A Child’s Development

When we think of how young children learn to speak language, the “answers come from three schools of thought, each of which is connected to a theory—namely, behaviorism, epigenetic theory, and sociocultural theory. The first says that infants learn language because they are directly taught, the second that infants naturally understand language, and the third that social impulses propel infants to communicate” (Berger, 2009). Young children’s language development will be guided by all three theories. As Professional, we have to guide young children learning and development.

References

Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth.


A Special Thanks to My Colleagues and Dr. Hampshire:

To my colleagues,

Thanks for all your positive comments on the discussion board and on my blog. The information you all delivered in this class were great and I will carry all of it on to my next courses. Also, I hope I have left an impression on all of my classmates as well. I hope that all of us will be connected in the next course also, but if not good luck to all of you all on your journey.

To Dr. Hampshire,

Thanks you for all the feedback, I don’t think I would have gotten through this course without them and you responded in a timely manner as well. Also, I will like to thank you for the many learning experiences that were provided through different resources, videos and assignments. Your rich skills of professionalism will help guide my colleagues and me throughout the Master Program. Thanks!!!

Testing Young Children's Holistically

Testing Young Children’s Holistically

In my opinion, young children should be assessed and tested according to how they are learning and developing. According to Dr. Howard Garner, there are eight areas parents and teachers can consider for testing young children. These areas includes, “linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist” (Zeiger, 2012). Testing and assessing intelligence is the best way for educators to get some ideas of what young children know or do not know and teach them accordingly. “All children do not learn the same way, so it is only logical that all children do not test the same way. As one student put it “Some people learn by doing worksheets, some by acting it out, some by sculpting, and some by listening” (Bernard, 2009).

“Every individual has a unique combination of the above traits. While one person may be strong in musical intelligence and weak in naturalistic, another is strong in linguistic. MI tests will help determine areas of natural ability and potential. This can then be used to focus on those subjects in school or to build up weak areas or potential problems. Although these tests will help you determine which areas are strengths for your child or students, the best indicator is often just observing your child. For example, a child with musical intelligence will often make up songs and learn music quickly. With this knowledge in hand, you can help your child in any areas which he might be struggling (Zeiger, 2012).

Testing Young Children Holistically in Africa

Many children have special learning needs, in Africa, young children assessed and tested on the development of holistic method and it is a continual interaction between physical, emotional, social, spiritual, intellectually and cognitive change. The age children are allowed to start to school does not have to correspond with their emotional and intellectual means, but it get more complicated as the age of which children starts to school keep changing. “A South African child may start school at the age of five-and-a-half, provided she turns six by June 30 of her Grade 1 year. But by law, a child must start school by the year in which she turns seven”.

In Africa, “Parents who felt their child was ready for school could apply for admission, provided there was a place for the child and provided she passed a school-readiness test. Two years later, there's a little more clarity around this ruling. Children may now start school if they turn six by the end of June of their Grade 1 year. And, the department stresses, no child may now be tested for school-readiness unless they've already been accepted by the school. Once they've been admitted, however, they'll usually be assessed to determine where they should be placed within the class. The department says denying a child school entry on the basis that they're not deemed "school-ready" is discriminatory. So it's now up to parents to decide when their child should start school within the government's framework”.

In Africa, when assessing and testing young children holistically, you should look at the whole picture to determine a child’s ability to perform which includes.

Visual perceptual skills (being able to process and interpret what you're seeing),

Motor skills include gross motor (which refers to the movements of the large muscle groups that enable a child to kick a ball, for instance) and fine motor skills (which refers to the movements of the small muscles of the hands, wrists and fingers ­- eye-hand co-ordination is a part of this).

Fine motor skills include pencil grip and accuracy of lines. Gross motor skills include balance and ball skills.

Planning involves following instructions, both in terms of fine motor skills ("draw a line from the edge of the page to the circle in the middle") and gross motor skills ("take two steps forward and three backwards"). It also involves planning and carrying out self-initiated tasks.

Emotional readiness is a lot harder to determine, but how children actually handle the tests and the test situation is a useful indicator, says Hosking.

Below are more information and resources on testing and assessing:

Family Education – Questions for parents to answer about their child’s learning styles.

Learning Disabilities MI Test – Test based on age range. Explains at the end what your score means and shows areas of weakness and strength.

Surf Aquarium – Series of simple questions for older kids. Will help determine intelligence types quickly and easily.

Multiple Intelligences – Interactive tests in a variety of languages, including English and Spanish. Fill in your child’s age to receive questions geared toward that age group. Options include 11 years of age and under, 12 to 14, 15 to 16, 17 to 18 and 19 and over.

Personality Max offers a basic multiple intelligences test designed to be completed in 10 minutes. You must create an account to take the test.

Literacy Works’ multiple intelligences test is designed for adult learners, but features questions that relate to children as well. Teachers and parents may also take the test with a specific child in mind.

Resources

Bernard, S. (2009). Elementary school kids show their multiple intelligences. Retrieved from http://www.edutopia.org/multiple-intelligences-immersion-enota

Cassidy, S. (2008). Our children tested to destruction. Retrieved from http://www.independent.co.uk/news/education/education-news/our-children-tested-to-destruction-779790.html

Kohn, A. (1999). From degrading to de-grading. Retrieved from http://www.alfiekohn.org/teaching/fdtd-g.htm

Kohn, A. (2000) Standardized testing and its victims Retrieved from http://www.alfiekohn.org/teaching/edweek/staiv.htm

Ready for school? Retrieved from www.parent24.com/School_7-12/development_behaviour/Read...

Zeiger, S. (2012). Multiple intelligence test for children. Retrieved from http://kids.lovetoknow.com/wiki/Multiple_Intelligence_Test_for_Children

A Natural Disaster: Hurricane Katrina

A Natural Disaster; Hurricane Katrina

Hurricane Katrina was an extremely stressful time for me and my family. During August, 2005 this disaster bought on pains and heartaches for many peoples. My family and I stayed home because we didn’t think the storm would get too bad. The storm came during the daylight; most of us were sitting by the window watching the wind blow shingles off the neighbor’s houses. My son was lying in my bedroom because his room was next to the big tree in the back yard. My little granddaughter was only four years old at the time, but very frighten of the storm. My daughter and I tried all kind of things to get her mind of the storm. We prayed, try telling stories of different events, offered snacks, and reassured her that everyone would be alright; it worked for a little while.

About thirty minutes later, we heard a loud noise coming from the direction of my son’s room. We all ran to the back of the house, scared and concerned. The big tree had fallen across the house and water was pouring in. My granddaughter was screening and crying and the neighbor was knocking on the door. I picked my baby up and went to the door running. My neighbor stated that he was looking at the tree when it was falling down and he came over to see if we were alright. After he left we all came back into the front room and continue to look out at the storm and pray. I rocked my grandbaby on my lap until the storm was over. After the storm, we all went outside. My daughter and I showed my grandbaby all the trees that were down and explained to her that the storm was gone. Nobody in the neighborhood got hurt. I had over ten thousand dollars of damage, but I was more graceful that God has saved us through this devastated moment.

Stressors in Pakistan

After looking and reading different resources on the impact stressors have on young children development in other country, I founded out Pakistan has a big concern with educational problems. “The crisis is getting very little international attention and thousands of families are struggling without enough food and shelter. The situation is becoming increasingly dire for families living in cramped, temporary quarters with little to no income” (Pakistan, 2012). Along with that the increase of food and healthcare is also one of their biggest challenges as well. Without healthcare and educational experiences, young children learning achievement will decrease; this can cause a serious health concern and a great impact on many families.  

To help support this crisis “Save the Children has worked continuously in Pakistan since 1979 and has served Pakistani children and women as well as Afghan refugee families through relief and long-term development programs. While many development improvements have been made, life for millions of the poorest children and women in Pakistani is still full of hardships” (Pakistan, 2012). Also “Save the Children has worked in Pakistan for over 30 years and moved quickly to launch an emergency response for these families. We are rapidly assessing the needs on the ground and distributing life-saving and life-sustaining supplies such as shelter kits, and food. We have launched an appeal for $9m to reach 200,000 of the most vulnerable children and their families – we intend to be here, working with these families, for at least the next six months” (Pakistan, 2012).

Reference

Pakistan - Save the Children. Retrieved from, www.savethechildren.org › Home › Where We Work › Asia

Child Development and Public Health

Child Development and Public Health

I think in most cases, public health measures that impact children's development all over the world is the mental health of mothers, fathers, and the widespread of families also. “Children of chronically depressed mothers do not perform as well on thinking and intelligence tests at 18 months of age and this is especially true for boy babies’ speech development” (World Health Organization, 2011). Young children are influenced by the society in which they live in also, a child’ emotion, social, health and physical development are impacted and effected by their social environment. But, we have to continue being an advocate and support them for the well-being of their growth and development at an early age.

According to research, “maternal mental health problems pose a huge human, social and economic burden to women, their infants, their families, and society and constitute a major public health challenge”( World Health Organization, 2011). Research also states that “mental health problems such as depression and anxiety are very common during pregnancy and after childbirth in all parts of the world. “One in three to one in five women in developing countries, and about one in ten in developed countries, have a significant mental health problem during pregnancy and after childbirth” (World Health Organization, 2008). Another “key finding was that men who don’t have access to flexible working hours and family-friendly leave, and have low job security and little control over their workload, are five times more likely to report psychological distress” (fathers, 2012). Therefore, I believe mental depressions and anxiety disorders are a common illness that can happen at any time after birth throughout life all over the world. Some people have mental challenges, but the sign and symptoms are ignored because lack of in-come and medical insurance.

Mental health issues can cause many problems to people of all cultures; this is a serious health concern that may be due to low birth rate, malnutrition, breast-feeding and many other health problems. “Infants of chronically depressed mothers show less sociability with strangers, fewer facial expressions, smile less, cry more, and are more irritable than infants of normal mothers”. (World Health Organization, 2011). And also, “children of depressed mothers are also more distractible, less playful and less social up to age 5” (World Health Organization, 2011). Research have shown that many mental health issues come from lack of care; meaning everyone should come together as a whole to improve the lives of young children and their families. In my future work, I hope to support parents and children of all cultures in finding affordable organizations, and mental health services to provide the necessary treatment that are available to them. “Ensuring they have access to information and support to promote their well-being is very important” (Fathers, 2012).

References

(2012). Recent and Future Research on Fathers and Families ...mcclellandinstitute.arizona.edu/.../recent-and-future-research-f...Cached

World Health Organization. (2008). Improving Maternal Mental Health. Retrieved from World Health Organization: http://www.who.int/mental_health/prevention/suicide/Perinatal_depression_mmh_final.pdf

World Health Organization. (2011). Maternal Mental Health & Child Health and Development. Retrieved from Maternal Mental: http://www.who.int/mental_health/prevention/suicide/MaternalMH/en/index.html

My Daughter's Childbirth and Childbirth in Paris

My First Grandchild’s Birth, Ariel Starr Cabbil:

Every child birth is different, but there were nothing like watching the birth of my first grandchild. It was a very special time for me. I had all kind of beautiful thoughts and imaginations of how she would look and react when on the outside of the world. In my mind, I thought another little angle crying and breathing the joy of life into this world as my mother, a friend of my daughter and I sat in her room waiting for the final moment.

I remember while at the house, my daughter called out to me and said mommy look. I went into the bathroom and saw that her water had broken, but she didn’t know what was happening. I explained to her that it was time to go to the hospital because the baby is about to be born. After arriving at the emergency room and having my daughter checked out, the doctor also verified that it was time, no going back now. I watched my daughter lying in the hospital bed having labor pains; looking at me saying “mommy tell them to give me something for pain”. I stopped a nurse and ask is it a good time now for her to have the epidural procedure, but due to the fetus breathing pattern and the way she was position, my child was not able to receive the treatment. I was informed that my daughter had to have natural childbirth instead; it was painful for me to watch, but this was her first child and I couldn’t leave her along in the delivery room. About thirty minutes later it was time for the birth of my first grandchild. The medical team enter the room, put her in position and she begin to push until baby Starr enter the world. Ariel Starr Cabbil weighted 5lb, 12oz and 19in long. I must say I didn’t enjoy seeing my only daughter in so much pain, but I knew it a part of entering womanhood. After all that has been said and done, I’m so very happy to have been a part of the childbirth experience.

I choose my daughter first birth delivery because she was quite young and had no experience about having a child and how to take care of one. I knew her father and I had to step up a notch to teach her how to become a loving and responsible parent in taking care of a little infant. We all were so excited about contributing to the care of Starr’s growth and development. Starr is now eleven years old, in the sixth grade and attends Dunbar Performing Art Magnet School in Mobile Alabama.

You can never be prepare enough for childbirth because it’s a once in a lifetime experience; no two births are alike, but maybe similar in pain. The birth of a child influences the parent to become a better self-sufficient and caring role model. Child development has stages to go through like; biological process (motor skills, brain process, etc.), cognitive process (ability to think, use language and intelligence), and socioemotional this is a process where children learn to interact with other peoples without emotional behaviors. Children should be encouraged to learn through reading books, singing songs, and storytelling. We have to invest in the necessary materials to help children learn, grow, and develop. Some children growth and developmental stages are similar, but in most cases, they are different. I see young children as being unique individuals that would build a strong foundation for adulthood later in life.

Childbirth in Paris

I did research on childbirth in another country to compare the different between childbirth in the U.S. for similarities and this is what I founded out. In Paris childbirth procedures are similar; the medical treatment of choice is an epidural. “As soon as a woman arrives at the hospital in active labor” an epidural block is given. In this country if a woman choose to have natural childbirth, “it is crucial” for her to” find a doctor who supports you” (Parisian, 2012).

References

Having a Baby, Parisian Style | Posted in Paris. Retrieved from
postedinparis.wordpress.com/.../having-a-baby-parisian-style/Cached - Similar

  

A Word of Thanks to my Colleagues and Instructor

I want to thank each of you for your support and inspirational comments. I have enjoyed the learning experiences from your professional leadership in the early childhood field. I will be please to continue taking courses throughout my Master's Degree Program with you all. Again, Thanks!!!

To My Instructor, Dr. Dartt.

Thank you for the feed backs I received that put me on tract. Before I would posted a question, I would read other colleagues questions to see if it was the same, sometime it was and sometime it was not, but you responded in a timely manner. Thank you for the learning opportunities that were provided through resources, videos and assignments also. Your professionalism will be my guidance throughout the Master’s Degree Program. Thanks!!!

Examining Codes of Ethics

Examining Codes of Ethics

The Code of Ethics Statements is a guide for teaching you how to become the best early childhood professional as possible. In the NAEYC and DEC codes of ethics, I have identified three that are meaningful to me in my professional life as well as the significance of each:

(1). Professional Practice:

Professional and Interpersonal Behavior; this is important because as professionals we should evaluate our own values and behaviors first so that we will be able to appreciate and respect the behaviors of other individuals. My goal is to show the maximum level of integrity in my life in order to gain the respect and trust to enrich the lives of other. Professionals should do “Formal and Informal assessments to determine children’s learning styles, strengths and challenges” (Early Childhood, 2000). This will “individualize the curricula and learning environments to facilitate young children’s development and learning” (Early Childhood, 2000). Professionals should reach out for the highest achievement in this practice to be an advocate for young children with or without disabilities and their families. They should be willing to respond to answering questions and making suggestions as well.

(2). Professional development and Preparation:

Providing service for young children with disabilities and their family members in early childhood field is critical and should be handle effective. Professionals should be aware of issues in “the field of early childhood special education and advocate for changes in law, regulation, and policies (Early childhood 2000). This will help educator stay on track with upcoming events that have improved different programs for a child with disabilities and their family members. It is also important to maintain our license in order to continue doing research to improve our education to help other; this is required by state law.

(3). Ethical Responsibilities to Children:

Children are delicate and need tender loving and caring at all time. It is the duty and the responsibility of the professionals to make sure their needs is met at all time. The classroom setting should be built on a foundation that is safe, warm, well-lit, clean, and loving colors for growth and development. Our goal are not to harm young children, but to put them in an environment out of harm way. That mean we have to keep them SAFE. “We shall care for and educate children in positive emotional and social environment that are cognitively stimulating and that support each child’s cultural, language, ethnicity, and family structure” (NAEYC, 2005).



References

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

The Division for Early Childhood. (2000, August). Code of ethics. Retrieved from
http://www.dec-sped.org/

My Collection of Resources

My Collection of Resources

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved, from http://www.naeyc.org/files/naeyc/file/positions/dap

NAEYC. (2009). Where we stand on child abuse prevention. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf

NAEYC. (2009). Where we stand on school readiness. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf

NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved 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 from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf

NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf

National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved from http://main.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, from http://www.fpg.unc.edu/~snapshots/snap33.pdf

UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved from http://www.unicef.org/crc/files/Rights_overview.pdf

World Forum Foundation. Retrieved from
http://worldforumfoundation.org/wf/wp/about-us

World Organization for Early Childhood Education. Retrieved from
http://www.omep-usnc.org/

Association for Childhood Education International. Retrieved from
http://acei.org/

National Association for the Education of Young Children. Retrieved from
http://www.naeyc.org/

The Division for Early Childhood. Retrieved from
http://www.dec-sped.org/

Zero to Three: National Center for Infants, Toddlers, and Families. Retrieved from
http://www.zerotothree.org/

WESTED; Retrieved from
http://www.wested.org/cs/we/print/docs/we/home.htm

Harvard Education Letter. Retrieved from
http://www.hepg.org/hel/topic/85

FPG Child Development Institute. Retrieved from
http://www.fpg.unc.edu/main/about.cfm

Administration for Children and Families Headstart's National Research Conference. Retrieved from http://www.acf.hhs.gov/programs/opre/hsrc/

HighScope. Retrieved from
http://www.highscope.org/

Children's Defense Fund. Retrieved from
http://www.childrensdefense.org/

Center for Child Care Workforce. Retrieved from
http://www.ccw.org/

Council for Exceptional Children. Retrieved from
http://www.cec.sped.org//AM/Template.cfm?Section=Home

Institute for Women's Policy Research. Retrieved from
http://www.iwpr.org/

National Center for Research on Early Childhood Education. Retrieved from
http://www.ncrece.org/wordpress/

National Child Care Association. Retrieved from
http://www.nccanet.org/

National Institute for Early Education Research. Retrieved from
http://nieer.org/

Pre[K]Now. Retrieved from
http://www.preknow.org/

Voices for America's Children. Retrieved from
http://www.voices.org/

The Erikson Institute. Retrieved from
http://www.erikson.edu/

Three additional Early Childhood Resources I added for review.

Early Childhood Organizations - Council for Professional Recognition 

www.cdacouncil.org/the.../early-childhood-organizations

Resources for Educators - Early Childhood Development Coalition
earlychildhoodswi.org/ResourcesforEducators.htmlCachedShare 

The Field of Early Childhood Education and Care
wps.prenhall.com/chet_feeney_whoami_7/37/.../index.html

Inspirational quotes from leaders in the Early Childhood Field

Inspirational Quotes from leaders in the Early Childhood Field

“We have entered an age which education is not just a luxury permitting some men an advantage over others. It has become a necessity without which a person is defenseless in this complex, industrialized society.”

“Education is not a problem. Education is an opportunity”

Lyndon B. Johnson, American 36th US President

Reference
Early Childhood Studies 2011: Lyndon Johnson, Retrieved September 28, 2012 from,
earlychildhoodstudies2011.blogspot.com/.../lyndon-johnson-a...



“What unique opportunity we have in working with children.”

“We as professionals in early childhood field have the opportunity to shape the child’s life for the better.”

Sandy Escobedo, Preschool Advocacy initiative for the California Community Foundation.

Reference

Early childhood wisdom: Quotes from the professionals in video. Retrieved September 28, 2012, from earlychildhoodwisdom.blogspot.com/2010/11/quotes-from...

My Personal Childhood Web

My Personal Childhood Web
In my early childhood years, there were many people nurtured, loved and took care of me. I was raised up in a small community in Greenboro, Alabama where everybody knew each other and care of each other children. All the elders’ people were allowed to punish us and when they told our parents they punished us as well. Below I have chosen five people that nurtured, loved and took care of me the most. The memories of these love ones taking care of me are so very special.

My mother Corine, the one that taught me how to pray, how to respect other individuals, (especially older people) how to sing different songs, taught me letters of the alphabets, how to count numbers, cook, sew cloths and more. My mother encouraged me to do the best in everything that matter to me the first time so that I would not have to keep repeating tasks over and over again. The conversations that took place with my mother and I, taught me how to learn through my growth and development. She made me feel safe and secure that allowed me to speak freely about my problems and classwork activities. I was also allowed to ask and answer questions as well. My mother taught and showed all seven of her children about love and unconditional love. Corine died January, 2003 missed, love and gone, but she is not forgotten.

Another person that took care of me was my elderly sister Laura. She was quiet and very demanding. Laura would make sure that before I go to bed everything was done. She would lay with me while telling me little bed time stories to help me sleep. She helped me with homework, showed me how to cook, iron, and make mud cakes. When I made a good grade in school she would give me hugs and tell me how proud she was of me. Today Laura lives in Cleveland Ohio and every time we talk on the phone before hanging up she would say I love you.

The next person that loved and took care of me was my youngest brother Odis, who was quiet and well mannered. Odis is six years older than me, but he was much protected of all his sisters. At school my brother would come to make sure I was okay, and provide snack money when needed. My brother showed me how to make a horse out of sugar canes which was fun and exciting to me, he also showed me how to ride a bike and how to play softball. Odis died January of 1994 at the age of 42 years old, gone, but not forgotten.


My sister Maggie is another person that took care of me. Maggie is 3 years older than me, but was always telling me what to do and when to do it. My sister took the time to show me how to make the bed, sweep the floor, and wash the dishes her way. She was warm and loving to me in my early childhood days. We made doll cloths, play houses and took long walks up and down the streets together every day. Maggie lives in Cleveland Ohio and we talk every day during the week when it is time for General Hospital to come on.

Finally, my younger sister Cynthia and I were like two peas in a pot. Cynthia is 4 years younger than me, but somewhere down the line she became the boss. Since I was older than her I though see should take order from me, but it did not happen. Cynthia taught me how to comb, press and braid hair. My sister was sharp on her feet; she inspired me to participate in different activities in school, like the talent show, cheer leader and group singing. We all love each other and will continue to support one another.

Ida's blog: Personalizing My Blog

Ida's blog: Personalizing My Blog: Grandchildren, Starr and Skye A story about a child that touched my heart: This is my g...

Personalizing My Blog

Grandchildren, Starr and Skye

A story about a child that touched my heart:

This is my granddaughter Landria Bryniah Jones; my nick name for her is Skye. Skye is now one year old and very active with no problems. When my daughter was pregnant with her the doctors suggested to terminate the pregnancy, because there was a small cyst found on her lung. According to the doctor, if the cyst on the lung had gotten any bigger Skye could have heart failure while still in the wound. She also said if Skye makes it through the pregnancy that she would mostly likely have to go in for emergency surgery to remove the cyst on her lung. When my daughter checked in the hospital on August 8, 2011 to have Skye, they lost the baby’s heart beat because of some medications they gave my daughter that caused her to have a bad reaction. Skye was born at 8:05am and was carried straight into the ICU. The doctor immediately checked her lungs carefully; a spot was found, but she said not to be concern that she would keep a close watch on it. After checking all of Skye’s vital signs, they carried her to the nursery with no problems. They monitored her breathing for three days during their stay in the hospital, still no problems. My daughter’s faith is strong in God; she had told the doctor before having Skye, “Nothing is wrong with my baby”.  If my daughter would have terminated this pregnancy because of what the doctors said, I would not have this healthy precious little granddaughter today.

An image of a child's drawing:

                                        

The reason I chose these photos is because children are very creative and have a big imagination. They can sometimes show family members, doctors, peers, and educators what going in their minds through difference image of drawings. Drawings can help a child clear their thought about what they are trying to communicate to others.

The title of a children's book I love and what I love about it:

The tittle of the book is “If You Give a Mouse a Cookie” By: Laura Joffe Numeroff and illustrated by Felicia Bond. I think this is a great story to read to young children. I love this book because it is basically about a little boy giving cookies, straws, milk, a broom, scissors and a mop to the mouse. This little mouse was performing various tasks throughout the day. So, the little boys made sure that he got what he wanted.