We worry about what a child will become tomorrow, yet we forget that he is someone today. Stacia Tauscher
While we try to teach our children all about life,
Our children teach us what life is all about. Angela Schwindt
Kids: they dance before they learn there is anything that isn't music.
William Stafford
Tuesday, December 21, 2010
Saturday, December 11, 2010
Testing for Intelligence
Assessing the mind of a child is a difficult, if not impossible task. There are so many factors that impact the learning and development of an individual, and each individual is so unique that it is extremely difficult to find an assessment that will measure all with the same precision. While we can use the information from the assessments to compare what one child can do on an assessment compared to her peers, the difference in learning styles from this individual compared to the "norm" may be very different. So, do these results really tell us what this child can or cannot do, or does is simply tell us that this child needs to do it differently? In order to understand a child in a holistic approach, we need to look at all aspects of a child including intelligence, achievement, and social-emotional. It would also be necessary to look into the medical history of a child along with their environment. Even with this full battery of assessments, we may still not understand the true ability of a child. However, we will get a good understanding of how the child performs compared to where society expects the "norm" to perform.
Upon researching other parts of the world, and assessments used, I found a website by the University of New South Whales. This website is set up for schools from 20 different countries to use their assessment tools in each of the core areas of Math, English, Science, Writing, Spelling, and Computer Skills. This site then offers to report all of the assessment data for each of the different schools to use in determining how their students are doing compared to other students in each of the other countries. This is very similar to what we do in the United States when we compare what we do in our state compared to what other states do. However, all of these countries are using the exact same assessments while each state tends to have their own standardized tests.
While many parts of the world are using different assessment tools to "understand" the mind of a child, each of these tools are simply used to compare individual children compared to society's "norm". These assessment tools are useful and important in order for us to see the abilities of children, and, maybe more importantly, the growth of a child. However, these tools do not necessarily help us to understand the mind of a child, regardless of what part of the world you live in.
Resource:
UNSW Global. The University of New South Wales. Retrieved from http://etc.unsw.edu.au/about_icas
Upon researching other parts of the world, and assessments used, I found a website by the University of New South Whales. This website is set up for schools from 20 different countries to use their assessment tools in each of the core areas of Math, English, Science, Writing, Spelling, and Computer Skills. This site then offers to report all of the assessment data for each of the different schools to use in determining how their students are doing compared to other students in each of the other countries. This is very similar to what we do in the United States when we compare what we do in our state compared to what other states do. However, all of these countries are using the exact same assessments while each state tends to have their own standardized tests.
While many parts of the world are using different assessment tools to "understand" the mind of a child, each of these tools are simply used to compare individual children compared to society's "norm". These assessment tools are useful and important in order for us to see the abilities of children, and, maybe more importantly, the growth of a child. However, these tools do not necessarily help us to understand the mind of a child, regardless of what part of the world you live in.
Resource:
UNSW Global. The University of New South Wales. Retrieved from http://etc.unsw.edu.au/about_icas
Saturday, November 27, 2010
Consequences of Stress on Children's Development
I am not able to recall knowing someone well enough from my childhood who had major stressors in their lives. However, I do work with a number of families who have and are experiencing poverty. Sadly, many families are struggling with not having enough money for bills, food, and other necessities. One family in particular, brings home one income to provide for all six family members. As their income is based on minimum wage, they do not bring enough money home to support them. This family relies on food stamps and cash grants to pay for their food and bills. They will also use their local food pantry when supplies run low. As a home visitor it is my responsibility to support this family by making them aware of all the community resources in their area. This past summer their entire roof was leaking and they had mold in between their walls. As they knew the importance of getting their roof fixed, they were not able to afford it. Getting their roof fixed was the means to survival for this family. After asking other community members, I found a roofing company that was involved in a church. This roofing business partnered with their church and provided this family with a new roof as part of their community service. Everything seems to be hard for this family. Poverty does not only involve not having enough, but it can affect your health as well. The parents are struggling with depression and trying to keep their marriage together. The children are also effected. They don't have to worry about how they are going to get enough money, but they are forced to listen to mom and dad fighting and how their parents are too depressed to play with them. Poverty affects families in all areas of their life.
I chose to research Zambia, which is a country in Africa. This country's population is approximately 12.9 million. English is the official language in Zambia, however the main local language is Nyanja, especially in Lusaka. Life expectency is about 39 years and the infant mortality rate is 101 per 1,000 births. Tuition in Zambia is free until age 7 and most children drop out at this age once tuition needs to be paid. About two-thirds of Zambians live in poverty. HIV/AIDS is the nation's greatest challenge, as approximately 14.3% are affected by this disease. Approximately, 120,000 children in Zambia are affected by HIV/Aids. HIV/Aids is this countries biggest stressor. Many attempts have been made in Zambia to make awareness about HIV. Campaigns, anti-aid clubs, awareness on television, radio and press are all involved in bringing awareness to the people in Zambia. There are still many misconceptions about HIV/Aids in Zambia. About two-thirds of young people in Zambia are not able to correctly identify ways this disease spreads. As treatment for HIV/Aids is necessary, it is essential that Zambia continues to receive support and funding for the treatment and prevention of this disease.
Each stressor that a person faces, greatly impacts their life. In order to overcome these stressors, people need to have supports in place. Without the proper support, people may never overcome these difficulties. As each person or family experiences stressors their education, development, and health may be effected.
Resource:
U.S. Department of State. (2010, September). Background Note: Zambia. Retrieved from
http://www.state.gov/r/pa/ei/bgn/2359.htm
I chose to research Zambia, which is a country in Africa. This country's population is approximately 12.9 million. English is the official language in Zambia, however the main local language is Nyanja, especially in Lusaka. Life expectency is about 39 years and the infant mortality rate is 101 per 1,000 births. Tuition in Zambia is free until age 7 and most children drop out at this age once tuition needs to be paid. About two-thirds of Zambians live in poverty. HIV/AIDS is the nation's greatest challenge, as approximately 14.3% are affected by this disease. Approximately, 120,000 children in Zambia are affected by HIV/Aids. HIV/Aids is this countries biggest stressor. Many attempts have been made in Zambia to make awareness about HIV. Campaigns, anti-aid clubs, awareness on television, radio and press are all involved in bringing awareness to the people in Zambia. There are still many misconceptions about HIV/Aids in Zambia. About two-thirds of young people in Zambia are not able to correctly identify ways this disease spreads. As treatment for HIV/Aids is necessary, it is essential that Zambia continues to receive support and funding for the treatment and prevention of this disease.
Each stressor that a person faces, greatly impacts their life. In order to overcome these stressors, people need to have supports in place. Without the proper support, people may never overcome these difficulties. As each person or family experiences stressors their education, development, and health may be effected.
Resource:
U.S. Department of State. (2010, September). Background Note: Zambia. Retrieved from
http://www.state.gov/r/pa/ei/bgn/2359.htm
Saturday, November 13, 2010
Child Development and Public Health
I chose to write about nutrition and malnutrition. As all of the public health issues are essential in every child's development, I find that nutrition and malnutrition is widespread around the world and deeply effects each and every one of us. It is incredibly sad to learn of all the communities that are affected by malnutrition and their outcomes.
Malnutrition is very apparent in the country of Benin. Benin's population is about 9 million people and some 50 languages. More than one in three Beninese children under the age of five show signs of chronic malnutrition. Most families harvest crops for both income and consumption and feed their children whatever crops are available. In most situations, the reason for malnutrition is the lack of food that is available. In Benin however, a nurse who works at a Health Clinic in Benin, stated that there is not a shortage of food but, rather, mothers don't use the right ingredients, which makes the main cause of malnutrition "ignorance." This information was very insightful. I, too, always thought that malnutrition was caused by lack of food. In this country unequal power between men and women is also one of the causes of child malnutrition. Men often buy the meat and eat their share first and leave whatever is left over for the women and children. Myths about food also add to the problem of malnutrition.
UNICEF is working with Benin's Ministry of Health to prevent child illnesses related to malnutrition. After learning more about Benin and the cause of malnutrition, many of these children's lives can be saved by providing education on proper nutrition to their families. It is important that all families, even the ones that are not suffering from malnutrition, are being educated on the importance of nutrition and the impact it has on their child's development. Being a professional in the early childhood field it is my passion to advocate for young children and their families and educate them on all public health issues.
Resource: UNICEF (2010, April). Engaging Communities to Prevent Malnutrition in Benin. Retrieved from http://www.unicef.org/infobycountry/benin_53329.html
Malnutrition is very apparent in the country of Benin. Benin's population is about 9 million people and some 50 languages. More than one in three Beninese children under the age of five show signs of chronic malnutrition. Most families harvest crops for both income and consumption and feed their children whatever crops are available. In most situations, the reason for malnutrition is the lack of food that is available. In Benin however, a nurse who works at a Health Clinic in Benin, stated that there is not a shortage of food but, rather, mothers don't use the right ingredients, which makes the main cause of malnutrition "ignorance." This information was very insightful. I, too, always thought that malnutrition was caused by lack of food. In this country unequal power between men and women is also one of the causes of child malnutrition. Men often buy the meat and eat their share first and leave whatever is left over for the women and children. Myths about food also add to the problem of malnutrition.
UNICEF is working with Benin's Ministry of Health to prevent child illnesses related to malnutrition. After learning more about Benin and the cause of malnutrition, many of these children's lives can be saved by providing education on proper nutrition to their families. It is important that all families, even the ones that are not suffering from malnutrition, are being educated on the importance of nutrition and the impact it has on their child's development. Being a professional in the early childhood field it is my passion to advocate for young children and their families and educate them on all public health issues.
Resource: UNICEF (2010, April). Engaging Communities to Prevent Malnutrition in Benin. Retrieved from http://www.unicef.org/infobycountry/benin_53329.html
Friday, November 5, 2010
Childbirth in Ethiopia
Pregnant women in Ethiopia will go to the house of their mother when labor starts. Once she arrives, all the men leave the family hut and the women of the village gather to provide support and encouragement. Most women have witnessed the births of siblings, cousins and other children of the village by the time they are ready to give childbirth. The women of the village stay throughout the labor. The women sing and tell stories for as long as the labor lasts. The children come in and out of the hut but no male child over the age of seven is allowed in. Ethiopians ideas and beliefs about childbirth is through a Christian religion. As labor progresses, women of the village pray and chant for the birthing mother to cope. The women dig a hole in the floor of the hut and the new mother births the placenta in the hole where it will be buried. The new mom does not get left alone with her baby for ten days. Ethiopians believe that the new mother is more likely to become crazy or possessed and may harm herself or the baby. Soon after the birth, a priest from the closest church will come and bless the baby and sprinkle holy water on any family member who has touched the woman. The holy water is meant to protect anyone who has had contact with the mother.
As childbirth is very different from ours in the United States, there a still some similarities. One of the similarities to my experience in childbirth, is the importance of faith and religion. While specific beliefs are different we still rely on our faith to see us through life occurrences. I also had the support and encouragement throughout my labor and after.
In the United States we have access to quality medical care throughout our entire pregnancy and after. We have choices that women in Ethiopia could only dream of. We can choose from hospital, home or birth center. We can choose a doctor or midwife. We have the choice to have our family and friends present during the labor and after. We our very blessed to have the freedom and opportunity for quality care here the United States.
As childbirth is very different from ours in the United States, there a still some similarities. One of the similarities to my experience in childbirth, is the importance of faith and religion. While specific beliefs are different we still rely on our faith to see us through life occurrences. I also had the support and encouragement throughout my labor and after.
In the United States we have access to quality medical care throughout our entire pregnancy and after. We have choices that women in Ethiopia could only dream of. We can choose from hospital, home or birth center. We can choose a doctor or midwife. We have the choice to have our family and friends present during the labor and after. We our very blessed to have the freedom and opportunity for quality care here the United States.
Birthing Experience
I gave birth to my daughter Taylor on March 10, 2006. The day Taylor was born was one of most memorable and happiest days in our life. We couldn't wait to meet her and hold her. Throughout my pregnancy I measured small. In 35th week they did ultrasound that showed I had low fluid. Because she was breech, they were already planning on doing a c-section and due to the low fluid they scheduled the surgery that very same day. We spent 35 weeks waiting for her to arrive and in an instance she was going to be here. We were happy and anxious at the same time. Family and friends waited for her arrival. Taylor was a healthy and beautiful 5lb 10oz baby. We were blessed and very thankful! We had some minor issues that took place while we were in the hospital. Taylor had low blood sugar and low temperature that was monitored. We also found out that she had hip dysplasia from being breech that required her to be in a harness for three months. We were so thankful that all these issues that seemed so big at the time, were all resolved, and resulted in a healthy and happy little girl.
Thursday, October 21, 2010
Code of Ethics
NAEYC Code of Ethical Conduct and Statement of Commitment
Ethical Responsibilities to Children
Ideal 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.
I feel that it essential in working in the early childhood field that we deepen our knowledge and understanding in early childhood education to better serve the families we work with. Each child has different needs and it is important that we have the proper tools that work best for that particular child. By continuing my education and training, I will have further growth in my profession.
Ethical Responsibilities to Families
Ideal I-2.1- To develop relationships of mutual trust and create partnerships with the families we serve.
I believe creating a positive relationship with a family is key to a child's success. It is essential that the family you are working with is comfortable and willing to listen to your suggestions and strategies and apply them on their own.
It is important that we respect the values and traditions that make up the family you are working with.
Ethical Responsibilities to Colleagues
Ideal I-3A.2- To share resources with co-workers, collaborating to ensure that the best possible early childhood care and education program is provided.
In my profession, I am in the position where I need to collaborate with colleagues to better serve the children I am working with. As a home visitor, I am working on specific goals for each child that may involve a speech pathologist, physical therapist, and an occupational therapist. It is crucial that we communicate and share ideas to help each child complete their goals.
Ethical Responsibilities to Children
Ideal 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.
I feel that it essential in working in the early childhood field that we deepen our knowledge and understanding in early childhood education to better serve the families we work with. Each child has different needs and it is important that we have the proper tools that work best for that particular child. By continuing my education and training, I will have further growth in my profession.
Ethical Responsibilities to Families
Ideal I-2.1- To develop relationships of mutual trust and create partnerships with the families we serve.
I believe creating a positive relationship with a family is key to a child's success. It is essential that the family you are working with is comfortable and willing to listen to your suggestions and strategies and apply them on their own.
It is important that we respect the values and traditions that make up the family you are working with.
Ethical Responsibilities to Colleagues
Ideal I-3A.2- To share resources with co-workers, collaborating to ensure that the best possible early childhood care and education program is provided.
In my profession, I am in the position where I need to collaborate with colleagues to better serve the children I am working with. As a home visitor, I am working on specific goals for each child that may involve a speech pathologist, physical therapist, and an occupational therapist. It is crucial that we communicate and share ideas to help each child complete their goals.
Saturday, October 9, 2010
Additional Resources
1. Discovery Education: www.discoveryeducation.com
This website provides educators with resources and instruction ideas for various levels of classrooms.
2. The Complete Resource Book for Preschoolers by Pam Schiller
3. Creative Curriculum for Infants, Toddlers, and Twos
This website provides educators with resources and instruction ideas for various levels of classrooms.
2. The Complete Resource Book for Preschoolers by Pam Schiller
3. Creative Curriculum for Infants, Toddlers, and Twos
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://www.naeyc.org/files/naeyc/file/positions/dap
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.
Part 2: Global Support for Children’s Rights and Well-Being
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.
Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.
Part 3: Selected Early Childhood Organizations
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/
Part 4: Selected Professional Journals Available in the Walden Library
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.)
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
NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
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.
Part 2: Global Support for Children’s Rights and Well-Being
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.
Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.
Part 3: Selected Early Childhood Organizations
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/
Part 4: Selected Professional Journals Available in the Walden Library
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.)
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
Words of Motivation and Inspiration
"The passion to make sure that all children were taught in environments and in ways that truly nutured their ability to grow and develop to their fullest ability." Louise Derman-Sparks
A Quote from Janet Gonzalez-Mena
"The moment I decided to follow instead of lead, I discovered the joys of becoming part of a small child's world." Janet Gonzalez-Mena
Saturday, September 25, 2010
Personal Childhood Web
There were so many people in my life that showed their unconditional love for me and supported me. These people have helped shaped me into who I am today. For that I am truly thankful.
Mother- First and foremost, I feel my mom has had the biggest influence in my life. As a child, I remember her always being there for me. Whether it was celebrating birthdays or Christmas or needing her when I was sick or having nightmares. My mom always supported me throughout all of my school and sporting events. I always knew that she would be there for me and still today, the relationship remains the same. She is now supporting and cheering for her grandchildren. I couldn't imagine what my life would have been like if she was not there. I am truly blessed to have her in my life.
Dad- My dad is extremely special to me. He worked so hard to support all of us. I loved spending time with him. I remember mowing the grass, working in the garage, runninng to the hardware store and simply sitting on his lap. He always made me feel special no matter what we were doing. After he and my mom got divorced, he tried so hard to make up the time that we didn't have anymore. He would plan family trips with me and my sister, even though he may have been a little worried about going on his own. I am able to appreciate him in a new way now that I have grown. My dad continues to worry about me and any struggles I am faced with. One thing that he always tells me is that "I never stop worrying about my girls."
Sister- My older sister Joann has always been like a mom to me. She is ten years older then me and spent a lot of time watching me and my sister grow up. I leaned on Joann for so many things. I could always tell her everything and know she would give me advice without judgement. I am still close to her today. She is the one I go to when there are things to celebrate or struggles I am facing. I always remember wanting to be just like her. I would watch her and her friends get ready to go out and think she was so cool. She supported me through all through my childhood and still shows that same support today.
Grandma- My grandma and I were very close growing up. She has since passed and will always have a special place in my heart. My grandma lived right next door to us. After my parents got divorced, when I was 7, we moved. I remember worrying about my grandma and missing her. She always made me feel speical. I loved spending time with her. Her door was an open door for us all of the time. I remember going to her house and sitting behind her and brushing her hair and putting barrettes everywhere. I loved it and she loved me being happy! I will always cherish the time we had together and remember her for the love she shared to her family.
Grandma- My mom's mom is a true role model for us all to follow. My grandma Friday has showed her love and support throughout my entire life and she continues to do so with my children. My grandma has always worked and been an active member in her church. She always made time for her children, grandchildren and all of her great-grandchildren. She attends many school events, birthdays, christenings, and visits whenever she can. My grandma has faced many difficult challeges throughout her life and she was able to this with her faith in Christ and love and support from her family. Showing us how she faces adversity, while remaining true to herself and her faith, is inspiring.
Mother- First and foremost, I feel my mom has had the biggest influence in my life. As a child, I remember her always being there for me. Whether it was celebrating birthdays or Christmas or needing her when I was sick or having nightmares. My mom always supported me throughout all of my school and sporting events. I always knew that she would be there for me and still today, the relationship remains the same. She is now supporting and cheering for her grandchildren. I couldn't imagine what my life would have been like if she was not there. I am truly blessed to have her in my life.
Dad- My dad is extremely special to me. He worked so hard to support all of us. I loved spending time with him. I remember mowing the grass, working in the garage, runninng to the hardware store and simply sitting on his lap. He always made me feel special no matter what we were doing. After he and my mom got divorced, he tried so hard to make up the time that we didn't have anymore. He would plan family trips with me and my sister, even though he may have been a little worried about going on his own. I am able to appreciate him in a new way now that I have grown. My dad continues to worry about me and any struggles I am faced with. One thing that he always tells me is that "I never stop worrying about my girls."
Sister- My older sister Joann has always been like a mom to me. She is ten years older then me and spent a lot of time watching me and my sister grow up. I leaned on Joann for so many things. I could always tell her everything and know she would give me advice without judgement. I am still close to her today. She is the one I go to when there are things to celebrate or struggles I am facing. I always remember wanting to be just like her. I would watch her and her friends get ready to go out and think she was so cool. She supported me through all through my childhood and still shows that same support today.
Grandma- My grandma and I were very close growing up. She has since passed and will always have a special place in my heart. My grandma lived right next door to us. After my parents got divorced, when I was 7, we moved. I remember worrying about my grandma and missing her. She always made me feel speical. I loved spending time with her. Her door was an open door for us all of the time. I remember going to her house and sitting behind her and brushing her hair and putting barrettes everywhere. I loved it and she loved me being happy! I will always cherish the time we had together and remember her for the love she shared to her family.
Grandma- My mom's mom is a true role model for us all to follow. My grandma Friday has showed her love and support throughout my entire life and she continues to do so with my children. My grandma has always worked and been an active member in her church. She always made time for her children, grandchildren and all of her great-grandchildren. She attends many school events, birthdays, christenings, and visits whenever she can. My grandma has faced many difficult challeges throughout her life and she was able to this with her faith in Christ and love and support from her family. Showing us how she faces adversity, while remaining true to herself and her faith, is inspiring.
Saturday, September 18, 2010
My favorite children's book
One of my favorite children's book is "My Little Girl" written by Tim McGraw and Tom Douglas. This book is about a relationship between a father and his daughter. When we read this book to my daughter Taylor, she is reminded of the love her dad has for her. There are so many things in life that make our children feel special, no matter how big or small the gesture may be.
Subscribe to:
Posts (Atom)