Tuesday, December 21, 2010
Starfish an inspirational message for all teachers
Here is a video to encourage you to keep on doing what you are doing because you never know who you are saving. We've learned so much about young children in this class. You may be that one person that changes their life for the better.
Saturday, December 11, 2010
Testing for intelligence?
As a kindergarten teacher, I’m required to look at my children holistically. Our developmental checklist includes language and literacy, mathematics, science, social studies, personal and social development, the arts, and physical development and health. Here is a link that will define each of these domains:
http://www.mdk12.org/instruction/ensure/MMSR/MMSRDE1_toc.html
In the middle childhood grades, there is standardized test that measure language and literacy, math, social studies, and science. However there are no standardized tests required for personal and social development, the arts, physical development or health. Although some of these areas are addressed in the classroom such as physical development and health are taught and assessed in physical education class. The arts are taught and assessed in Art class.
Here is a link to the Erikson Institute that conducted research on assessment in early childhood. I found it to be very informative and supportive of the early childhood field.
"Assessment in the early childhood classroom," By Suzanne Wagner, October 2003 http://www.erikson.edu/default/research/researchpubs.aspx
School-age children in China
This is a link to Education Nation video from NBC television about China's high performance on a standardized test(PISA) for 15 year old students in comparison to the United States. I know it's not about the age range (7-11) we are learning about this week but I found it interesting.
http://www.educationnation.com/index.cfm?objectid=DAB88FD6-02F0-11E0-A170000C296BA163&aka=0
The following quote is from the Organization for Economic Cooperation and Development (OECD) that compiles results from the PISA(Program for International Student Assessment) testing regarding China's education, in particular examinations.
“Examinations have long been a focus of attention in China in any attempt to reform education. Teaching and learning, in secondary schools in particular, are predominantly determined by the examination syllabi, and school activities at that level are very much oriented towards exam preparation. Subjects such as music and art, and in some cases even physical education, are removed from the timetable because they are not covered in the public examinations. Schools work their students for long hours every day, and the work weeks extend into the weekends, mainly for additional exam preparation classes. As noted earlier, private tutorials, most of them profit-making, are widespread and have become almost a household necessity. In the past two decades, the national policy agenda has sought to move the system away from examination orientation, but the call has seldom met with significant success. The most recent appeal along this line is the move to reduce students’ workload, which is regarded as a major task in the coming decade of education development.
Examination pressure remains a major concern to educators, parents and policy makers. Some provinces forbid the holding of formal classes over the weekends. There is a general belief that emphasis on examinations jeopardises the genuine development of young people and is detrimental to the entire national population, but few effective solutions have emerged to reduce or minimise examination pressures. Educators jokingly describe the situation as follows: “High-sounding appeals to promote quality education, down-to-earth preparation for examinations.” (OECD, 2010).
Not much has been known about China's education practices. I wish I could have found more information regarding a Chinese students traditional school day. I would like to see how it compares to our school day.
References
OECD. (2010).Shanghai and Hong Kong:Two Distinct Examples of Education Reform in China. Retrieved from http://www.oecd.org/dataoecd/34/45/46581016.pdf
http://www.mdk12.org/instruction/ensure/MMSR/MMSRDE1_toc.html
In the middle childhood grades, there is standardized test that measure language and literacy, math, social studies, and science. However there are no standardized tests required for personal and social development, the arts, physical development or health. Although some of these areas are addressed in the classroom such as physical development and health are taught and assessed in physical education class. The arts are taught and assessed in Art class.
Here is a link to the Erikson Institute that conducted research on assessment in early childhood. I found it to be very informative and supportive of the early childhood field.
"Assessment in the early childhood classroom," By Suzanne Wagner, October 2003 http://www.erikson.edu/default/research/researchpubs.aspx
School-age children in China
This is a link to Education Nation video from NBC television about China's high performance on a standardized test(PISA) for 15 year old students in comparison to the United States. I know it's not about the age range (7-11) we are learning about this week but I found it interesting.
http://www.educationnation.com/index.cfm?objectid=DAB88FD6-02F0-11E0-A170000C296BA163&aka=0
The following quote is from the Organization for Economic Cooperation and Development (OECD) that compiles results from the PISA(Program for International Student Assessment) testing regarding China's education, in particular examinations.
“Examinations have long been a focus of attention in China in any attempt to reform education. Teaching and learning, in secondary schools in particular, are predominantly determined by the examination syllabi, and school activities at that level are very much oriented towards exam preparation. Subjects such as music and art, and in some cases even physical education, are removed from the timetable because they are not covered in the public examinations. Schools work their students for long hours every day, and the work weeks extend into the weekends, mainly for additional exam preparation classes. As noted earlier, private tutorials, most of them profit-making, are widespread and have become almost a household necessity. In the past two decades, the national policy agenda has sought to move the system away from examination orientation, but the call has seldom met with significant success. The most recent appeal along this line is the move to reduce students’ workload, which is regarded as a major task in the coming decade of education development.
Examination pressure remains a major concern to educators, parents and policy makers. Some provinces forbid the holding of formal classes over the weekends. There is a general belief that emphasis on examinations jeopardises the genuine development of young people and is detrimental to the entire national population, but few effective solutions have emerged to reduce or minimise examination pressures. Educators jokingly describe the situation as follows: “High-sounding appeals to promote quality education, down-to-earth preparation for examinations.” (OECD, 2010).
Not much has been known about China's education practices. I wish I could have found more information regarding a Chinese students traditional school day. I would like to see how it compares to our school day.
References
OECD. (2010).Shanghai and Hong Kong:Two Distinct Examples of Education Reform in China. Retrieved from http://www.oecd.org/dataoecd/34/45/46581016.pdf
Saturday, November 27, 2010
Haiti
Haiti has been a poor country with over 75% of the people living on just $2.00 a day (Clean the World). Poverty in combination with natural disasters and disease outbreaks this year, the country is in dire need of help. I don’t know how severely this will impact the development of children but it will undoubtedly make an impact. Poverty itself leads to malnutrition and if you visit my blog entry on nutrition/malnutrition from two weeks ago, you can read the affect it has on child development.
Natural Disasters
A devastating earthquake shook Haiti in January 2010 causing many deaths
and deplorable living conditions within the capital city. Prior to the earthquake, Haiti had over 350 orphanages that were registered and about twice as many were unregistered (Balsari, et al., 2010). Over 350,000 children were in orphanages but only about 50,000 were actually orphanages (Balsari, et al., 2010). The others were there because their families could not afford to take care of them. This unregulated system caused family-tracing and reuniting difficulties after the earthquake and delays in the foreign adoptions process (Balsari, et al., 2010).
Hurricane Tomas ravaged the country with torrential rain and flooding in November 2010.
Disease
A cholera outbreak began in October 2010. Cholera is the most recent threat to Haitians. Cholera is an acute diarrhoeal disease caused by drinking or eating contaminated water or food. Most cases of cholera are treatable with oral rehydration salts. Visit World Health Organization for information on Cholera: http://www.who.int/mediacentre/factsheets/fs107/en/index.html
The Pan American Health Organization (PAHO) has established 36 Cholera Treatment Centers that are already at full capacity. Other organizations have sent essential medicines and supplies for approximately 30% of future cases. Visit the following website for the most update news on what the PAHO is doing to eliminate the Cholera epidemic in Haiti: http://new.paho.org/disasters/index.php?option=com_content&task=view&id=1423&Itemid=1
A YouTube video for the Clean the World project that aims to help Haiti fight diseases such as cholera: http://www.youtube.com/watch?v=E7LzNOXKi0A
References:
Balsari, S., Lemery, J., Williams, T., & Nelson, B.. (2010). Protecting the Children of
Haiti. The New England Journal of Medicine, 362(9), e25. Retrieved November 27, 2010, from ProQuest Central. (Document ID: 1976757721).
World Health Organization. Cholere Fact Sheet. Retrieved from http://www.who.int/mediacentre/factsheets/fs107/en/index.html
Pan American Health Organization. PAHO Responds to Cholera Outbreak in Haiti Retrieved from http://new.paho.org/disasters/index.php?option=com_content&task=view&id=1423&Itemid=1
Natural Disasters
A devastating earthquake shook Haiti in January 2010 causing many deaths
and deplorable living conditions within the capital city. Prior to the earthquake, Haiti had over 350 orphanages that were registered and about twice as many were unregistered (Balsari, et al., 2010). Over 350,000 children were in orphanages but only about 50,000 were actually orphanages (Balsari, et al., 2010). The others were there because their families could not afford to take care of them. This unregulated system caused family-tracing and reuniting difficulties after the earthquake and delays in the foreign adoptions process (Balsari, et al., 2010).
Hurricane Tomas ravaged the country with torrential rain and flooding in November 2010.
Disease
A cholera outbreak began in October 2010. Cholera is the most recent threat to Haitians. Cholera is an acute diarrhoeal disease caused by drinking or eating contaminated water or food. Most cases of cholera are treatable with oral rehydration salts. Visit World Health Organization for information on Cholera: http://www.who.int/mediacentre/factsheets/fs107/en/index.html
The Pan American Health Organization (PAHO) has established 36 Cholera Treatment Centers that are already at full capacity. Other organizations have sent essential medicines and supplies for approximately 30% of future cases. Visit the following website for the most update news on what the PAHO is doing to eliminate the Cholera epidemic in Haiti: http://new.paho.org/disasters/index.php?option=com_content&task=view&id=1423&Itemid=1
A YouTube video for the Clean the World project that aims to help Haiti fight diseases such as cholera: http://www.youtube.com/watch?v=E7LzNOXKi0A
References:
Balsari, S., Lemery, J., Williams, T., & Nelson, B.. (2010). Protecting the Children of
Haiti. The New England Journal of Medicine, 362(9), e25. Retrieved November 27, 2010, from ProQuest Central. (Document ID: 1976757721).
World Health Organization. Cholere Fact Sheet. Retrieved from http://www.who.int/mediacentre/factsheets/fs107/en/index.html
Pan American Health Organization. PAHO Responds to Cholera Outbreak in Haiti Retrieved from http://new.paho.org/disasters/index.php?option=com_content&task=view&id=1423&Itemid=1
Stress in Childhood
To be perfectly honest, I have never had to cope with the stressors of war, poverty, racism, natural disaster, isolation, hunger, noise, chaos, disease, environmental pollution, or violence as a young child. And for that I am very thankful!
I know my grandparents grew up during the Great Depression and poverty affected many families. They never bought many things. Living on a farm during the Great Depression afforded my grandmother’s family food but not luxuries such as new clothes and toys. My grandmother always shares stories of how they made their dresses out of old feed sacks and their doll babies were made out of corn husks. My grandmother never throws anything away like old butter containers either. She always says “you’ll never know when you’ll need it.” She also never tosses food in the trash. If she can’t make it into some kind of new leftover then it’ll be used in the compost pile or for dog food.
Stress of War in USA
I believe the effects of our ongoing war are a stressor on many families in our country that have seen family members deployed several times over the past ten years. The Mental Health America (MHA) has created a program called Operation Happy Reunions that aims to educate and help soldiers and their families receive the high-quality care they need in all health aspects (2010). There website (http://www.nmha.org/reunions/resources.cfm) offers links to many other organizations to help military families deal with the stress of war. MHA recommends that families do the following to help reduce stress:
1. Talk about it.
2. Take care of your physical health.
3. Limit your exposure to the news media.
4. Engage in activities that are enjoyable and relaxing.
5. Do something positive like volunteering.
6. Don’t be afraid to seek treatment.
For more information regarding these tips, visit http://www.nmha.org/reunions/infoWarStress.cfm
I know my grandparents grew up during the Great Depression and poverty affected many families. They never bought many things. Living on a farm during the Great Depression afforded my grandmother’s family food but not luxuries such as new clothes and toys. My grandmother always shares stories of how they made their dresses out of old feed sacks and their doll babies were made out of corn husks. My grandmother never throws anything away like old butter containers either. She always says “you’ll never know when you’ll need it.” She also never tosses food in the trash. If she can’t make it into some kind of new leftover then it’ll be used in the compost pile or for dog food.
Stress of War in USA
I believe the effects of our ongoing war are a stressor on many families in our country that have seen family members deployed several times over the past ten years. The Mental Health America (MHA) has created a program called Operation Happy Reunions that aims to educate and help soldiers and their families receive the high-quality care they need in all health aspects (2010). There website (http://www.nmha.org/reunions/resources.cfm) offers links to many other organizations to help military families deal with the stress of war. MHA recommends that families do the following to help reduce stress:
1. Talk about it.
2. Take care of your physical health.
3. Limit your exposure to the news media.
4. Engage in activities that are enjoyable and relaxing.
5. Do something positive like volunteering.
6. Don’t be afraid to seek treatment.
For more information regarding these tips, visit http://www.nmha.org/reunions/infoWarStress.cfm
Saturday, November 13, 2010
Malnutrition
Nutrition/Malnutrition
My reason for researching malnutrition is to understand its impact on child development. I have a student in my classroom who was adopted from another country. According to his adoptive parents, he was malnourished by six weeks of age. He was fifteen months old until they could adopt him. He has been diagnosed with ADHD and his fine motor skills are very poor.
Malnutrition in India
Malnutrition causes a third of all child deaths (Anonymous, 2008). It also accounts for 11 percent of the world’s diseases (Anonymouns, 2008). In India, nearly half of all the children are undernourished and that accounts for one-third of the world’s 150 million malnourished children under the age of five (Anonymous, 2010). The effects of malnutrition are far-reaching and long lasting. Dhar Aarti article on India’s malnutrition states “The critical period, when malnutrition can have the most irrevocable impact, is during the first 33 months from conception to a child's second birthday. After this period, it is much harder to reverse the effects of chronic malnutrition and the effects are life-long or life-threatening (2010).
What is India doing about malnutrition?
India has established Anganwadi centers that provide pregnant mothers and children up to age 6 with free child care and daily meals (Anonymous, 2010). In theory it sounds great but it isn’t working because there are not enough centers and those in existence are overburdened.
India has established a Public Distribution System to provide subsided food and midday meals to school children but the program is poorly ran and corrupt (Anonymous, 2010).
India committed to halving hunger and malnutrition by 2015 as part of the Millennium Development Goal. (Aarti, 2010) “…India has achieved just 0.9 per cent progress, which is nowhere near achieving the target by 2015...” (Aarti, 2010).
Impact on my future work
I’m not sure how studying malnutrition will impact my future work. It’s something I keep in mind whenever I’m working with children and their families. Our school does whatever we can to help families in need. It’s nice to know that there are global organizations that helping to fight child hunger. Getting involved in one of these organizations could be a possibility in the future.
Links:
References
Aarti Dhar. (2010, October 14). India tops Commonwealth countries in
underweight children: report. The Hindu,. Retrieved November 13, 2010, from ProQuest Newsstand. (Document ID: 2161603051).
Anonymous, . Putting the smallest first; Child malnutrition in
India. (2010, September). The Economist, 396(8701), 35-36. Retrieved November 13, 2010, from ABI/INFORM Global. (Document ID: 2147207461).
Anonymous, .Nutrition tied to more than one-third of child deaths. (2008, March).
The Nation's Health, 38(2), 12. Retrieved November 13, 2010, from ProQuest Central. (Document ID: 1445994101).
Sunday, November 7, 2010
Birth Experience
I have never witnessed a birth other than ones I have seen on TV. I would imagine it's an unforgettable experience.
I was the second child of our family. According to my mom, I did not waste anytime arriving. She barely made it to the hospital.
I researched the African Region and learned that 29% of their infant mortalities are due to premature labor and low birth rate. Another major cause of infant mortatlity is birth asphxyia and/or birth trauma. Another 28% is of infant deaths is neonatal infections.
http://www.who.int/child_adolescent_health/media/CAH_death_u5_neonates_afro_2008.pdf
In comparison to my own birth, I was a healthy 8 lb. full-term baby girl with no complications.
I was the second child of our family. According to my mom, I did not waste anytime arriving. She barely made it to the hospital.
I researched the African Region and learned that 29% of their infant mortalities are due to premature labor and low birth rate. Another major cause of infant mortatlity is birth asphxyia and/or birth trauma. Another 28% is of infant deaths is neonatal infections.
http://www.who.int/child_adolescent_health/media/CAH_death_u5_neonates_afro_2008.pdf
In comparison to my own birth, I was a healthy 8 lb. full-term baby girl with no complications.
Saturday, October 30, 2010
Thank you
Thank you for visiting my blog throughout our first class. It has been blast getting to know each of you throughout this course. As we progress through this program, I hope to keep in contact through our blogs. Thanks!
Saturday, October 23, 2010
Codes of Ethics
I chose the following ideals because they correlate to my three professional goals.
Goal #1 – Be Informed and Be Current
I-1.1—To be familiar with the knowledge base of early
childhood care and education and to stay informed
through continuing education and training.
Goal #2 – Enable all students to reach their full potential
I-1.5—To create and maintain safe and healthy settings
that foster children’s social, emotional, cognitive, and
physical development and that respect their dignity
and their contributions
I-1.10—To ensure that each child’s culture, language,
ethnicity, and family structure are recognized and
valued in the program.
Goal # 3 – Educate the parents of my students.
I-2.8—To help family members enhance their understanding
of their children and support the continuing
development of their skills as parents.
Reference
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
Goal #1 – Be Informed and Be Current
I-1.1—To be familiar with the knowledge base of early
childhood care and education and to stay informed
through continuing education and training.
Goal #2 – Enable all students to reach their full potential
I-1.5—To create and maintain safe and healthy settings
that foster children’s social, emotional, cognitive, and
physical development and that respect their dignity
and their contributions
I-1.10—To ensure that each child’s culture, language,
ethnicity, and family structure are recognized and
valued in the program.
Goal # 3 – Educate the parents of my students.
I-2.8—To help family members enhance their understanding
of their children and support the continuing
development of their skills as parents.
Reference
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
Saturday, October 9, 2010
Other resources
Pennsylvania's Promise for Children
http://paprom.convio.net/site/PageServer?pagename=index
Education Nation: Early Education video (45 min)
http://www.educationnation.com/index.cfm?objectid=11CB81D0-CD7D-11DF-8853000C296BA163
The Effect of Early Education on K-12 Success
http://www.msnbc.msn.com/id/39522538
http://paprom.convio.net/site/PageServer?pagename=index
Education Nation: Early Education video (45 min)
http://www.educationnation.com/index.cfm?objectid=11CB81D0-CD7D-11DF-8853000C296BA163
The Effect of Early Education on K-12 Success
http://www.msnbc.msn.com/id/39522538
Course Resources
Part 1: Position Statements and Influential Practices
- NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://sylvan.live.ecollege.com/ec/courses/53029/CRS-CW-4477713/educ6005_readings/naeyc_dap_position_statement.pdf
- NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
- NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
- NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
- NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
- NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
- Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
- FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~images/pdfs/snapshots/snap33.pdf
Note: The following article can be found in the Walden University Library databases. - Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
Use the Academic Search Complete database, and search using the article's title.
- Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
- Websites:
- World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage - World Organization for Early Childhood Education
http://www.omep.org.gu.se/English/about_OMEP/
Read about OMEP’s mission. - Association for Childhood Education International
http://acei.org/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
- National Association for the Education of Young Children
http://www.naeyc.org/ - The Division for Early Childhood
http://www.dec-sped.org/ - Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/ - WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm - Harvard Education Letter
http://www.hepg.org/hel/topic/85 - FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm - Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/ - HighScope
http://www.highscope.org/ - Children’s Defense Fund
http://www.childrensdefense.org/ - Center for Child Care Workforce
http://www.ccw.org/ - Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home - Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm - National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/ - National Child Care Association
http://www.nccanet.org/ - National Institute for Early Education Research
http://nieer.org/ - Pre[K]Now
http://www.preknow.org/
- Voices for America’s Children
http://www.voices.org/pages/page.asp?page_id=22807 - The Erikson Institute
http://www.erikson.edu/
- YC Young Children
- Childhood
- Journal of Child & Family Studies
- Child Study Journal
- Multicultural Education
- Early Childhood Education Journal
- Journal of Early Childhood Research
- International Journal of Early Childhood
- Early Childhood Research Quarterly
- Developmental Psychology
- Social Studies
- Maternal & Child Health Journal
- International Journal of Early Years Education
Saturday, October 2, 2010
World
“I'm not here to save the world. I'm just here to make a difference.” Raymond Hernandez, MS Ed
His passion reminds me of another quote I keep in my classroom,
To the world you are just one person, but to one person you are the world.
To the world you are just one person, but to one person you are the world.
Marcy Whitebrook
Federal leadership is key to increasing compensation and improving the workplace environment for America’s early care and education professionals. Only by rewarding and supporting the workforce can we improve and sustain the quality of services for our children.
http://www.irle.berkeley.edu/cscce/priorities/rewarding-environment/
http://www.irle.berkeley.edu/cscce/priorities/rewarding-environment/
The Importance of Being Playful
With the right approach, a plain white hat and a plate full of yarn spaghetti can contribute to a young child's cognitive development.
Saturday, September 25, 2010
My Childhood Web
My parents…
My mom influenced my life as child by reading to me each and every night. She instilled a love for reading and learning at an early age.
My dad influenced my life at a young age by instilling the value of hard work and the satisfaction of a job well-done.
They nurtured me with love and support through anything. When it would storm with thunder and lightning, my brothers and I would sleep at the foot of their bed. My parents always made me feel special by spending time with me, taking me on vacation, and celebrating my birthdays. My mom still celebrates my birthday every year in some way. My parents are my number one supporters. They encourage, support, and offer advice whenever it’s needed.
Great Aunt/Uncle…
They have instilled in me a life-long passion for travel and adventure. As a child, they would take my family on two-week long vacations in the RV to places like the Grand Canyon, Yellowstone National park, and so many other places. These trips made me feel special every year. I consider my great aunt and uncle as grandparents. At my wedding, they were treated as a third set of grandparents. Not only did they influence my life, but they were an important part of my father’s childhood. Although we don’t take long vacations in the RV any more, they still have a positive impact on my life. They like to know what I’m doing in education and encourage me to pursue it.
Tuesday, September 14, 2010
Favorite childhood book
The Pokey Little Puppy was one of my favorite books as a child. According to my mom, she would be so tired of reading the same book every night but I would insist she read it again and again. I think it was my favorite book as a child because it was about 5 cute little puppies that dug a hole under the fence and went for a walk. There were pictures of many different animals as they went on their walk. I loved animals and still do!
Sunday, September 12, 2010
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