Category Archives: Uncategorized

Personal Memory on Language Development


As I reflect on this class 8081, I think back on my language journey as a child and a teacher. I remember well my mother who never went on to college but wanted to be a teacher or nurse. She would read to us, buy language art workbooks over the summer for us to work on. We truly had summer school! She would correct me at every moment of speech to remind me that English was her favorite subject in school. I would have diaries from the moment I could write to put my thoughts together. At church, I was a part of a lot of youth activities. One was ushering in people to sit in their seats. We had to learn sign language to communicate to each other across aisles at church. The lady who introduced sign language also was my Sunday school teacher. She taught us words and signs and how to read the Bible. Mom talked to my sister and I all the time and would sign us up every summer for the summer reading program. The majority of our library came from the free books from the summer reading program or paying from a penny to twenty five cents for a book at Good will or Salvation Army. Television shows were kept down to a bare minimum. We either watched the movie together or watched educational shows such as Sesame Street. As a teacher, I barely let my children and students, watch movies. We do a lot of hands on material. We are always creating something, doing shared writing, or turning/talk/share with a partner.

This course has just confirmed that I am still heading in the right direction. The milestones have helped me the most in my argument with children need time to grow up. We are pushing them way too fast with standards. Not that standards are bad. We just have to have them per child and their ability when it comes academically. Not all children hit milestones at the same time. No one tells them you are not ready to move to the next age yet because of it. I am not implying that we should just move children through grade levels either. Milestones need to line up with standards. Parents should be involved, to where they know in school, “your child should be able to…. at this grade level”. Problem lies in when we stop communicating with parents and children. Then we raise the standards above their actual milestone achievement level and expect more. When they fail we hold them back a grade level. I see that now from studying the language milestones from this class.

The thing I will take from this class is the voice over power point. I am not a fan of technology, but I would like to incorporate it more. I can actually record my quick phonics routine and have the children follow along during intervention time with the smart board while I am pulling children aside who need the extra help. This voice over power point will help free up time to work on other things and I can use it as an interactive session with my kindergartners and include animations they would love.

I would still like to learn more about the bilingual brain and how it works with language. Currently working at a dual language school, parents assume all teachers speak Spanish. This is not the case and it’s hard to communicate with all parents. I know there are some similarities in language patterns between English and Spanish at times. I would like to research and find out more on how those patterns align. This will affect me as a scholar of change because it affects my teaching career at this school and continuing as a teacher anywhere. More and more immigrants are becoming citizens of the United States. We even have Thailand children at our school and I am going to have to learn a little of that also. Sometimes parents are just willing to know you will go the extra mile for them and then they are willing to work with you.


Language and Literacy Development Journey — Educator Expecting Excellence Journal

Feedback 8081 Lavy wk6assignharwelll-introductionFeedback 8081wk6assignharwelll-toddler-stageOriginally posted on Elle’s World – Everything Education: The subject of my language and literacy development paper is Lavy, a first generation child born in the United States to an Ecuadorian father and Jamaican mother. Lavy has two older brothers, one who developed language and cognitive disabilities from a car accident at the age…

via Language and Literacy Development Journey — Educator Expecting Excellence Journal

Feedback on Jacob’s Language Journey

Jacob’s Journey 8081Offering specific feedbackThis journey is about a little boy named Jacob. He was introduced to the community early head start at 6 months old, then at the age of three began at the head start which is located in the same building. Upon entering the early head start program Jacob has some difficulties interacting and engaging […]

via Jacob’s Language and Literacy Journey — earlychildhoodeducator2016

Sharing Your Language and Literacy Development Journey with Your Community of Practice

I have a little boy who is bilateral deaf (hearing impaired in both ears).One ear can hear about seventy percent of words spoken while the other ear is completely deaf. My language and literacy journey has been difficult when it comes to hearing impairment. Cochlear implants seems to cure all unless severely deaf. To continue, I need more suggestions on resources and interventions after cochlear implants. What is next?

Our resources throughout the course gave many good examples to use. Yes, I hit on milestones,language acquisition, but only receiving two new articles each section of this early childhood journey. Any suggestions for hearing impaired resources? Page length is no problem for me except to get to four pages, it feels like I’m repeating myself and trying to drag out information already covered in the introduction of the child. How do you move through sections without repeating/ plagiarizing  what you have previously talked about? For me frustration comes when another section is due and I haven’t figured out if I was doing the first few right. So please when reading and giving honest feed back or suggestions let me know how to make this better. I won’t get offended I just need to know what can be added or taken out. So I am including my Intro/prenatal section and the section that came next: “Toddler” section. I believe if I know how to fix these sections, I can fix the rest of the paper or at least have the confidence that I am going in the right direction. According to our emails/ announcements, I “revised” only the toddler section to make sure as the writing center told me at my residency about APA and scholarly writing, to cite every sentence if you have to. Also although most websites do not have page numbers so they are not included, even if they have dates (1999-2015) pick the last date instead of writing (n.d) so I revised that as well.And the YouTube videos had “b” and “c” on them with no date. So when it was published it wasn’t necessarily the date it was made. Some one just republished it on YouTube for Reading Rockets. So APA style has rules and I was also told by the Walden Writing Center that it various on what the professor will allow and accept so this is really even more difficult to follow APA because it changes from one course to the next. Some are basics that all must follow and others vary from professor such as if para or page numbers need to be at an end which is not always required in APA depending on the source. So if you would also check grammar and APA from your understanding in these sections that would be helpful for me as well.  I’m not sure if I should give feedback because of uncertainty of telling my colleagues the wrong the information. But nevertheless I will provide sources and input on how to add value to our upcoming major assessment. I can be a perfectionist at time and I do want things done right. Add your comments on the word document and resend to me here in the comment/reply section after you respond to a blog.Thank you in advance for your input.

WK3 AssgnFarrF.(extension)


EDDD Class 8081 Introduction of Me

Hello everyone. My name is Felicia Farr. Currently I reside in Tennessee. I am originally from Fort Wayne, Indiana where I did all of my formal schooling even my Master’s Degree. I attended several universities and colleges along my journey in Early Childhood. I received my CDA (Child Development Associate Credential) first from the Council of Recognition in Washington, D.C. All of my degrees have been in Early Childhood Education. I have a passion for young children. I had gaps in my education because I would wait to find a university that offered Early Childhood as a degree as I continued to work as an Early Childhood Educator. I have worked with infants and toddlers up through 1st grade formally and when I was a substitute teacher I went up through high school. I have been a presenter at our local NAEYC Early Childhood conferences in Fort Wayne, and I was on the committee to plan for the conferences in our area in Indiana. I have been blessed with VIP Woman of the Year from the  National Association of Professional Women in my education field in 2012- 2013 as well as being Teacher of the year 2012-2013 in my former school in Indiana chosen by the school board.  I was excited in pursing my Doctoral Degree, when a Walden representative Beverly Foster continued to call and talk to me about the programs offered. Once she asked what grade level I taught and that I could earn an EDD in Early Childhood, I was sold on signing up. Very few universities offered EDD in Early Childhood.

I love to write and read and spend time traveling across the USA. Every year my cousins and I plan a ladies week to celebrate our birthdays and we try to plan it around a holiday. We pick a different state to vacation in. I also enjoy taking my son with me and we go to various museums or pick a place to go to as a goal of ours. For example we decided one year to go to all the parks in Fort Wayne, whether it was a playground or water park and we did. When we went to Disney World we had to go to every kingdom and ride on just the rides, which we did. I decided to pursue my EDD because I want to make a difference, not only in my classroom but in other early childhood educator’s classrooms. I’m always trying news ways to make my students successful but I want the connection and transition from early childhood and formal schooling to be valuable. As I taught the past 10 to 11 years there is a gap between what a preschool teaches and what a kindergarten teacher teaches. Although Educators in Early Childhood understand how important social, emotional, physical and mental activities are, we lose that in elementary school. Recess barely exists, maybe once a week gym time, art, or music. Children can’t talk unless discussing the curriculum to get prepared for state and national tests. I understand assessments, I understand play, but I don’t understand that we are forcing children to grow up in ways that they may or may not be ready for just to pass advanced tests. If we can make arrangements and allow children and parental involvement when they are in the infant stage to preschool, then formal schooling won’t be so hard. We have to involve every one so that everyone understands the process of how education is going. We can then do what we want with the play and essentials for Early Childhood.  We can also create learning experiences at home and in daycares that can nurture learning and scaffold it in a way that the child won’t look like they have been thrown into the wilderness without protective gear when formal education starts.

My success has been my patience and my faith in my creator. I have had support from family and friends. So I would surround yourself with haters and supporters. You need the haters to keep pushing you forward to excellence with criticisms and you need the supporters to have your back to push you there to finish strong.  I also have a great quote from Lemov (2010), No coach in the world would let players enter the huddle without a helmet on or catch a fastball without a glove. Every student must start class with books and paper out and pen or pencil in hand. To me we have to be prepared for our students and expect excellence from the start not get halfway through the school year and expect them to start passing state states a month before they are to take it, by quick reviews or new material. If you are not a comprehensive member of NAEYC (National Association for the Education of Young Children) I would sign up for it because they offer books and magazines for expanding knowledge for free! One of the books I received this year was on Overcoming Goliath. One of the stones in the book which is sectioned off says to be bold and brave. Be disruptive innovators- seeking new ways of doing things, positive deviants- identifying existing solutions that are not yet wide spread, and be an adaptive leader who can involve others in learning and mobilizing for solutions.  I get the best advice from reading and collaborating with others. Always find an accountability partner that can be just as innovative as you!


Lemov D. (2010). Teach like a champion. Jossey-Bass Teacher, San Francisco, CA.

ISBN 978-0-470-55047-2

Washington, V, Gadson B., Amel K. (2015). The new early childhood professional.

A step-by step guide to overcoming goliath. Teacher College

Press/NAEYC Colombia University. ISBN: 978-0-8077-5663-8 


Connection and Collaboration

  • Questions raised by your colleagues’ posts

I enjoyed everyone in my Critical child development class and reading their responses in discussions. The blogs inspire me to excel, and to have like-minded individuals aspiring to reach the same goals as myself is wonderful. I enjoyed Marquita Cox’s self-regulation piece on how we have to have parent and teacher interactions with children so they are not always wandering around room, pushing hitting, etc. Her brain development blog hit the key point when she said education is the key and we need to be educating parents on how to nurture their child.  Her question was do you think adult interactions shape a child’s development?

Marilyn Griffin asked very thought provoking questions. I love the scenario of Susie and the shift in her environment as mom returned to work. The questions at the end were thought provoking. “What kind of assistance can Mae offer to get daughter back on track? Should she quit work and be a stay at home mom? What can we expect from Susie if mom stays at work and Susie doesn’t adjust?

  • Topics you would like to explore further

I would like to explore the self-regulation further because children minds are so unique it is impossible to tell sometimes what they are thinking unless they are the outspoken child. I would love to see more how can development in the older classrooms play and still cover curriculum.

  • Suggestions of recommended resources based on your colleagues’ interests
  • Ron Berler, Raising the Curve: Teachers, Students- a true Portrayal of Classroom Life
  • Valora Washington, Brenda Gadson, Kathrynl L. Amel The New Early Childhood Professional: A Step by Step Guide to Overcoming Goliath
  • Information you can share that can help you maintain a connection throughout your studies

We can keep up with fellow colleagues through blog or the Walden University Early Childhood Organization face book page. Also if we attend NAEYC conferences and webinars we can build networks and enjoy the stories, struggles, and successes of each other.

  • Ideas on how you and/or your colleagues can effect positive social change related to your visions and scholarly interests and to those of your colleagues.

Together just as our teacher unions go down to legislators and speak out. Even if we cannot go we should be a part of teacher unions that vote and support those who go on our behalf. Also in our own schools if we can work together as Early Childhood professionals to develop a plan to take back to our principals we can create a positive change schools around the nation. We have to be willing to step outside the box. Most administrators are open to new ideas as long as you have a plan.



Berler, R. (2013). Raising the curve: Teachers, students-a true portrayal of classroom life. Penguin Random House Company, New York.

Griffin, M. (2016). Blog.

Cox, M. (2016). Blog.

Washington, V., Gadson, B., Amel, K. (2015). The new earlychildhood professional: A step-by-step guide to overcoming goliath. Early childhood Education Series. Teacher’s college, Columbia University.

Educator to Educator : Resilience

Educator to Educator

As an educator to another educator, the goal here is to make sure you are aware of how important you are in resilience to the students in your class. Even if you reach one you have done a marvelous job. The environment you set daily molds and shapes young lives to the mature adults we hope they will become. I want to share some research with you as well as give an example from a dear friend of mine who taught school with me. I always teach grit and resilience to my kindergarteners and tell them to never give up, be fair to others and respect everyone. They always try to show what they know when other adults are around and even if they are not sure what they about they try.

Resilience is the ability to remain positive in the face of adversity, which is not the same as not having distress or denying it (Music, 2011) A third grader who had a reputation of stealing, decided to bring that same culture inside the school building. Although he knew it was wrong he did it out of habit. One of our Physical Education teachers started to talk to him about doing the right thing and having good come to you if you do well. If you do badly, bad can happen to you. He was caught stealing in the gymnasium and the coach talked to him afterwards. After a couple of weeks, the coach would see him in the hallways and remind him to remember what they had talked about with stealing. The coach kept talking to him because the coach saw something good in him. Eventually the little boy stopped stealing at school. Upon entering the classroom he found some snacks laying on a desk. He had the opportunity to steal the snacks and instead of picking them up and placing them in his pocket, he put them on the teacher’s desk. He told the coach he remembered what he said about stealing and decided to do good for once. The Physical Education teacher also has him and others integrating literacy by using jumping jacks while spelling words. A positive influence had become a part of his environment and although it may take some more time if this third grader has more positive influences he will be well on his way to changing his world view and make positive changes because one man stopped to check on him and talk to him.  Participating actively in social networks and having a sense of group identity has been shown to enhance health outcomes (from Music, 2011, Jetten, Haslam, Haslam & Branscombe, 2009).  Stated simply, resilience transforms potentially toxic stress into tolerable stress. In the final analysis, resilience is rooted in both the physiology of adaptation and the experiences we provide for children that either promote or limit its development (Center on the Developing Child, 2015).

Children tend to bounce back more if they can solve their own problems rather than having adults constantly directing them. Brooks and Goldstein use the term “resilient mindset” as it empowers children to make choices and explore options that lead to the most positive decisions (Petty,2009, 2014).Caspi and colleagues (Caspi & Silva, 1995; Caspi et al., 2003) showed that children categorized as under controlled, inhibited (over controlled), or well adjusted (resilient) at the age of 3 displayed similar behavioral profiles at the ages of 18 and 26, finding support for the predictive power of these temperament types and evidence for the continuity of these styles across 23 years. They showed that children in the three temperament groups appeared to be similar in terms of IQ, school performance, and cognitive self-esteem at younger ages; however, as they continued through the school years, over controlled and under controlled children consistently scored below resilient children on all three measures. Goodness-of-fit theory posits that optimal child outcomes will result when child characteristics fit well with the demands and expectations of the environment (Vitiello, 2012 (Thomas & Chess, 1977)). Children are capable of doing what is expected of them I believe in loving them as much as I can and creating that positive environment for change. Children may come to you under controlled or over controlled, but with your techniques and unique teaching style you can make resilient children who will grow up to look back on all the influences in their lives and you will be and should strive to be that positive influences that families and the students can talk about years later.


Center on the Developing Child—Harvard University. (2015d). Supportive relationships and active skill-

Building strengthen the foundations of resilience: Working paper no. 13. Retrieved



Music, G. (2011). Nurturing natures: Attachment and children’s emotional, sociocultural, and brain

development. New York, NY: Psychology Press.

Petty, K. (2014). Ten ways to foster resilience in young children: Teaching kids to bounce back.

Dimensions of Early Childhood, Vol 42 No. 3

Vitiello, V. E. Moas, O., Henderson, H.A, Greenfield, D.B., & Munis, P.M. (2012). Goodness of fit between

children and classrooms: Effects of child temperament and preschool classroom quality on

achievement trajectories. Early Education and Development, 23(3), 303-322.