Early Childhood Educator Quotes

Art is a process, not a product.

In the Reggio Emilia preschools, however, each child is viewed as infinitely capable, creative, and intelligent. The job of the teacher is to support these qualities and to challenge children in appropriate ways so that they develop fully.

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.

Keep those faces in mind, the little girls and boys in the early grades, all trusting the adults to show them the way, all eager and excited about life and what will come next, and then just follow those faces over time. Follow the face of a little girl who doesn't read very well and is told to try harder; who tends to daydream and is told she better pay attention; who talks out in class when she sees something fascinating, like a butterfly on the windowpane, and is told to leave the class and report to the principal; who forgets her homework and is told she will just never learn, will she; who writes a story rich in imagination and insight and is told her handwriting and spelling are atrocious; who asks for help and is told she should try harder herself before getting others to do her work for her; who begins to feel unhappy in school and is told that big girls try harder. This is the brutal process of the breaking of the spirit of a child. I can think of no more precious resource than the spirits of our children. Life necessarily breaks us all down somewhat, but to do it unnecessarily to our children in the name of educating them -- this is a tragedy. To take the joy of learning -- which one can see in any child experimenting with something new -- to take that joy and turn it into fear -- that is something we should never do.

In Your Early Years people Tell You, Correct You and Forgive You. But when you become an Adult, they Neither Correct you nor Forgive You

The traumatic stress field has adopted the term “Complex Trauma” to describe the experience of multiple and/or chronic and prolonged, developmentally adverse traumatic events, most often of an interpersonal nature (e.g., sexual or physical abuse, war, community violence) and early-life onset. These exposures often occur within the child’s caregiving system and include physical, emotional, and educational neglect and child maltreatment beginning in early childhood - Developmental Trauma Disorder

I urge you to be teachers so that you can join with children as the co-collaborators in a plot to build a little place of ecstasy and poetry and gentle joy

I also very well remember that on another occasion the father dean said: ‘In order that at responsible age a man may be a real man and not a parasite, his education must without fail be based on the following ten principles. ‘From early childhood there should be instilled in the child: Belief in receiving punishment for disobedience. Hope of receiving reward only for merit. Love of God—but indiference to the saints. Remorse of conscience for the ill-treatment of animals. Fear of grieving parents and teachers. Fearlessness towards devils, snakes and mice. Joy in being content merely with what one has. Sorrow at the loss of the goodwill of others. Patient endurance of pain and hunger. The striving early to earn one’s bread.

It often seemed like when it came to criminal justice expenditures--just as is the case in infrastructure development, early childhood education, and countless other areas--our society would much rather pay an obscene amount of money on the back end of a problem than pay a relatively small amount up front on evidence based programs that would prevent the problem from happening in the first place.

The notion of children being "kindergarten ready" is a bizarre oxymoron. It's like saying you have to know how to play the piano before you can learn how to play the piano.

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

The child is not a citizen of the future; he (sic) is a citizen from the very first moment of life and also the most important citizen because he represents and brings the 'possible'...a bearer, here and now of rights, of values, of culture...It is our hiostorical responsibility not only to affirm this but the create cultural, social, political and educational contexts which are able to receive children and dialogue with their potential for constructing human rights.

Inequality in education starts early, and it starts at home. A study by the University of Kansas found that by the time she is three years old, a child who grows up in a home on welfare will hear thirty million fewer words than a child who grows up in the home of a professional family.* Words like “portfolio” and “equestrian.” We know that kids who have had a quality early childhood education are less likely to be placed in special education, less likely to be left back a grade,

Brought up, as Mahomet was, in the house of the guardian of the Caaba, the ceremonies and devotions connected with the sacred edifice may have given an early bias to his mind, and inclined it to those speculations in matters of religion by which it eventually became engrossed. Though his Moslem biographers would fain persuade us his high destiny was clearly foretold in his childhood by signs and prodigies, yet his education appears to have been as much neglected as that of ordinary Arab children ; for we find that he was not taught either to read or write. He was a thoughtful child, however ; quick to observe, prone to meditate on all that he observed, and possessed of an imagination fertile, daring, and expansive. The yearly influx of pilgrims from distant parts made Mecca a receptacle for all kinds of floating knowledge, which he appears to have imbibed with eagerness and retained in a tenacious memory ; and as he increased in years, a more extended sphere of observation was gradually opened to him.

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.

In the first place, he had by that time lost the benefit of his early education: continual hard work, begun soon and concluded late, had extinguished any curiosity he once possessed in pursuit of knowledge, and any love for books or learning. His childhood’s sense of superiority,

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

We now know that early stress and adversity can literally get under a child’s skin, where it can cause damage that lasts a lifetime. But there is also some positive news in this research. It turns out that there is a particularly effective antidote to the ill effects of early stress, and it comes not from pharmaceutical companies or early-childhood educators but from parents. Parents and other caregivers who are able to form close, nurturing relationships with their children can foster resilience in them that protects them from many of the worst effects of a harsh early environment. This message can sound a bit warm and fuzzy, but it is rooted in cold, hard science. The effect of good parenting is not just emotional or psychological, the neuroscientists say; it is biochemical.

… There is absolutely no reasonable explanation for racial prejudice. It is all caused by unreasoning emotional reactions and these are gained in early childhood. Let the little child’s mind be poisoned by prejudice of this kind and it is practically impossible to remove these impressions, however many years he may have of teaching by philosophers, religious leaders or patriotic citizens. If segregation is wrong, then the place to stop it is in the first grade and not in graduate colleges.

In 2017, Greg Duncan, the education economist, along with psychologist Drew Bailey and colleagues, reviewed sixty-seven early childhood education programs meant to boost academic achievement. Programs like Head Start did give a head start, but academically that was about it. The researchers found a pervasive “fadeout” effect, where a temporary academic advantage quickly diminished and often completely vanished. On a graph, it looks eerily like the kind that show future elite athletes catching up to their peers who got a head start in deliberate practice. A reason for this, the researchers concluded, is that early childhood education programs teach “closed” skills that can be acquired quickly with repetition of procedures, but that everyone will pick up at some point anyway. The fadeout was not a disappearance of skill so much as the rest of the world catching up. The motor-skill equivalent would be teaching a kid to walk a little early. Everyone is going to learn it anyway, and while it might be temporarily impressive, there is no evidence that rushing it matters.

Had she been able to listen to her body, the true Virginia would certainly have spoken up. In order to do so, however, she needed someone to say to her: “Open your eyes! They didn’t protect you when you were in danger of losing your health and your mind, and now they refuse to see what has been done to you. How can you love them so much after all that?” No one offered that kind of support. Nor can anyone stand up to that kind of abuse alone, not even Virginia Woolf. Malcolm Ingram, the noted lecturer in psychological medicine, believed that Woolf’s “mental illness” had nothing to do with her childhood experiences, and her illness was genetically inherited from her family. Here is his opinion as quoted on the Virginia Woolf Web site: As a child she was sexually abused, but the extent and duration is difficult to establish. At worst she may have been sexually harassed and abused from the age of twelve to twenty-one by her [half-]brother George Duckworth, [fourteen] years her senior, and sexually exploited as early as six by her other [half-] brother… It is unlikely that the sexual abuse and her manic-depressive illness are related. However tempting it may be to relate the two, it must be more likely that, whatever her upbringing, her family history and genetic makeup were the determining factors in her mood swings rather than her unhappy childhood [italics added]. More relevant in her childhood experience is the long history of bereavements that punctuated her adolescence and precipitated her first depressions.3 Ingram’s text goes against my own interpretation and ignores a large volume of literature that deals with trauma and the effects of childhood abuse. Here we see how people minimize the importance of information that might cause pain or discomfort—such as childhood abuse—and blame psychiatric disorders on family history instead. Woolf must have felt keen frustration when seemingly intelligent and well-educated people attributed her condition to her mental history, denying the effects of significant childhood experiences. In the eyes of many she remained a woman possessed by “madness.” Nevertheless, the key to her condition lay tantalizingly close to the surface, so easily attainable, and yet neglected. I think that Woolf’s suicide could have been prevented if she had had an enlightened witness with whom she could have shared her feelings about the horrors inflicted on her at such an early age. But there was no one to turn to, and she considered Freud to be the expert on psychic disorders. Here she made a tragic mistake. His writings cast her into a state of severe uncertainty, and she preferred to despair of her own self rather than doubt the great father figure Sigmund Freud, who represented, as did her family, the system of values upheld by society, especially at the time.   UNFORTUNATELY,

What if upon entering the classroom, children find teachers listening attentively for their questions and stories, demonstrating a willingness to engage them in "playing out" their ideas using classroom materials while their propensity to ask questions is at its peak? What if well-educated teachers are guiding children to observe, discuss, imagine, and debate possibilities in the company of their equally eager peers? Our youngest children could,be in such conservatories of educational excellence in our public stools, preparing for their future in school and beyond.

recent research indicates that unstructured play in natural settings is essential for children’s healthy growth. As any parent or early childhood educator will attest, play is an innate drive. It is also the primary vehicle for youngsters to experience and explore their surroundings. Compared to kids confined indoors, children who regularly play in nature show heightened motor control—including balance, coordination, and agility. They tend to engage more in imaginative and creative play, which in turn fosters language, abstract reasoning, and problem-solving skills, together with a sense of wonder. Nature play is superior at engendering a sense of self and a sense of place, allowing children to recognize both their independence and interdependence. Play in outdoor settings also exceeds indoor alternatives in fostering cognitive, emotional, and moral development. And individuals who spend abundant time playing outdoors as children are more likely to grow up with a strong attachment to place and an environmental ethic. When asked to identify the most significant environment of their childhoods, 96.5 percent of a large sample of adults named an outdoor environment. In

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

Experiment: To replace negative character labels, try the following steps: 1. Pick a new, positive character label that you would prefer. For example, if your old belief is “I’m incompetent,” you would likely pick “I’m competent.” 2. Rate how much you currently believe the old negative character label on a scale of 0 (= I don’t believe it at all) to 100 (= I believe it completely). Do the same for the new positive belief. For example, you might say you believe “I’m incompetent” at level 95 and believe “I’m competent” at level 10 (the numbers don’t need to add up to 100). 3. Create a Positive Data Log and a Historical Data Log. Strengthening your new, positive character label is often a more helpful approach than attempting to hack away at the old, negative one. I’m going to give you two experiments that will help you do this. Positive Data Log. For two weeks, commit to writing down evidence that supports your new, positive character belief. For example, if you are trying to boost your belief in the thought “I’m competent” and you show up to an appointment on time, you can write that down as evidence. Don’t fall into the cognitive trap of discounting some of the evidence. For example, if you make a mistake and then sort it out, it’s evidence of competence, not incompetence, so you could put that in your Positive Data Log. Historical Data Log. This log looks back at periods of your life and finds evidence from those time periods that supports your positive character belief. This experiment helps people believe that the positive character quality represents part of their enduring nature. To do this experiment, split your life into whatever size chunks you want to split it into, such as four- to six-year periods. If you’re only in your 20s, then you might choose three- or four-year periods. To continue the prior example, if you’re working on the belief “I’m competent,” then evidence from childhood might be things like learning to walk, talk, or make friends. You figured these things out. From your teen years, your evidence of general competency at life might be getting your driver’s license (yes, on the third try still counts). Evidence from your early college years could be things like successfully choosing a major and passing your courses. Evidence for after you finished your formal education might be related to finding work to support yourself and finding housing. You should include evidence in the social domain, like finding someone you wanted to date or figuring out how to break up with someone when you realized that relationship wasn’t the right fit for you. The general idea is to prove to yourself that “I’m competent” is more true than “I’m incompetent.” Other positive character beliefs you might try to strengthen could be things like “I’m strong” (not weak), “I’m worthy of love” (not unlovable), and “I’m worthy of respect” (not worthless). Sometimes the flipside of a negative character belief is obvious, as in the case of strong/weak, but sometimes there are a couple of possible options that could be considered opposites; in this case, you can choose. 4. Rerate how much you believe the negative and positive character labels. There should have been a little bit of change as a result of doing the data logs. For example, you might bow believe “I’m incompetent” at only 50 instead of 95, and believe “I’m competent” at 60 instead of 10. You’ve probably had your negative character belief for a long time, so changing it isn’t like making a pack of instant noodles.

The materials we provide from 0 to 3 determine what finger grips children will use and what stories they will tell. The purpose is not to create “artsy” products but to develop the hand skills that are required for any endeavor, because movement occupies the same real estate in the brain as thinking. Because each material causes children to move the hand in different ways, materials powerfully stimulate thinking (Ratey, 2002). Diverse materials are equally important to awaken interest in different children. From birth each child is unique; each group and each individual has different interests. Having varied materials ensures that there is something for everyone.

teachers choose materials, they consider materials’ individuality; unusual

The art and craft of early childhood teaching is in making decisions about fun, play and work. And it is this crafting that distinguishes the professional from the baby-sitter, parent or child minder.

As a child, I ate up the image Carl strived to portray: An inspirational rags-to-riches tale of a go-getter emerging the hell of his sulfur-scented, Podunk Texas upbringing. With a community college dropout education, Carl managed to reach six figures as a mobile home lot manager when the trailer park industry boomed in the early nineties. He decorated his accomplishments with a large house, yachts, and weekly morale shindigs for his salesmen bursting with open bars and filet mignon. However, my mother was by far his prettiest accessory.

We should not err by regarding personal satisfaction, “happiness,” as the criterion for mental health. Mental health must be judged not only by the relative harmony that prevails within the human ego, but by the requirements of a civilized people for the attainment of the highest social values. If a child is “free of neurotic symptoms” but values his freedom from fear so highly that he will never in his lifetime risk himself for an idea or a principle, then this mental health does not serve human welfare. If he is “secure” but never aspires to anything but personal security, then this security cannot be valued in itself. If he is “well adjusted to the group” but secures his adjustment through uncritical acceptance of and compliance with the ideas of others, then this adjustment does not serve a democratic society. If he “adjusts well in school” but furnishes his mind with commonplace ideas and facts and nourishes this mind with the cheap fantasies of comic books, then what civilization can value the “adjustment” of this child? The highest order of mental health must include the freedom of a man to employ his intelligence for the solution of human problems, his own and those of his society. This freedom of the intellect requires that the higher mental processes of reason and judgment should be removed as far as possible from magic, self-gratification, and egocentric motives. The education of a child toward mental health must include training of the intellect. A child’s emotional well-being is as much dependent upon the fullest use of his intellectual capacity as upon the satisfaction of basic body needs. The highest order of mental health must include a solid and integrated value system, an organization within the personality that is both conscience and ideal self, with roots so deeply imbedded in the structure of personality that it cannot be violated or corrupted. We cannot speak of mental health in a personality where such an ethical system does not exist. If we employ such loose criteria as “personal satisfaction” or “adjustment to the group” for evaluating mental health, a delinquent may conceivably achieve the highest degree of personal satisfaction in the pursuit of his own objectives, and his adjustment to the group—the delinquent group—is as nicely worked out as you could imagine. Theoretically,

We cannot live without meaning, that would preclude any sense of identity, any hope, any future.

Hope is definitely not the same as optimism. It is not the conviction that something will turn out well, but the certainty that something makes sense, regardless of how it turns out. It is hope, above all, that gives us strength … to continually try new things, even in conditions that seem hopeless (p. 8).

The elements of instruction . . . should be presented to the mind in childhood, but not with any compulsion; for a freeman should be a freeman too in the acquisition of knowledge . . . . Knowledge which is acquired under compulsion has no hold on the mind. Therefore do not use compulsion, but let early education be rather a sort of amusement; this will better enable you to find out the natural bent of the child (536).

I found a list of 135 people who created and revised the Common Core Standards. In all, only seven of the 135 members were actual classroom teachers and no one was a K-3 classroom teacher or had any training in early childhood education.[23]

There is no simple way to determine when and where to get help. Many factors come into play, including the child’s age, family’s financial status, insurance, knowledge of resources, religious affiliation, availability of services in community, and so on. Parents may seek outside assistance for their adopted child when other factors such as a divorce, job loss, or other stresses compound the family needs. Parents are generally in the best position to determine when to get help, but advice from relatives, family physicians, teachers, and others in a position to know the family should be carefully considered. Services for children with special needs are provided by a variety of professionals. A physician—pediatrician or the family practitioner—is usually the place to begin. Families may be referred to a neurologist for a thorough assessment and diagnosis of neurological functioning (related to cognitive or learning disabilities, seizure disorders or other central nervous system problems). For specific communication difficulties, families may consult with a speech and language therapist, while a physical therapist would develop a treatment plan to enhance motor development. A rehabilitation technologist or an occupational therapist prescribes adaptive aids or activities of daily living. Early childhood educators specializing in working with children with special needs may be called a variety of titles, including Head Start teachers, early childhood special education teacher, or early childhood specialist.

Why does he need to produce more? Production has become an important part of the school curriculum. Learn more, produce more and do it in less or equal time. It is as if the school is now a factory

Conservatives tend not to want to fund early childhood education. First, they see it as a government program to be destroyed. Second, they are concerned about what would be taught—perhaps not the subject matter of what would be taught in a strict father household. They want to be sure that children are taught a conservative way of looking at the world. Children

A person who has proper guidance from his or her early childhood can himself or herself expanding his or her horizons living in a well established environment with great level of knowledge and being financially stable.

The most powerful tool for breaking extreme poverty is a holistic community-based development strategy that combines vocational training and job placement, early childhood development, educational upgrading, and local infrastructure. Each part of the antipoverty effort supports all of the others. This kind of ground-up development effort must in practice be led by the communities themselves but backed with financing from the federal and state governments. Options

Grace Lee Boggs was both product and producer of an improbable history. “I grew up in New York as a first generation Chinese American in an all-Caucasian community with no role models,” she once told an audience. “So I realized early on that I had to blaze my own trail.” It was this background, she continued, that likely “predisposed me to make so many unconventional decisions when I became an adult, for example, to become an activist in the African American community and to marry an African American worker.” 1 On other occasions, she attributed the origins of her “revolutionary activism to a combination of my mother’s rebelliousness and my father’s commitment to country and community.” 2 By mapping what can be known of her childhood, early intellectual development, and formal education, we can identify central experiences and influences during the first quarter century of her life that called forth and shaped her subsequent political commitments and intellectual work.

Seawater One” The book worth waiting for has finally been published and is now available at Amazon.com, Barnes&Noble.com, BooksAMillion.com as well as Independent Book Stores & Distributors! “Seawater One” is a graphic coming-of-age book written by Award Winning Captain Hank Bracker, who received two “FAPA” silver medals for “The Exciting Story of Cuba” in 2016. In June of 2016 Captain Hank Bracker was selected to be Hillsborough County’s author of the month…. He swept the field with three “FAPA” bronze, silver and gold medals, for “Suppressed I Rise” in August of 2017 and has now completed the long awaited “Seawater One”! Starting in pre-World War II Hamburg, Germany, “Seawater One” traces Captain Hank Bracker’s adventurous time from the depression years, to his youth on the streets of Jersey City. Without inhibitions he relates the life he led in a bygone era. Follow his first voyage to sea on a foreign cargo passenger ship and his education at Admiral Farragut Academy in New Jersey and then at Maine Maritime Academy where he learned much more than just the art of seamanship. This book begins with a short history of Germany and Captain Hank’s early life in America. It recounts his childhood years but soon escalates to the red hot accounts of his erotic discoveries. It’s a book that you will enjoy and perhaps even identify with. Certainly it demonstrates that life should be lived to the fullest!

Except apparently Gabriel thought differently. “I don’t want you to be nice to him.” Jared blinked. “What?” Gabriel turned onto his back, his lips pursed into an unhappy line. “Didn’t you notice how sweet he is with you? I know him. He’s never sweet without a reason.” Jared suppressed a sigh. He could see where this was going. Gabriel was very possessive of his things. He didn’t talk much about his early childhood in Ukraine—he claimed that he didn’t remember—but Jared could make an educated guess. Ukrainian orphanages couldn’t have been nice places to live. As a child, Gabriel hadn’t had much, so it was only natural he had grown accustomed to jealously guarding what little he had. It didn’t matter that Gabriel was no longer a child and could afford anything he wanted; he had never quite outgrown his possessiveness. Everyone knew that Gabriel DuVal was very bad at sharing. It was obvious on the football pitch, too: he was often selfish and ruthless, wanting to be the one to score all the goals. For that reason he was the favorite target of the media’s scathing criticism, universally hated and reluctantly admired.

NAZ was founded in 2008 in Minneapolis, and is modeled on Geoffrey Canada’s Harlem Children’s Zone. It uses a holistic web of family coaches and tutors, combined with academic and wraparound support, for 1,100 families, to keep 2,300 children in an education pipeline from early childhood to college.

We also recognized that schools can’t do it alone, so we surround students with a team that provides everything from extra academic opportunities, parent education, and early childhood services to behavioral health counseling, housing and career support. In partner schools where the supports are most layered for NAZ students, they are doing significantly better than their peers in reading. Samuels

An anti-racist person is on a life-long journey that includes forming new understanding of and ways to live her or his racial identity and then increasing commitment to and engagement in anti-racism actions

Early childhood education

Just as soon as children develop awareness, it is essential to demonstrate to them by word and deed that they must submit,” advised Swiss philosopher Johann Georg Sulzer in his 1748 Essay on the Education and Instruction of Children, a text not atypical of its type and time. “It is impossible to reason with young children,” Sulzer asserted. “Thus, willfulness must be driven out in a methodical manner. It is quite natural for the child’s soul to want to have a will of its own. . . . One of the advantages of these early years is that force and compulsion can be used. Over the years, children forget everything that happened to them in early childhood. If their wills can be broken at this time, they will never remember afterwards that they had a will.

Just play this out as a thought experiment,” he said. “Imagine if you had genuine, high-quality early-childhood education for every child, and suddenly every black child in America—but also every poor white child or Latino [child], but just stick with every black child in America—is getting a really good education. And they’re graduating from high school at the same rates that whites are, and they are going to college at the same rates that whites are, and they are able to afford college at the same rates because the government has universal programs that say that you’re not going to be barred from school just because of how much money your parents have. “So now they’re all graduating. And let’s also say that the Justice Department and the courts are making sure, as I’ve said in a speech before, that when Jamal sends his résumé in, he’s getting treated the same as when Johnny sends his résumé in. Now, are we going to have suddenly the same number of CEOs, billionaires, etc., as the white community? In ten years? Probably not, maybe not even in twenty years. “But I guarantee you that we would be thriving, we would be succeeding. We wouldn’t have huge numbers of young African American men in jail. We’d have more family formation as college-graduated girls are meeting boys who are their peers, which then in turn means the next generation of kids are growing up that much better. And suddenly you’ve got a whole generation that’s in a position to start using the incredible creativity that we see in music, and sports, and frankly even on the streets, channeled into starting all kinds of businesses. I feel pretty good about our odds in that situation.

Robyn Tierney is a professional writer and amateur photographer. She is a technical writer and researcher with a knack for creative problem solving and visual communication. Robyn Tierney has a research and non-profit community engagement background and has worked for organizations such as United Way of El Paso County and Baltimore CASH Campaign serving as a type of social worker and professional and technical writer. She has further worked as a grant writer supporting early childhood education initiatives in Doña Ana County. Robyn Tierney also served as an AmeriCorps volunteer in Baltimore City in 2010.

Yeah, but just think if we spent that money on early childhood education and nutrition.

Hire the right people. “We will continue to focus on hiring and retaining versatile and talented employees,” he wrote in an early shareholder letter. Compensation, especially early on, was heavily weighted to stock options rather than cash. “We know our success will be largely affected by our ability to attract and retain a motivated employee base, each of whom must think like, and therefore must actually be, an owner.” There are three criteria he instructs managers to consider when they are hiring: Will you admire this person? Will this person raise the average level of effectiveness of the group he or she is entering? Along what dimension might this person be a superstar? It’s never been easy to work at Amazon. When Bezos interviews people, he warns them, “You can work long, hard, or smart, but at Amazon.com you can’t choose two out of three.” Bezos makes no apologies. “We are working to build something important, something that matters to our customers, something that we can all tell our grandchildren about,” he says. “Such things aren’t meant to be easy. We are incredibly fortunate to have this group of dedicated employees whose sacrifices and passion build Amazon.com.” These lessons remind me of the way Steve Jobs operated. Sometimes such a style can be crushing, and to some people it may feel tough or even cruel. But it also can lead to the creation of grand, new innovations and companies that change the way we live. Bezos has done all of this. But he still has many chapters to write in his story. He has always been public spirited, but I suspect in the coming years he will do more with philanthropy. Just as Bill Gates’s parents led him into such endeavors, Jackie and Mike Bezos have been models for Bezos as he focuses on missions such as providing great early-childhood education to all kids. I am also confident that he has at least one more major leap to make. I suspect that he will be—and is, indeed, eager to be—one of the first private citizens to blast himself into space. As he told his high school graduating class back in 1982, “Space, the final frontier, meet me there!

The Nest is an early childhood education centre in Gold Coast. Our programs improve the social skills of a child so he can do better in school and also learn essential life skills that stay with him forever.

In constantly responding to preconceived ideas, children lose opportunities to demonstrate original thinking, organize concepts, and design formats which capture their intent. Prescribed curriculum, an exclusively predetermined learning agenda, ignores the contexts that are naturally created by childhood. Although some elements of prescription have value in planning curriculum, the notion of the "child's curriculum" has long been buried under layers of national, state, district, and school mandates.

The open teacher, like a good therapist, establishes rapport and resonance, sensing unspoken needs, conflicts, hopes, and fears. Respecting the learner's autonomy, the teacher spends more time helping to articulate the urgent questions than demanding right answers.

November 30th What do you know? For once I favourably surprise myself. After I'd read Howard's exemplary "White Ship" on Friday night and spent yesterday idling about in Providence - woolgathering, I suppose - I've finally made up my mind to sit down and attempt to lick this novel into some kind of functional shape. The central character I'm thinking, is a young man in his early thirties. He's well educated, but if forced by economic circumstance to leave his home in somewhere like Milwaukee (on the principle of writing about somewhere that you know) to seek employment further east. I feel I should give him a name. I know that details of this sort could wait until much later in the process, but I don't feel able to flesh out his character sufficiently until I've at least worked out what he's called. There's been a twenty minute pause between the end of the foregoing sentence and the start of this one, but I think his first name should be Jonathan. Jonathan Randall is the name that comes to me, perhaps by way of Randall Carver. Yes, I think I like the sound of that. So, young Jonathan Randall realises that his yearnings for a literary life have to be put aside to spare his parents dwindling resources, and that he must make his own way in the world, through manual labour if needs be, in order to become the self-sufficient grownup he aspires to be. During an early scene, perhaps in a recounting of Jonathan's childhood, there should be some striking incident which foreshadows the supernatural or psychological weirdness that will dominate the later chapters. Thinking about this, it seems to me that this would be the ideal place to introduce the bridge motif I've toyed with earlier in these pages: since I'm quite fond of the opening paragraphs that I've already written, with that long description of America as a repository for all the world's religious or else occult visionaries, I think what I'll do is largely leave that as it is, to function as a kind of prologue and establish the requisite mood, and then open the novel proper with Jonathan and a school friend playing truant on a summer's afternoon at some remote and overgrown ravine or other, where there's a precarious and creaking bridge with fraying ropes and missing boards that joins the chasm's two sides. I could probably set up the story's major themes and ideas in the two companions' dialogue, albeit simply expressed in keeping with their age and limited experience. Perhaps they're talking in excited schoolboy tones about some local legend, ghost story or piece of folklore that's connected with the bridge or the ravine. This would provide a motive - the eternal boyish fascination with the ghoulish - for them having come to this ill-omened spot while playing hooky, and would also help establish Jonathan's obsession with folkloric subjects as explored in the remainder of the novel.

November 30th What do you know? For once I favourably surprise myself. After I'd read Howard's exemplary "White Ship" on Friday night and spent yesterday idling about in Providence - woolgathering, I suppose - I've finally made up my mind to sit down and attempt to lick this novel into some kind of functional shape. The central character I'm thinking, is a young man in his early thirties. He's well educated, but is forced by economic circumstance to leave his home in somewhere like Milwaukee (on the principle of writing about somewhere that you know) to seek employment further east. I feel I should give him a name. I know that details of this sort could wait until much later in the process, but I don't feel able to flesh out his character sufficiently until I've at least worked out what he's called. There's been a twenty minute pause between the end of the foregoing sentence and the start of this one, but I think his first name should be Jonathan. Jonathan Randall is the name that comes to me, perhaps by way of Randall Carver. Yes, I think I like the sound of that. So, young Jonathan Randall realises that his yearnings for a literary life have to be put aside to spare his parents' dwindling resources, and that he must make his own way in the world, through manual labour if needs be, in order to become the self-sufficient grownup he aspires to be. During an early scene, perhaps in a recounting of Jonathan's childhood, there should be some striking incident which foreshadows the supernatural or psychological weirdness that will dominate the later chapters. Thinking about this, it seems to me that this would be the ideal place to introduce the bridge motif I've toyed with earlier in these pages: since I'm quite fond of the opening paragraphs that I've already written, with that long description of America as a repository for all the world's religious or else occult visionaries, I think what I'll do is largely leave that as it is, to function as a kind of prologue and establish the requisite mood, and then open the novel proper with Jonathan and a school friend playing truant on a summer's afternoon at some remote and overgrown ravine or other, where there's a precarious and creaking bridge with fraying ropes and missing boards that joins the chasm's two sides. I could probably set up the story's major themes and ideas in the two companions' dialogue, albeit simply expressed in keeping with their age and limited experience. Perhaps they're talking in excited schoolboy tones about some local legend, ghost story or piece of folklore that's connected with the bridge or the ravine. This would provide a motive - the eternal boyish fascination with the ghoulish - for them having come to this ill-omened spot while playing hooky, and would also help establish Jonathan's obsession with folkloric subjects as explored in the remainder of the novel.

Art assignments are not a novel concept. They are an integral part of early childhood education in many parts of the world and are often the way we first learn about color, pattern, math, science, feelings, and how to be a communicative being in the world.

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 methodology, admitted openly and without embarrassment at the time, was to identify promising talent at a young age, and to make special provisions for its development. These provisions included a great degree of educational segregation. Bright young people were conspicuously set apart from their contemporaries. They were placed in special, enriched classes and sent into extracurricular programs that only admitted those of comparable talent. It was assumed that, as they moved through the educational stream, they would maintain a rather close-knit formation, associating primarily with their intellectual peers and with mentors drawn from the ranks of accomplished sci- entists.8 The operating hypothesis was that talent, whatever its origins in genetic endowment or early childhood experience, is a relatively rare resource, that positive measures are necessary to seek it out, and that once found it requires and deserves special treatment.

Plato quote that serves as an epigraph for this book: The elements of instruction… should be presented to the mind in childhood, but not with any compulsion. Knowledge which is acquired under compulsion has no hold on the mind. Therefore do not use compulsion, but let early education be rather a sort of amusement; this will better enable you to find out the natural bent of the child.

The two-year-old class. They’re rambunctious at that age, but so dang cute.” The lure of guiding young children, with their innocence, boundless curiosity, and those cherubic faces, was what had drawn her to study early childhood education.

It may seem unrealistic to expect that teachers should love their students, but the more I delve into the research on teaching, the more it seems to converge on the importance of love--not the type between parents and their children, surely, but love in the sense that Martin Luther King Jr., Gandhi, and Nelson Mandela meant it, a faith we choose to have in the inherent worth and dignity of another human being.

Waitressing is my second job, the first being a preschool job that allows me to utilize my early childhood education degree, all at minimum wage. Four years of college, tons of debt, and I need two jobs just to pay the bills. I should have majored in Not Being Poor.

The Department of Basic Education wants to take on more responsibilities with Grade R, despite their poor performance. This seems irrational at first, but it makes sense when you look at their proposed budget. DBE would get an additional 20 billion to implement and staff the venture. Just like the education system and the government as a whole, it is clear that taxpayers will shoulder the burden, while parents and children will be the ones who suffer the most. Only politicians, government officials, and their associates will benefit, as they shamelessly drain the country's resources for their personal gain.

The community joined forces and made an investment in a shared goal, acknowledging their strong connection with the recipient of the resources, rather than simply offering charity. The community's composition remained relatively stable over an extended period, with few outsiders joining. This provided the "investors" with confidence that, even if not themselves, their future generations would reap the benefits. The first schools I attended, until standard 7, were constructed mostly through the efforts of the community the school serviced. After the Bantu Education Act was implemented in 1953, education for people in the homelands was financed through direct taxes paid by residents of the homelands, instead of general state spending. When there was a class short, the parents would pool their resources and build it

Despite having limited financial resources, the community took pride in working together and accomplishing what they could. Consequently, I don't remember people from the community intentionally damaging school property. This is because they would also be harming something that they helped build, and would have to fix it again. Additionally, they were related to someone who would be affected by the damage. The community strongly disapproved of acts of vandalism or any other inappropriate behaviour within the school premises, and they consistently enforced strict consequences once the offender was recognized.

Sazi is fortunate to be born of parents that are comparable enough to be able to see the impact of both nature and nurture. Even better is that no longer can allegations about women’s progress in life be attributed to society and ‘the patriarchy’ holding them back. Since 1994 there has been a concerted focus on directing taxpayer-funded programs to the upliftment of women; from educational programs at school, admission and funding of tertiary programs for women to employment and business funding that explicitly exclude boys and men. This ought to mean comparable men and women ought to achieve the same outcomes since there are essentially no differences between men and women. Lawmakers have implemented programs aimed at empowering and uplifting girls and women. These initiatives have actively sought to address the claimed long-standing societal and patriarchal barriers that have hindered their progress. So based on this, the difference in the sex of parents no longer favours men thus making comparing outcomes possible.

Harmony within a marriage greatly influences the education of children, our future citizens. How many times have a mother’s tears, cried in moments of pain and contradiction, powerfully influenced her children!

The patterns in the number words are complex and do not help children focus on 10

Mathematical experiences for very young children should build largely upon their play and the natural relationships between learning and life in their daily activities, interests, and questions,

Mathematical knowledge begins during infancy and undergoes extensive development over the first 5 years of life. It is just as natural for young children to think mathematically as it is for them to use language, because “humans are born with a fundamental sense of quantity” (Geary, 1994, p. 1), as well as spatial sense, a propensity to search for patterns, and so forth.

children should count not only objects but also a variety of other mathematical units

ECE increasingly is the recipient of others’ decisions, leaving it reactive to others’ change agenda.

Yet policy formation occurs within a complex decision-making process driven by interests and constraints not always aligned with, or even supportive of, the field’s research base or aspirations

Consistently high quality ECE relies on the collective competence of its practitioners

But we are addicted to this repetition! We need to get fed up with these same stories. We need new stories

Each of us, therefore, will have to step back to step forward—to consider how our thoughts and behaviors are contributing, however inadvertently, to the status quo.

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.

The act of making that designers find so satisfying is built into early childhood education, but as they grow, many children lose opportunities to create their own environment, bounded by a text-centric view of education and concerns for safety. Despite adults’ desire to create a safer, softer child-centric world, something got lost in translation. Jane Jacobs said, of the child in the designed-for-childhood environment: “Their homes and playgrounds, so orderly looking, so buffered from the muddled, messy intrusions of the great world, may accidentally be ideally planned for children to concentrate on television, but for too little else their hungry brains require.”9 Our built environment is making kids less healthy, less independent, and less imaginative. What those hungry brains require is freedom. Treating children as citizens, rather than as consumers, can break that pattern, creating a shared spatial economy centered on public education, recreation, and transportation safe and open for all.

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.

To ripen too early is not good, either for a tree or for a human being and One has to pay for it in the long run. There is nothing to beat nature’s law of gradual development, and however much prodigies may interest us at first they generally fail to fulfill their early promise.