareness is the key to put a stop to these injustices for our fellow peers, as has touched the case of those children and the unfortunate one of the seven year old who died after becoming ill in a school with no nurse, who may have been able to discern the seriousness of the situation. There are many different topics to choose from and while I can only encourage self-awareness, spreading the word is the only way to kill this disease plaguing our world and nation so that we may begin to ‘treasure our children’ sincerely. 

Technology; A Distraction for Some While Empowering Others

So as usual I decided to write about something that I've observed (what else is there to write about right?!), which is how media can be effective for some children while a distraction to others. I must say before I continue that I personally think that media and other technological resources are a great way to engage students and if done appropriately, to learn as well. My compliments to the Virgin Islands Department of Education for including technological materials within all classrooms, primary and secondary. I have come to learn the many different ways students can learn from these objects, as well as the benefits of their engagement through activities that include technological materials. Providing computers for the general use and research of assignments was a great way to include media resources to encourage creativity, as well as providing students was the most powerful resource of our time, the internet.
      But there are some students who aren't learning due to becoming distracted. I've witnessed in certain cases where students became distracted by other students who where allowed to use technological resources when they weren't. In that case in point students where working in groups which alternated the resources ( in this case iPads) because there wasn't enough to supply the whole class. In such cases it is understandable, but allowing students to use such resources for recreational purposes alone while others are still finishing their assignments can be a distraction. Children are more concentrated on the actions of their peers than that of the lesson or activity at hand. In such cases I would recommend placing children performing different actions ( like activities vs. lessons) within different room settings. A learning center within the classroom that is well structured so that students aren't able to view the actions of other children would be ideal. I realize that for many teachers this may be considered strenuous as they may have to move constantly to ensure students are committed to the tasks at hand, but this can also be encouraging for students dramatic play being out of the view of others they are more likely to act out more confidently without fear of persecution from their peers.
There are concerns about whether young children should have access to technology and screen media in early childhood programs. Those concerns have aroused with regards to obesity as many feel kids need more physical activities rather than screen media/ passive non interactive technology. To divert such findings experts recommend the amount of screen time for children under school age is one(4-5 years old) hour, children attending school or of the age are allotted two hours. The intent of these limitations are to defer the believed outcomes which include but aren't limited to;

• obesity
• irregular sleep patterns
• behavioral issues
• focus and attention problems
• decreased academic performance
• negative impacts on social and language engagement

Technology shouldn't be used for activities that aren't educational, progressive, developmentally appropriate or effective; nor as a means to replace physical/social activities or interaction.
Another issues revolves around equity/access to such materials and broadband internet remain unsolved  and in my personal opinion will remain unsolved until all educational institutions reach an educational consensus on appropriate materials, devices, and methodology or maybe the nation will find a way to reverse this recession and allow for more families to have an equal chance at affording such manipulative (which ever comes first I guess).
Despite many of the accolades education has received for taking the next step in education and including technology there are those who feel that it is unnecessary and that it is potentially harming more than helping. While I have already conveyed my personal feelings on the matter a report on learning from media use in America half of the parents that participated within the survey believed that their kids learned more. It is also reported that children spend up to 42 minutes a day watching educational television media; 5 minutes of educational content on mobile devices and three minutes of educational video games. While I'm sure that it may differ on a larger scale since this was a survey with a limited amount of participants and most home don't include all three resources as there are other resources available not listed. But I can say that I do personally concur with their findings; most children that I've seen within such instances aren't inclined to spend more than three to five minutes on an educational video game ,but when allotted others of a different variety they'll spend an hour or two dressing barbie. The same records also showed that children only read an average of forty minutes a day; 29 minutes with print, eight minutes with computers, and five using e-learning platforms. Regardless of those figures the finding where of the most importance. Parents found that the learning extended from the educational media through forms of questions, imaginative play, and projects related to knowledge gained.
Students need be afforded the opportunity to learn technological skills at early ages versus the latter. Just as books were a main source of literacy in our age (80's-90's), in this age it's pertinent for students to indulge in its uses for constructive means rather than just social. The Virgin Islands Next Generation Network (VINGN)  recently participated in and advocated for the literacy of  us ALL in technology through learning to code. Students who learn such skills are afforded the opportunity to create programs and apps rather than just being the perfect target for others who have manufactured that of the same caliber. VINGN is currently holding a cyber learning basic digital literacy course that is free to all USVI residents, I encourage all to attend, if for nothing else personal empowerment. In order for communities to be in unison with moving forward to the next steps of education we need to educate parents on what is educational and how to evaluate adequate materials and media resources such as apps/games. By doing this everyone is more confident about its usage and the educational value of the context.




NAEYC. (2012). Technology and interactive media as tools In Early Childhood Programs serving children from birth through eight. Retrieved on January 26, 2014 from http://issuu.com/naeyc/docs/ps_technology_issuu_may2012/1?e=2112065/2087657

Children's Corner; Poetry

Rathers

I know very well what I’d rather be
If I didn’t always have to be me!
I’d rather be an owl,
A downy feathered owl,
A wink-ity, blink-ity, yellow-eyed owl
In a hole in a hollow tree.
I’d take my dinner in chipmunk town,
And wouldn’t I gobble the field mice down,
If I were a wink-ity, blink-ity owl,
And didn’t always have to be me!

I know very well what I’d like to do
If I didn’t have to do what I do!
I’d go and be a woodpecker,
A rap-ity, tap-ity, red-headed woodpecker
In the top of a tall old tree.
And I’d never take a look
At a lesson or a book,
And I’d scold like a pirate on the sea,
If I only had to do what I like to do,
And didn’t always have to be me!

Or else I’d be an antelope,
A pronghorned antelope,
With lots of other antelope
Skimming like a cloud on a wire-grass plian.
A bounding, bouncing antelope,
You’d never get me back to my desk again!

Or I might be a puma,
A singe-colored puma,
A slinking, sly-foot puma
As fierce as fierce could be!
And I’d wait by the waterholes where antelope drink
In the cool of the morning
And I do
not
think
That ever any antelope could get away from me.

But if I were a hunter,
A red Indian hunter –
I’d like to be a hunter, –
I’d have a bow made of juniper wood
From a lightning-blasted tree,
And I’d creep and I’d creep on that puma asleep
A flint tipped arrow,
An eagle feathered arrow,
For a puma kills calves and a puma kills sheep,
And he’d never eat any more antelope
If he once met up with me!


Mary Austin

Source: Rathers, Famous Children Poem http://www.familyfriendpoems.com/poem/rathers-by-mary-austin#ixzz2rvOml177
Family Friend Poems

How to Deal with Challenging Behavior from Primary Students

How to deal with challenging behavior from primary students

Through observations and personal experiences I've gathered what I'm sure most teachers have already learned, some children can be difficult. While this range of difficulty can span across many different areas I do believe that it can all be controlled and deterred if done correctly. Situations that I've witnessed have led me to believe that dis-spite the child or the behavior they choose to display, there is a remedy to resolve all challenging behaviors. So, how do you deal with children who constantly disrupt activities and lessons by being loud and disruptive, 'being dramatic', physically and verbally abusive towards peers, and is plain out mean? Well, it honestly depends on the child and their situation, but there are a few points that many have seemed to find a consensus on that I intend to explore a little. I do however want to make it clear that I cannot say that I agree with all of the opinions stated ( truth be told I agree with all but one), I do understand the validity of them all in different situations that could appear.

Through my observations I've noted that many students' behaviors are challenging by means of aggression but through 'theatrics'. Many students seem to have a flair for drama, which really isn't appropriate during most lessons so it becomes disruptive. It is not my belief that these children are doing so as a 'call for attention' but that it is an innate sense of their being, its apart of their personalities. It is however my belief that by ignoring such antics whenever they may arise through a 'blind eye and a deaf ear' students will learn that it is inappropriate/unappreciated and such acts will diminish until times that are deemed appropriate for such behavior.

Does 'time out' really work anymore? Is it effective? Although time out is meant as a means of reflection ( one that I personally think works!) it can be hard for it to be used at it's full capacity/effectiveness within a classroom full of children (all of whom at times are partaking in different activities). I've observed that it can be 'adjusted to'; instead of students utilizing the time to reflect their actions, they simply watch their peers and 'plot' their next move. It seems the once overly effective time out may need a twist like providing a behavioral learning center where the student's visibility is blocked from his peers and is instead faced with materials that promote pro social behavior through books, video's, music, games and other materials of the like as a reminder of how things should change 'after' time out. The promotion of 'Pro social Behavior' with classroom has been quite effective (as noted within many resources) with deterring challenging/aggressive behavior from students. The focus of helping children learn to care, share, and assist each other and all behaviors alike are referred to as pro social behaviors. By being a good role model, providing positive feedback and reinforcement of such behaviors through provided opportunities (community service, literature,etc.) and conducting activities on multicultural principles that are unbiased, and by overall generally promoting the self esteems and images of individual students, all parents and teachers would be able to meet their goals.

I'm sure many of us have heard of or at least read about the kindergarten teacher in Tennessee who locks her students within a closet as a form of punishment/ time out. I personally think that it is absurd! Unfortunately, it appears that other than the parents of the little girl who was locked within the classroom, I am the only one who has conveyed such feelings. How could any school official knowingly allow such acts to take place on school grounds? Was there no where else to issue an effective time out or was there a lack of interest put forth in the gesture other than to intimidate students into compliance? It seems to me that members of the school in question, parents of the students, and community members alike should take more of an interest in what goes on within their educational institutions and the personnel that is choose to take care of the future.

A child's behavioral patterns are comprised of what is learned within different settings (school, home, extra curricular activities,etc.) These influences determine a child's behavior. Many assert that physical punishment is inappropriate by ALL MEANS; I don't. I agree that physical punishment (id abusive/overly aggressive) can be detrimental to any child, but I don't agree that the 'spanking' of any child, a light tap on the hand or buttocks, to assert “NO” is inappropriate in any form. Despite my own convictions, oppositions against 'spanking' make many valid points, many of which I agree with, if not all;

• Physical punishment is ineffective because it doesn't promote an alternative way of behavioral
• It actually models the aggression inferring that it's OK to use aggressive acts/behavior
• physical punishment can become an 'emotionally charged' situation where the aggressor is overly aggressive an can hit the child in a vulnerable place.

These kind of situations can ruin any relationship, parent-child/ teacher-student, for their sense of security is now gone. To prevent such situations when a case arises where all parties become 'excited' it is better to take personal time outs for all parties involved. As such all parties have time to assess the situation at a calmer level. This also models to students the steps that can be taken rather than turning to aggression.   

The Assessment and Placement of E.L.L students in the U.S Virgin Islands

Assessment and Placement of ELL’s In the U.S Virgin Islands

     ‘I once was blind, but now I see’ a quote I've heard within the forms of theater and music, but one that hadn't applied to me until this course began. As I previously noted within my blog post reflection I was one of the people within our society that stigmatized those of different nationalities (particularly Santo Domingo’s) wondering how is it possible to be born in an English speaking country and attend native English institutions without ever understanding English. I am now ashamed of my ignorant thoughts; I can’t believe that I had let such things blind me from the real issues and truths; it was the fault of our own governments and educational institutions. The only reason they are unable to comprehend and understand English fluently was because they were never accurately taught how to do so. Because of standardized testing and the high demand for better results from schools, many things fall through the cracks and bilingual programs have been a constant variable in the equation. It is my intent to illustrate the purposes and challenges met by teachers when assessing and placing students within bilingual programs and offer some solutions that may help to make the identification and transition smoother.
     
       Assessments, formative and summative, are pertinent in the placement of English Language Learner’s to ensure progression. Formative assessments ensure the appropriate selection of instructional strategies, while summative assessments are basically used as a test to ‘rate’ or ‘scale’ a student’s progression. Teachers depend on this performance based assessments to be able to assess a student’s understanding of skills and to determine initial placement within classrooms. Through visual observation as well as portfolios that illustrate the student’s progress teachers monitor student’s language acquisition/ proficiency. Student’s progression rates will vary due to environmental factors and social interaction through language, formally known as BICS (basic interpersonal communication skills).

       The most complex part of assessing a student for placement is using the results of said testing to create instruction. The report teachers receive, report of students overall level of acquisition, is most useful in this aspect. The scores for each domain are listed which makes it easier for teachers to plan instruction to best fit the needs of their students. This sheet should be upgraded by all staff members involved with the students learning so that all teachers are aware of progressions and can make the appropriate changes to meet those students needs academically to help them further progress. Teachers are expected to create differentiated assessments for students, and it is more than understandable for none of us are the same or two of a kind, but it is also a tedious job for an educator with students from different levels and nationalities within their care. Working with others (colleagues, conferring with parents) can prove to be rewarding for both teachers and students.
All teachers working alongside one another, ESL and mainstream, to create the assessments needed for incoming or returning students annually would elevate a lot of the stress involved within making those assessments. Creating assessments annually even though testing is done quarterly saves a lot of time, as well as having a team of teachers all specializing in different aspects contributing to the creation; it all equals a recipe for success. Through this strategy teachers are afforded more time for instruction, individualized or otherwise. Teachers are also giving better rounded assessments so in return the information received on their students is vast and accurate, giving them the ammunition needed to fuel their progression onto a pathway of success. Through this solution teachers are afforded an opportunity to help each other help the students, as well as themselves.

        Other ideas that help in developing differentiated assessments include familiarizing yourself with the state’s English language proficiency standards for your grade level, and only plan tasks for the levels of the students in your class. Keep all assessment tasks as simple as possible, while noting that students at level five or nearing there should be conducting tasks similar to that of natives. I also personally think that it would be effective for all school to utilize a supplemental grading report which reflects the progress make in each of the four domains; listening, speaking, reading, and writing. This is not something that I am aware of in our school within the territory but I think that it would be quite effective for students and parents would be able to identify target areas and work on them outside of the classroom to help reinforce skills learned.  Engaging a student is the best way to ensure participation and progression, by involving the community and the families within a student’s academic endeavors students are given three times the amount of support than they can ever receive in the classroom, as well as instruction from those who identify with them the most and those who know who they learn the best.

 References

Baralis, C. L. (2009). The long-term effects of a K-5 dual language program on middle school student academic achievement and biculturalism. (3405271, Hofstra University). ProQuest Dissertations and Theses, , 242-n/a. Retrieved from http://search.proquest.com/docview/231001355?accountid=32521.

Holloway, L. (2000, Oct 04). A challenge to bilingual programs in teaching English. New York Times. Retrieved from http://search.proquest.com/docview/431580464?accountid=32521
Brian, A. G., & Fabiano, L. (2007). Assessment and intervention for bilingual children with phonological disorders. ASHA Leader, 12(2), 6-7,26-27,31. Retrieved from
http://search.proquest.com/docview/218087462?accountid=32521

Syrja, Rachel Carrillo. How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. <Vbk: 9781118397077#page (35)>.

Cultural Diversity in the U. S Virgin Islands

Cultural Diversity in the U. S Virgin Islands

       America has always been the ideal location for immigrants because of our laws promoting equality, rights, and justice and its territories are no different since they are subject to the same laws. It is because of such, and our ideal location, that many immigrants also move to the U.S Virgin Islands seeking refuge from their native lands; and as such our Spanish speaking population is ever rising. With neighbors from Puerto Rico, Santo Domingo, and the Dominican Republic it was pertinent for our local schools to develop ESL programs to meet the needs of our growing population. There are many things, important information, which is needed in order to provide adequate and appropriate teaching and learning techniques that we, as teachers, can only learn from parents; student’s cultural emotional actions and responses, norms, values, and other customs. This information is significant when creating lesson plans, presentations/activities, and to facilitate an effective, progressive classroom. With the holiday season within it's prime time this is the perfect opportunity to utilize different activities to promote diverse cultures,  it is my intent to illustrate a series of presentations and activities that can be used within a classroom to promote cultural awareness among diversity.

1. Cultural Group Readings

The purpose of this activity is to familiarize students and parents with different cultures and languages active with the classroom/school.

The target group is Spanish speaking minorities

Students and parents are asked to bring a book from their native culture and one item that is a part of their culture. After reading there book within their native language students and parents are encouraged to tell us about their ‘show and tell’ item. Some questions asked may include, but aren’t limited to ‘why be it so important to you/ your culture? How where you introduced to this item? Other students and parents are encouraged to inquire as well.

Each presentation should last no longer than fifteen minutes. Participants will be notified ahead of time and will be asked to choose excerpts or chapters to read aloud.

All materials and resources used are personal items respective to the parities participating. A microphone and speaker should be present to ensure all participants are heard and to promote engagement.

2. Social Studies Activity

The purpose of this activity is to help familiarize students and parents with different cultures and languages present within the classroom and school, as well as to help them identify the different cultures geographically.

This activity is useful with all groups and minorities, but because of the complex diversity of Spanish speaking individuals within my community I feel it necessary to illustrate through such circumstances

Students and parents are asked to bring a map (small or printed out on paper) of the town or city that they are from natively. Students are also asked to bring pictures from their hometown of social hangouts, historical sites, landmarks, and other popular areas to help familiarize others of where they are from. Parents and students will be asked to identify their native homelands on a World map and a globe so students are able to locate it themselves. Then all participants are asked to make a collage using the items they’ve brought, to display within the classroom, which can later be used to reiterate instruction/information.

Presentation/activity target time is ten minutes or less

Participants are asked to bring most of their materials (pictures, maps, souvenirs, etc.). Other items needed include;

• Poster boards

• Glue

• Scissors

• Markers

• Computer with printer

• World map

• Globe

• Overhead projector (optional)

3. Social Learning Area

The purpose of this activity is to promote cultural awareness among students and parents about their peers; also to promote understanding between all parties of their native customs to ultimately empathize with all peers regardless of differences, culture or otherwise.

This activity is useful with all groups and minorities, but because of the complex diversity of Spanish speaking individuals within my community I feel it necessary to illustrate through such circumstances

Everyone is asked to bring personal items that may be considered respective to their culture to use within the learning areas (i.e. sombrero, wooden shoes, etc.).After identifying which items were brought by who and their use children and parents are encouraged to utilize objects that are ‘new’ to them, several objects. Through these actions and use of various materials it is believed that students will form a greater appreciation for culturally diverse people and their items; developing cultural awareness.

Participants are encouraged to engage within an activity until they’ve familiarized themselves will all items and interacted with others.

Materials sued are donated by parents and participating members of the community.

All activities listed where developed to promote three types of affective variables related to second language acquisition; self confidence, motivation, and low anxiety. Through these activities, and other engaging activities, it is hoped that students will be able to build an appropriate level of self confidence among their peers, as well as within the classroom to ensure progression. After familiarizing themselves with others and their different backgrounds and cultures, students are more at ease and motivated to participate within all activities. Our text states that learners who have self confidence and positive self image tend to be more successful, high motivated learners who outperform those with low motivation. It is with such information that I conclude, engaging students in learning is necessary across all areas and until that is embraced we will all continue the ‘uphill’ battle of dealing with challenging students.













References

Helm, J. H. (2008). Got Standards? Don’t Give Up on Engaged Learning! Young Children, 14-20.

Gronlund, G. (2007). Making early learning standards come alive: Connecting your practice and curriculum to state guidelines. St. Paul, MN: Redleaf Press.

Marotz, L. R., Allen, K., Developmental Profiles Pre - Birth through Adolescence, 7th edition Wadsworth Cengage Learning USA 2013

Syrja, Rachel Carrillo. How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. <Vbk: 9781118397077#page (35)>.

Children's Corner; Short Stories

Aesop's Fables - The Heron

A Heron was walking sedately along the bank of a stream, his eyes on the clear water, and his long neck and pointed bill ready to snap up a likely morsel for his breakfast. The clear water swarmed with fish, but Master Heron was hard to please that morning.

"No small fry for me," he said. "Such scanty fare is not fit for a Heron."

Now a fine young Perch swam near.

"No indeed," said the Heron. "I wouldn't even trouble to open my beak for anything like that!"

As the sun rose, the fish left the shallow water near the shore and swam below into the cool depths toward the middle. The Heron saw no more fish, and very glad was he at last to breakfast on a tiny Snail.

Do not be too hard to suit or you may have to be content with the worst or with nothing at all.

Copyright © 2011 House of Lore

Poems For Kids 

Children's Corner; Poetry

Thanksgiving Time

When all the leaves are off the boughs,

And nuts and apples gathered in,

And cornstalks waiting for the cows,

And pumpkins safe in barn and bin,

Then Mother says, "My children dear,

The fields are brown, and autumn flies;

Thanksgiving Day is very near,

And we must make thanksgiving pies!"

Author: Unknown

Children's Corner; Poetry

All Things Bright and Beautiful 

~Cecil Frances Alexander

All things bright and beautiful,
All creatures great and small,
All things wise and wonderful,
The Lord God made them all.

Each little flower that opens,
Each little bird that sings,
He made their glowing colors,
He made their tiny wings.

The purple-headed mountain,
The river running by,
The sunset, and the morning,
That brightens up the sky;

The cold wind in the winter,
The pleasant summer sun,
The ripe fruits in the garden,
He made them every one.

He gave us eyes to see them,
And lips that we might tell,
How great is God Almighty,
Who has made all things well.

Educational Institutions Need New Blood

In the U.S Virgin Islands we have been plagued with leasing opportunities and a stagnant economy which has in turn caused many of us to ignore topics of great importance for immediate needs that supersede these topics of great importance due to dire need. Well our practices have left us,our children, and our futures in a dark place; the blind eye that we have taken to the deviants of society have left us arrogant and ignorant to a more progressive means of evolving as a society. If we do not take care of such problems now then our ideologies and norms will be lead astray in the future; now is the time to put our futures at the forefront and begin shaping a better future, and what a better place to begin than our educational institutions and educators. Many of our founding fathers ( and mothers) of education spend their entire careers assessing and philosophizing the best practices to utilize for the progression of different children with different needs, and we have only two programs in place within our public education institutions that offer such programs typically to English language learners. Years ago our local government adapted to the common core standards, but our schools have yet to implement them. We need to ‘mobilize the educational movement’ to meet the needs of our students and educational institutions as we do our electoral and violence campaigns for it is just as important if not more so.

The emphasis we have put on standardized testing doesn't help the students,but it makes them timid to know that this test is/can be used to rate their IQ’s. Jean Piaget used standardized testing of reasoning for use with children. His research became the foundation for his method of interviewing; used to study the development of children intellectualism. A method of such sort should be in place within our educational institutions, but they are not, instead we have children being promoted year after year without learning their essentials, as well as children not being promoted at all for ignorance on the part of the educator for not providing engaging/progressive work that would meet that child’s needs. I recognize that within the public school systems it may be hard for educators to this with all students, but with the tenacity and dedication that I've seen educational professionals refer students to alternative programs (just to get them out of their classroom), their should be a program in place that children can be referred to for child centered learning to improve their intellectual standing and eventually prepare them for integration with the rest of the school population once more (as is done within the alternative programs for troubled students). Piaget stated “thus i engaged my subjects in a conversations patterned after psychiatric questioning, with the aim of discovering something about the reasoning process underlying their right but especially wrong answers” (Morrison, 2009). We too need to develop a curriculum which encourages our teachers to utilize such questioning techniques to improve/promote thinking within all areas of education; early learners to intermediate and high school. Many of the actions carried out by adolescents today are the products of false beliefs and norms taught to the young by the ignorant to promote their own norms and beliefs. If we can teach them within the classroom and at home about the different philosophies of life and get them to ask some of the hard questions and answer such questions, many of the outlooks that they've received through ‘distorted lenses’ on the streets can and will change.

Piaget’s theory of learning was based off of cognitive development; it explains how individuals think, perceive, understand, and learn (Morrison, 2009).He viewed intelligence as the process by which children acquired knowledge, not where knowledge is measured by intelligence. Piaget's cognitive theory states through direct experiences with the physical world, children develop intelligence;

• Active learning- children develop knowledge through engaging learning activities (physically and mentally)
• Adaptation- the process of building units of knowledge through interactions with the environment consisting of two processes; assimilation and accommodation
• Assimilation- process of fitting new information into existing knowledge units
• Accommodation - changing/ altering old units of knowledge to update with new information
• Equilibrium - a balance between new and old knowledge, developed through assimilation and accommodation.

While these studies were intended for early childhood learners I don’t see why we can’t implement it throughout our public school systems, Pre-K through 12 grade. Many early childhood programs follow published and recognized curriculum's, in the USVI though we haven’t ,made any such determinations. Most early childhood care takers teach at minimal levels providing children with little opportunity for learning. The program curriculum's that early childhood educators adhere by are out of date and by far not meeting age appropriate standards. A curriculum is a set of objectives that define the knowledge or information that children will be taught; if the curriculum is continued at it’s pace children are the only ones losing. Our curriculum's need to include age appropriate, progressive activities that children can learn from such as health classes, fruits & vegetable awareness, physical fitness, and every classroom or facility should have at least two learning centers for a variety and to keep children engaged within their learning activities. Teaching our children the basics just isn't going to cut it anymore, the world is changing and if we don’t catch up we all will be left behind.

While locally I haven’t heard many ill talking about new common core implementations, I have read quite a bit of controversy via online resources and chat rooms. To the best of my understanding, since I've never taught at elementary or secondary schools,the standards and curriculum provide a process that includes a shared vision of expectations with multiple pathways for attaining them (Strickland, 2012). I don’t understand why so many educators feel that they are being told how to teach now, if in any case they are being told ‘what’ to teach, not ‘how’ and it is for the benefit of the children. While many will not be able to go to Ivy league schools with such standards all children, regardless of class and background, can have the same education levels and opportunities to expand their horizons. Its not about the teachers, but the students.

With the use of underlying factors within Piaget’s stages of development we could adapt his techniques and research to fit our culture and it’s needs.While our government has promised us the use of Common Core Standards it has still yet to be implemented, although it’s being claimed to be ‘progressing’ since it was announced September 30, 2010. Other than Piaget there are many other theories to be considered that fit a wide array of our shortfalls; Vygotsky, Erikson, and Gardner are all influential educators whose lives work were dedicated to many of the problems that we face now; when will we dedicate our lives to the education of the future? We rally and protest for everything except education, but we wonder why our children aren't doing well in schools; we blame teachers, the institutions and even politicians, all of which do have a hand in educational structure, but so do we as the parents and taxpayers. Virgin Islanders we've rallied against eight percent cuts for government workers, drugs, crime, and violence, all topics that are rampant within our society. But it is also time we take a stand for those who cannot stand for themselves due to lack of knowledge; they are unaware that they are behind and will be until we do something to change that. The next time we rally, it should be for our children.

Strickland, D. S. (2012). Planning curriculum to meet the common core state standards. Reading Today, 29(4), 25-26. Retrieved from http://search.proquest.com/docview/926994517?accountid=32521

Morrison, G.S. (2009). Early Childhood Education Today. Pearson Education, Inc.,Upper Saddle River, NJ 07458

Children’s Health Awareness

       The development of fundamental skills to children are important for a number of reasons, but many of the main/apparent reasons are also the most crucial; obesity and the diseases that follows obesity because of our exercise and diet habits (or lack thereof). Fundamental motor skills are the building blocks of all sports played today as well as other activities that aren't considered sport, but just fun. Without these skills children do not develop accordingly and as such have developed a ‘handicap’ so to speak with regards to fundamental motor skills and sports. Fundamental Motor Skills are essential to a healthy way of life, when fundamental motor skills aren't developed on the level that they should be, many children risk falling behind, not only in school but socially. Again while their environment plays a big factor as well, it is still the responsibility of the parent and teacher to engage their children/students into physical activities.

Through my research I've gathered that the most pertinent problem/issue with the inclusion of health and physical education is with disabled children, though with all of the mentions that I've seen through different scholarly work the concerning issue shouldn't be the disabled students. The problem with the inclusion of disabled students lies within the inadequate schools and professionals that are in charge of these programs. Schools either lack the knowledgeable professionals to advocate for these children or they are seemingly uninterested and as a result disabled children are somewhat lost within the system with regards to physical education.

       Physical Activities should stop when a child has left the school grounds or outside of normal extracurricular activities, but it should also be present at home as well. The home is, and always will be the underlying foundation for anything that is taught to children. It is for the parents and teachers alike to push and educate children on the best avenues for them to live healthy, prosperous lives. The seeds planted today are the flowers of tomorrow and no seed grows without guidance and help. The ‘Let’s Move’ program is an incentive to help children and parents across America integrate nutrition and physical activities into their daily routine. There website http://www.letsmove.gov/make-physical-activity-part-your-familys-routine specifically lists physical activities that parents can do at home with their children, among many other useful tips on nutrition. Some of the activities listed are play tag, swim, toss a ball, jump rope, hula-hoop, dance to music or even play a dancing video game. It doesn't have to be sports—just get your family moving (Let’s Move, 2013)!

• Walk the dog, go for a jog, go on a bike ride, take the stairs or head to the park and let kids run around for a while.
• Celebrate special occasions—like birthdays or anniversaries—with something active, such as a hike, a volleyball or soccer game or playing Frisbee at the park.
• Get the whole family involved in household chores like cleaning, vacuuming, and yard work.
• Walk instead of drive whenever you can. If you have to drive, find a spot at the far end of the parking lot and walk to where you’re going.
• Park farther away and count with your children the number of steps from the car to your destination. Write it down and see if you can park even farther away on your next stop.
• Train as a family for a charity walk or run.

       Here in the U. S Virgin Islands, there are a number of government resources and private organizations that help families maintain physical activities and healthy lifestyle choices. The U.S.V.I Department of Health website has several links that lead to organizations that advocate for children against obesity, as well as the food pyramid, and a dietary guideline recommended by the government to help make the correct choices about what to eat. There is even a list of popular diet plans that have proven to be useful by many and for those of us with different dietary plans located under a link to http://www.health.gov/dietaryguidelines/. The SNAP and WIC programs are also strong, healthy avenues for one to take and follow when trying to regulate your diet; they come with information as well as guidelines for their participants so it is easier to stick with the program. The Happy Cow website offers a listing of vegetarian, vegan, and healthy choice friendly restaurants within the Virgin Islands as well as other places within America, which can be very helpful for many of us that like to travel and try new things, now when you leave your hometown you’ll still be able to make healthy delicious choices. Shopping at the local farmer’s market held at the Bordeaux Agricultural Fair every other weekend and on the last Sunday of the month is also a great place to find all natural, healthy, and fresh fruits, vegetables, refreshments, and food. Shopping at the local farmer’s market is a great way to ensure the use of fresh foods in your diet, as well as a great way to learn how to make healthy meals using these natural resources, using their recommended recipes.  

References

Hastie, P. (2012). Foundations of moving & learning. San Diego, CA. Bridgepoint Education, Inc.

SPARK. (2013). Physical Education; Countering Childhood Obesity. Retrieved on January 28, 2013                    from http://www.sparkpe.org/physical-education/k-2/curriculum/lesson-plans/

Let’s Move. (2013). Let’s Move; America’s Move to Raise a Healthier Generation of Kids. Retrieved on             February 4, 2013 from http://www.letsmove.gov/.

Touchy Aren’t We!!!

       Yesterday after reading a post about a woman who decided it wasn't necessary to bathe her baby every day or even every week! She said she was incited to write her blog post when she realized that she couldn't remember the last time she used her four month olds bath tub. After reading her blog post and checking out the recommended views of interviews she had I decided to publish my own blog post, which many of you have read 'Thank God Your Not My Mom' and shared it with my Google plus page and communities that I thought would at least respect and appreciate a difference of opinion, but I was wrong. Apparently member of Google plus 'Go to Parents Community' were not pleased with my objective points of view within a post I responded to by a fellow community member. In his post he linked the very same article by Claire Goss, but I guess when he asked for different points of view on this "outrage" he meant the fact that people, like myself, found it to be an outrage that people don't think it necessary to bathe children habitually or themselves. Yes, I realize that babies aren't as active as the rest of us, so they probably don't sweat as much and accumulate dirt and grime on their skins as toddlers and adolescents do, still they are human and they do sweat regardless of whether or not it is noticed. I had the same gentleman who I made the 'horrid mistake' of responding to his post take offense because I didn't agree with his point of view and from their began with condescending remarks like ' Well in the Caribbean its hot so babies would need to bathe, but we have AC'. After I kindly reminded him that the U.S Virgin Islands is no third world country and we do have AC as well as many other materialistic things (like Benz, BMW's, and we spend 'Benjamin's'), but I soon realized that no matter what was said on my part this was a lynch mob out to get the island girl. After a while I just became a spectator within the conversation as people continuously kept mentioning me in their condescending remarks, and honestly just to piss them off I keep repeating what we all in the Caribbean knows, not bathing your child regularly is NEGLECT. I guess they felt the need to justify their own actions for not one of the seven people leading this lynch mob bothered to comment on the discussion at hand, Claire Goss neglecting her baby a bath for over a week, but their own practices. Justifying their beliefs with the excuse that it may cause dry skin, well from what I've seen dry skin must appear if skin is not regularly hydrated; water. The pediatricians that advise parents to do this, don't say that they should, only that it's ok for three days out of the week, but of course the American people decided to take it to church and that is where it is being held. I sincerely would like to ask my readers, anonymously of course, do you all practice not bathing your child for a week or more like Claire Goss, and if not but you do practice it, what would be considered by you and your standards an appropriate ratio in which it isn't necessary to bathe children. Thanks for your thoughts and responses so far; looking forward to reading more!!
Please email me if it better suits your privacy needs @ usvi.childhood.learning@gmail.com .

Children's Corner: Poetry

A Message for My Child 

I wish that I could show you
all the things that I have seen.

I wish that I could take you
everywhere that I have been.

I wish that I could indicate
the places where I fell,

And keep you, thus, from tripping
on those “rougher” spots as well.

I wish that I could do all this
and save you from the strife.

But I know that I’d be sparing you
the lessons of your life.

And you must learn those lessons
as hard as that may be,

Just know that you will always have
a helping hand from me.

–© 1999 jessica wesolek

USVI Educational Practices? Theories?

       As many other institutions that are government based, or educational professionals leading the institutions with the Virgin Islands are doing the minimum to keep their jobs, and the doors open; our children are not the reason for these institutions we are for the intents set forth are not with the children in mind. I've often wondered if our educational leaders have ever read different philosophies/theories with regards to education, and if so which ones do they uphold? For nothing I've ever learned, researched, or read has ever leaded me to believe that the minimum efforts being set for education within our territory is actually being productive on a larger scale. Common core standards were made with territories like us in mind, to ensure all students are being taught on the same scales to ensure progression in all learning environments. I can say personally that our educational leaders here aren't doing their best, if trying at all for many freshman students are having the same problems adjusting as I once had and determination is necessary to succeed. Educational practices around the world are derived from educators who spent their lives work on education and focusing on different ways to ensure success for students, since we all do learn differently. Locally we do offer some private institutions which pride themselves on following these leaders, as does Montessori School, whose curriculum is based on the Montessori Method, a system of early childhood education funded on the ideas and practices of Maria Montessori. Montessori educators implement their method through five basic principles that are lacking in many of our educational institutions (mainly those governments based); Respect for the child, the concept of the absorbent mind, sensitive periods, the prepared environment and auto-education/self education. Now while all teachers and educational professionals practice this to an extent, it should become more of a primary rather than a secondary, it shows both students and parents that educators are engaged in their profession and that it is more than a job, just by taking a little extra time out to prepare/facilitate engaging environments it actually makes the class more engaged to learn. Children should be at the center of each activity, once the environment is ready this gives the teacher adequate time needed to assess each individuals needs and progress. While I am not suggesting that we all send our children to Montessori School, I do suggest we find schools that do hold some of their ideals, as well as those of other prominent educational professionals that have also greatly contributed to early childhood education in many aspects.

       Jean Piaget was another prominent educator from the twentieth century whose ideals are still mirrors in curriculums and schools across the nation today. Piaget's ideas, among other theorist, support the ideals that children actively seek knowledge. Many of us have seen this in an inquisitive child or one who mimics the actions of others; it is their innate actions to learn. These theories provide us with the guidance or will necessary to ponder on those theories/activities that do help children progress and to in turn develop those programs that support and progress children's learning so that others may continue to benefit from it. I personally believe in the power of structured play or the active learning theory which means that children learn through physical and mental engaging activities. Piaget also developed three stages of cognitive development; Sensorimotor (birth-2yrs), Preoperational (2-7yrs), and Concrete Operations (7-12). Using these concepts all educational institutions should structure a scaffold age appropriate progressive activities for all students to participate in daily. These activities would prove to be more effective for they would have been scaffold to fit individual student groups which is much more effective than one size fits all.

       Once more I am not saying that we should all send our children to private or charter schools, what I am saying is that we should require more of the educational professionals in charge of such and the institutions themselves for that path that we are on is destructive. The only people who can fix such a path are those who it directly affects, and since children aren't mature enough to derive to such conclusions this leaves us, the parent to become the responsible party. If we don't then we run the risk of sending our children out into a world that they not ready for by many means; I'm sure many of us has seen how this path can end or where it may lead. Virgin Islands parents I implore you all to check on the progressions of your child within the learning environment that they are, see if materials being used are age appropriate, adequate in terms of safety and the amount needed for constructive use by all children. Find out about physical education, nutritional, and leaning policies or theories if there are any in place; this information can be the future of your child's fundamental abilities and the base of which their knowledge will be based on so I'm sure as any parent does, you will all want the best possible.

Importance of Play Part II: Physical Education

       I wanted to personally encourage everyone to facilitate more play time for our students. Research has taught us that rich, varied play experiences boost a child's learning significantly. Games/ play help children to develop coordination skills, as well as confidence and pride. While I'm sure that we all create the appropriate timing for play experiences, structured play that is purposeful and has intent has proven to be the best way for younger learners to progress. Through different types of play students develop new skills as well as knowledgeable concepts about different things or even issues present within their lives. Structured play with intent facilitates/ promotes; cultural awareness, aesthetic awareness, cognitive and language skills, social skills, time and space concepts, cause and effect, helps to differentiate real from pretend, and it is also a great way for children to express their emotions and whatever anxiety they may be feeling, among many other things.
       Through my various employments at different private preschools/daycare on St. Thomas there are many practices being used, and in most cases they are lacking any practices at all. Children are left to discover and care givers only give the appearance of teaching. I can recall specifically seeing a preschool teacher (K3) ridiculed for doing what she was supposed to, being called names by the owner/director for 'wanting to be a super teacher'. I learned quickly that I would not thrive in such settings and then begged the question, how could children be expected to learn and thrive in such an environment where it is not encouraged to facilitate such learning. Needless to say I (the ambitious college student) didn't last long, for I was 'taking my job to seriously'; I wasn't fired, but I did seek out employment where learning was encouraged. Through play children learn a variety of things that, while we may teach them verbally, will never understand until they are able to experience it. Through play we discover who we are and who the people around us are; we discover ourselves. Allowing children to interact with each other in different settings promotes different social skills that are also necessary for growth and development, both academically and throughout their lives endeavors. This applies to children of all ages including those in the more intermediate stages of growth and development. While they may not be able to interact as other children do, they still are able to make connections and interactions through smiles and the mimicking of movements made.
       This brings me to another aspect of play that is neglected within preschool/daycare programs, physical education. With this regards physical education professionals and advocates have argued this cause around the world; the earlier one is exposed to physical activities the more likely they are to develop healthy exercise habits and can progress this skill to a lifetime of fitness. With obesity constantly rising within our nation the best form of curing this disease, as all others, is to prevent it. Many have begged to question how or should schools implement quality physical fitness programs; I can't understand why with all the information available on the development and nurturing of young children how this subject could be left out of any curriculum. This disconnect can lead to students avoiding physical activities throughout their adolescence which can lead to the development of a bad habit for their futures. Children should be given the opportunity to engage in structured outdoor play for a minimum of two hours for at least three days a week, as well as structured indoor play through the use of different learning stations (i.e. kitchen sets, costume center, etc.) to allow room for growth and progression in all areas. I implore everyone to check with your child's care provider and find out their practices, if your children are only allowed play for once a week outdoors, and there are no learning centers within the facility, chances are your child isn't being provided the time necessary to explore themselves and the world around them and we all want for our children to grow to their fullest potentials.

The Importance of Play

Head Start Performance Standards are designed o ensure that all children and families receive high quality services. These standards define the quality services for low income children and their families and they are set standards for all Head Start Programs. The standards of learning in Head Start Programs are as follows;

• ·         Develop phonemic, print, and numeracy awareness
• ·         Understand and use language to communicate for various purposes
• ·         Understand and use increasingly complex and varied vocabulary
• ·         Develop and demonstrate an appreciation of books
• ·         In the case of non English background children, progress toward acquisition of the English language
• ·         Know that the letters of the alphabet are special category of visual graphics that can be individually named
• ·         Recognize a word as a unit of print
• ·         Identify at least ten letters of the alphabet
• ·         Associate sounds with written words

The early stages of learning are the most fundamental to children. A regular Head Start Programs should facukutate these areas of learning amoung others, including engaging children in structured play; play is the best form of learning for early learners. When an early childhood professional’s job is labelled as ‘child’s play’ it’s usually because it mostly is. Children play naturally but they don’t always engage in activities that will promote learning. Providing an opportunity for children to play using learning activities increases their chances for learning. Play activities are essential for the development of the child to succeed in many different skills and behaviours including;

• ·         Learning different concepts
• ·         Developing social skills
• ·         Developing physical skills
• ·         Mastering different life situations
• ·         Learning different languages
• ·         Enhancing the self esteem
• ·         Preparation for adulthood

Piaget believed that play promotes the cognitive schemes and it is how kids learn of their world/surroundings. Through play the knowledge of the physical properties of objects are found, the roles humans play in the environment, mathematics, and concepts of space, time, and behaviour are also found. Play is critical to the development of children for it impacts their understanding of themselves, the world and the people around them. Playing is tied to the way children think, it helps their brain to flourish, and it is their natural learning mold.