Early Childhood Educator Day Quotes

Hold childhood in reverence, and do not be in any hurry to judge it for good or ill. Leave exceptional cases to show themselves, let their qualities be tested and confirmed, before special methods are adopted. Give nature time to work before you take over her business, lest you interfere with her dealings. You assert that you know the value of time and are afraid to waste it. You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long. Plato, in his Republic, which is considered so stern, teaches the children only through festivals, games, songs, and amusements. It seems as if he had accomplished his purpose when he had taught them to be happy; and Seneca, speaking of the Roman lads in olden days, says, "They were always on their feet, they were never taught anything which kept them sitting." Were they any the worse for it in manhood? Do not be afraid, therefore, of this so-called idleness. What would you think of a man who refused to sleep lest he should waste part of his life? You would say, "He is mad; he is not enjoying his life, he is robbing himself of part of it; to avoid sleep he is hastening his death." Remember that these two cases are alike, and that childhood is the sleep of reason. The apparent ease with which children learn is their ruin. You fail to see that this very facility proves that they are not learning. Their shining, polished brain reflects, as in a mirror, the things you show them, but nothing sinks in. The child remembers the words and the ideas are reflected back; his hearers understand them, but to him they are meaningless. Although memory and reason are wholly different faculties, the one does not really develop apart from the other. Before the age of reason the child receives images, not ideas; and there is this difference between them: images are merely the pictures of external objects, while ideas are notions about those objects determined by their relations.

Everything in all the books I once pored over is finished for me now. Penelope Leach. T. Berry Brazelton. Dr. Spock. The ones on sibling rivalry and sleeping through the night and early-childhood education, all grown obsolete. Along with ‘Goodnight Moon’ and ‘Where the Wild Things Are,’ they are battered, spotted, well used. But I suspect that if you flipped the pages dust would rise like memories. . . . The biggest mistake I made is the one that most of us make. . . .I did not live in the moment enough. This is particularly clear now that the moment is gone, captured only in photographs. There is one picture of the three of [my children] sitting in the grass on a quilt in the shadow of the swing set on a summer day, ages 6, 4, and 1. And I wish I could remember what we ate, and what we talked about, and how they sounded, and how they looked when they slept that night. I wish I had not been in such a hurry to get on to the next thing: dinner, bath, book bed. I wish I had treasured the doing a little more and the getting it done a little less.

Baines told his son that children always got in the way of a marriage. Finding a state boarding school in England for Roland was good for everyone ‘all round’. Rosalind Baines, neé Morley, army wife, child of her times, did not chafe or rage against her powerlessness or sulk about it. She and Robert had left school at fourteen. He became a butcher’s boy in Glasgow, she was a chambermaid in a middle-class house near Farnham. A clean and ordered home remained her passion. Robert and Rosalind wanted for Roland the education they had been denied. This was the story she told herself. That he might have attended a day school and stayed with her was an idea she must have dutifully banished. She was a small nervous woman, a worrier, very pretty, everyone agreed. Easily intimidated, fearful of Robert when he drank, which was every day. She was at her best, her most relaxed, in a long heart-to-heart with a close friend. Then she told stories and laughed easily, a light and liquid sound that Captain Baines himself rarely heard. Roland was one of her close friends. In the holidays, when they did the housework together, she told stories of her childhood in the village of Ash, near the garrison town of Aldershot. She and her brothers and sisters used to brush their teeth with twigs. Her employer gave her her first toothbrush. Like so many of her generation she lost all her teeth in her early twenties. In newspaper cartoons people in bed were often shown with their false teeth in a glass of water on the bedside table. She was the oldest of five and spent much of her childhood minding her sisters and brothers. She was closest to her sister Joy who still lived near Ash. Where was their mother when Rosalind was minding the children? Her reply was always the same, a child’s view unrevised in adulthood: your granny would take the bus to Aldershot and spend the day window-shopping. Rosalind’s mother fiercely disapproved of make-up. In her teens, on rare nights out, Rosalind would meet her friend Sybil and together they

Poet Ayoade, the first African immigrant to serve as a nuclear missile operator in the United States Air Force, debuts with an inspirational memoir chronicling his childhood in Nigeria and journey to become a doctor and American citizen. Ayoade, who at the age of seven promised his mother “One day, I will take you far away from here,” details his upbringing with an abusive father and the many family tragedies he endured—along with his dedication to creating a different life: “Underground is my unusual journey from childhood poverty to where I am today. How the impossible became a reality.” Readers will be swept into Ayoade’s vivid recollections of his early years, including his strict education, brushes with death, and a strained relationship with his father. He recounts the family’s passion for American movies that made “America seem like the perfect place,” sparking his desire for a better future, and details his decision to become a veterinarian and eventually pursue a career in the U.S. military to ensure the best life for his family (and future generations). Ayoade’s story is moving, particularly his reconciliation with his father and hard-earned American citizenship, and his message that it’s never too late to chase your dreams resonates. That message will evoke strong emotions for readers as Ayoade highlights the importance of hard work and the benefit of a committed support system, alongside his constant “wishing, praying, and fighting to be free from all the sadness and injustice around me”—a theme that echoes through much of the book, including in his acknowledgement that the fear he experienced as a nuclear missile operator was a “cost of this freedom.” Ayoade’s poetry and personal photographs are sprinkled throughout, illuminating his deep love for family and his ultimate belief in liberty as “The reason for it all./ A foundation for a new generation,/ The best gift to any child.” Takeaway: This stirring memoir documents an immigrant’s fight for the American dream. Great for fans of: Ashley C. Ford’s Somebody's Daughter, Maria Hinojosa’s Once I Was You. Production grades Cover: A- Design and typography: A Illustrations: A Editing: A Marketing copy: A

The contrasts between traditional multigenerational cultures and today's North American society are striking. In modern urbanized North America — and in other industrialized countries where the American way of life has become the norm — children find themselves in attachment voids everywhere, situations in which they lack consistent and deep connection with nurturing adults. There are many factors promoting this trend. One result of economic changes since the Second World War is that children are placed early, sometimes soon after birth, in situations where they spend much of the day in one another's company. Most of their contact is with other children, not with the significant adults in their lives. They spend much less time bonding with parents and adults. As they grow older, the process only accelerates. Society has generated economic pressure for both parents to work outside the home when children are very young, but it has made little provision for the satisfaction of children's needs for emotional nourishment. Surprising though it may seem, early childhood educators, teachers, and psychologists — to say nothing of physicians and psychiatrists—are seldom taught about attachment.

Do recall how you behaved as a child: Maybe your child is just like you once were. (The apple doesn’t fall far from the tree!) Ask yourself what you would have liked to make your childhood easier and more pleasurable. More trips to the playground, free time, or cuddling? Fewer demands? Lower expectations? Try saying, “When I was a kid and life got rough, I liked to climb trees. How about you?” Do respect your child’s needs, even if they seem unusual: “You sure do like a tight tuck-in! There, now you’re as snug as a bug in a rug.” Or, “I’ll stand in front of you while we’re on the escalator. I won’t let you fall.” Do respect your child’s fears, even if they seem senseless: “I see that your ball bounced near those big kids. I’ll go with you. Let’s hold hands.” Your reassurances will help her trust others. Do say “I love you”: Assure your child that you accept and value who she is. You cannot say “I love you” too often! Do follow your instincts: Your instincts will tell you that everyone needs to touch and be touchable, to move and be movable. If your child’s responses seem atypical, ask questions, get information, and follow up with appropriate action. Do listen when others express concerns: When teachers or caregivers suggest that your child’s behavior is unusual, you may react with denial or anger. But remember that they see your child away from home, among many other children. Their perspective is worth considering. Do educate yourself about typical child development: Read. Take parent education classes. Learn about invariable stages of human development, as well as variable temperaments and learning styles. It’s comforting to know that a wide variety of behaviors falls within the normal range. Then, you’ll find it easier to differentiate between typical and atypical behavior. Sometimes a cigar is just a cigar, and a six-year-old is just a six-year-old! Do seek professional help: SPD is a problem that a child can’t overcome alone. Parents and teachers can’t “cure” a child, just as a child can’t cure himself. Early intervention is crucial. Do keep your cool: When your child drives you crazy, collect your thoughts before responding, especially if you are angry, upset, or unpleasantly surprised. A child who is out of control needs the calm reassurance of someone who is in control. She needs a grown-up. Do take care of yourself: When you’re having a hard day, take a break! Hire a babysitter and go for a walk, read a book, take a bath, dine out, make love. Nobody can be expected to give another person undivided attention, and still cope.