Learning and the Brain

1. Why teach? Many choose teaching and related professions in order to make a difference. Is it possible to really make a difference in the lives of children? Respond to these questions based on what you learned from the reading “Fostering Resilience in Children.” How did this reading impact your thinking about your future work?
2. Consider the age/grade level of children with whom you hope to work, or the work you hope to do with parents and/or families. After all you have read throughout this course, including this week’s article “12 Characteristics of Effective Early Childhood Teachers,” identify five characteristics that you hope to cultivate in order to be effective in your future work, and explain why these characteristics are important to you.
3. There are many ongoing debates and discussions about the impact of standards and regulations on the field of education, teaching, and children’s learning. Review at least three of the standards and regulations documents listed in this week’s Learning Resources. Articulate your thoughts about their impact on the field of education, teaching, or children’s learning. Use specific examples drawn from the documents that you read to support your thinking.

 

           Learning Resources

          Required Resources

• Article: Benard, B. (1995, August). Fostering resilience in children. ERIC Digest (EDO-PS-95-9). Retrieved fromhttp://resilnet.uiuc.edu/library/benard95.html
• Article: Colker, L. J. (2008, March). Twelve characteristics of effective early childhood teachers. Beyond the Journal. Retrieved fromhttp://www.naeyc.org/files/yc/file/200803/BTJ_Colker.pdf Copyright 2008 by the National Association for the Education of Young Children. Reproduced with permission of the National Association for the Education of Young Children in the format electronic usage via Copyright Clearance Center.
  Note: The characteristics discussed in this article also apply to teachers at the intermediate grade level.

Standards and Regulations for Early Childhood Education

• Program Standards
• • Web Article: National Association for the Education of Young Children (NAEYC). (n.d.). When babies and toddlers are in care, accreditation is a key to quality. Washington, DC: Author. Retrieved from http://www.naeyc.org/resources/research/when+babies
  • Article: NAEYC. (n.d.). A guide for families: Using NAEYC standards to find quality programs for young children. Washington, DC: Author. Retrieved fromhttp://www.standrewumc.org/fileadmin/New_Website/Children/CWP/NAEYC_Accreditation/NAEYC_Right_Choice_for_Kids_brochure.pdf
    Note: Though this brochure is written for families, it will provides a sound overview of quality education for preschool-age children.
• Ethical Standards
• • NAEYC Code of Ethical Conduct
    http://www.naecte.org/docs/ethics.pdf

Standards and Regulations for the Elementary Grades

• Learning Standards
• • Standards for the English Language Arts
    http://www.reading.org/General/Publications/Books/bk889.aspx?mode=redirect
  • Principles and Standards for School Mathematics
    http://www.nctm.org/standards/content.aspx?id=16909
• Program Standards
• • Minnesota Department of Education: Alignment of Minnesota K-12 Kindergarten Academic Standards with the Early Childhood Indicators of Progress: Minnesota’s Learning Standards and the Head Start Child Outcomes Framework
    http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=005279&RevisionSelectionMethod=latestReleased&Rendition=primary

Current Issues in Education

Note: For this week’s Discussion, be prepared to post your thoughts and insights about one of the following issues that affect education. Peruse the suggested Web sites in order to gain insights into the topic of your choice.

• English as a Second Language
• • TESOL
    http://www.tesol.org/s_tesol/secet.asp?CID=1893&DID=11074
• Children with Special Needs
• • CEC SmartBrief: Children with Special Needs
    http://www.smartbrief.com/cec/index.jsp
    Note: Free registration is required in order to access this article.
• Effects of Being Born into and Living in Poverty
• • Child Welfare League
    http://www.cwla.org
• Effects of Stress and Trauma on Learning and Development
• • Child Trauma Academy
    http://www.childtrauma.org/
  • David Baldwin’s Trauma Information Pages
    http://www.trauma-pages.com/
  • Zero to Three (Infant mental health)
    http://www.zerotothree.org/
• Brain Research and Learning
• • Brain Place
    http://www.amenclinics.com/brain-science/
  • The Dana Foundation
    http://www.dana.org/default.aspx
  • Learning and the Brain
    http://www.learningandthebrain.com

Optional Resources

• Course Text: Developmentally Appropriate Practice in Early Childhood Programs: Serving Children From Birth Through Age 8 edited by Carol Copple and Sue Bredekamp
• • “Guidelines for Developmentally Appropriate Practice,” pages 16–23
    These guidelines, though written with early childhood education in mind, also apply to teaching at the intermediate grade level.
• Web Site: National Education Association
  http://www.nea.org/
• Web Site: American Federation of Teachers