"HAPPY THOUGHTS"

    REASONS OF MY HAPPINESS
                1.GOD
                       = who give me strength in all my problem and continue to fight all the problem that encounter
                 2.PARENTS
                      = who support me in my goals in life,who guide me all the time,who always there loving me unconditionally and who made my whole life complete.
                 3.MY STUDY
                      = education that leads to have a better life.Learning that came from our professors.
                  4.FRIENDS
                      = who made my life funny
     
      HINDRANCES TO MY HAPPINESS
                 1.MONEY
                     = that sometimes causes an argument between my parents which is very sad.
                 2.FRIENDS
                     =which i should say that they are not forever stay .There are times that they leave me hanging

     HELP TO MAINTAIN MY HAPPINESS
                1.No matter what happen, my family is my strength pursuing my goals in life.

                2.Just be positive in mind that can help myself to life to the fullest.

                3.The most important that i never ever forget why I live here in this world is that "THERE IS GOD"
 who can never leave me.
   
                4.Time that i spend more to make everything's fine.

                
                5.And the learning that is my treasure.
              
              



        
               

                                                                                                             
     

              

Problem Checklist

Problem Checklist

Put Check if the situation is occurred.

             He/ She was crying

                 He/ She injured from his/her classmates

             He/ She have damage on his/her head, arms, thigh, etc.

             He/ She has bite marks and wounds

             He/ She is often easily disturbed y extraneous stimuli

             He/ She is often loses things necessary for tasks or activities such as toys, school assignment etc.

             He/ She I can’t talk or speak well because he/she feels shame and afraid

             He/ She is often spiteful by his/her classmates

             He/ She is often loses one’s temper

 He/ She was hitting, kicking, or threatening to his/her classmates

 He/ She pushed his/her classmates.

 He/ She don’t get his/her personal things, and then he/she spanked his/her

             He/ She has bullying his/ her classmates

             He/ She was biting his/her classmates

             He/ she always aggressive

             He/ She is always say bad words to his/ her Classmates

             He/ She are often angry and resentful to his/her classmates.

  He/ She blame other classmates for one’s mistakes or misbehavior.

FOR TEACHERS

 He/ She asked each of the children regarding the problem

 He/ She were shouting to his/her children.

 He/ She ignored the problem situation

 He/ She shocked in the situation

 He/ She is angry and take the children outside the room

 He/ She used force to stop the quarreling or fighting between two children

 He/ She used activities to catch up their attention

 He/ She hurt his/her children.

 He/ She talked to the children about the situation

 He/ she didn’t know what happened and what he/she can do

 He/ She were crying.

Please answer all items as well as you can, even if some do not seem to apply to the child.
A = Not True (as far as you know) B = somewhat or Sometimes True
C = Very True or Often True


A B C 1. Cries a lot
A B C 2. Cruel to animals
A B C 3. Defiant
A B C 4.. Demands must be met immediately
A B C 5. Destroys his/her own things
A B C 6. Destroys things belonging to his/her family
or other children
A B C 7. Diarrhea or loose bowels (when not sick)
A B C 8. Disobedient
A B C 9. Disturbed by any change in routine
A B C 10. Doesn’t want to sleep alone
A B C 20. Doesn’t answer when people talk to him/her
A B C 21. Doesn’t eat well (describe): ________________
______________________________________
A B C 22. Doesn’t get along with other children
A B C 23. Doesn’t know how to have fun; acts like a
little adult
A B C 24. Doesn’t seem to feel guilty after misbehaving
A B C 25. Doesn’t want to go out of home
A B C 26. Easily frustrated
A B C 27. Easily jealous
A B C 28. Eats or drinks things that are not food—don’t
include sweets (describe): _________________
______________________________________
A B C 29.Fears certain animals, situations, or places
(describe): _____________________________
______________________________________
A B C 30. Feelings are easily hurt
A B C 31 Gets hurt a lot, accident-prone
A B C 32. Gets in many fights
A B C 33. Gets into everything

LANGUAGE DEVELOPMENT
Be sure to answer all items.
I. Was your child born earlier than the usual 9 months after conception?
G No G Yes how many weeks early? ________weeks early.
II. How much did your child weigh at birth? ________ pounds ________ounces; or ________ grams.
III. How many ear infections did your child have before age 24 months?
G 0-2 G 3-5 G 6-8 G 9 or more
IV. Is any language beside English spoken in your home?
G No G Yes—please list the languages: ___________________ ___________________
___________________ ___________________
V. Has anyone in your family been slow in learning to talk?
G No G Yes—please list their relationships to your child; for example, brother, father:
________________________________________________________________________
VI. Are you worried about your child’s language development?
G No G Yes—why? ________________________________________________________
_____________________________________________________________
VII. Does your child spontaneously say words in any language? (not just imitates or understands words)?
G No G Yes—if yes, please complete item VIII and page 4.
VIII. Does your child combine 2 or more words into phrases? For example: “more cookie,” “car bye-bye.”
G No G Yes—please print 5 of your child=s longest and best phrases or sentences.
For each phrase that is not in English, print the name of the language.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________

Please circle each word that your child says SPONTANEOUSLY (not just imitates or understands).
FOODS
1. apple
2. banana
3. bread
4. butter
5. cake
6. candy
7. cereal
8. Cheese
9. coffee
10. cookie


TOYS
11. ball
12. balloon
13. blocks
14. book
15. crayons
16. doll
17. picture
18. present
19. slide
20. swing


BODY PARTS
21. arm
22. belly button
23. bottom
24. chin
25. ear
26. elbow
27. eye
28. face
29. finger
30. foot

Other words your child says,
including non-English words:
______________________________
______________________________
______________________________
______________________________

If Problems Arise

Sometimes child care programs

that are wonderful take a sudden

turn for the worse. That’s why it

is important to keep a watchful

eye and to continually monitor

your child care situation. If you

believe that your child care

arrangement is not safe, take

immediate action. If the situation

is serious, do not hesitate to find

alternative care right away. After

all, you alone are most

responsible for your child’s

health and safety.

Remember also that you have a

responsibility to other children to

see that they are well cared for.

Express your concerns to the

caregiver, and report concerns to

the Department of Human

Services or your local licensing

agency. It may feel uncomfortable

at first, but it is the right

thing to do. Our children deserve

the very best care that we can give

"CHRISTMAS FOR SALE"

       Lets feel the spirit of Christmas!!Give love on Christmas day.What makes people do during christmas?Busy by spending time with friends?,having fun with themselves?,go shopping?,eating foods?Is it good to spread love with others?That what Christmas is all about.Share the blessings,show love to other people especially with the kids.Children who need love,caress and tender loving care.The essence of Christmas is to be happy,contented and most of all,giving thanks to the Lord our Savior,the life,the blessings that enter in our lives.For sale our hearts to others by sharing love and care.
       So many people are crying,people are dying and many people are asking for love.So don't save it all for Christmas,find a way to give a little love everyday.Whats important is giving the precious time to our dear ones, our family and to other people.Holidays have come and gone but love lives on if we give on.We are lucky to have the unconditional love given by our family and friends that is always there to support us.But can we notice that in other side,there are lots of people praying for love?This is also the time to feel that everybody needs love.Let all the children know,everywhere that they go,their whole life long,let them know love.Be thankful for all that we have.Fill our hearts with love and joy,share their wonder,live through their joy,its easy to do,just open our hearts,and the spirit will come to us.
        Feel the Christmas in our hearts.Time that Jesus is born to save us in our sin.Lets all be happy!And celebrate. Spread love not only for Christmas but also everyday. Have a happy Christmas to everyone and a prosperous New Year!

List problem of eced children

The Discourse of Control: disruption and Foucault in an early childhood classroom

ZSUZSANNA J. MILLEI Murdoch University, Perth, Australia

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Disruption can be a result of a wide array of circumstances, but is commonly identified as a ‘control problem’ in early childhood classrooms. In this article, the author argues that the recognition of disruption as a ‘control problem’ is embedded in and governed by the social power and values entrenched in teaching discourses. Classroom practices draw strongly on the discourse of educational psychology and utilise its power and immanent knowledge to ‘discipline’ early childhood agents through classroom practices. These early childhood practitioners then become both an object and a subject of this knowledge. This article problematises particular discourses used in a metropolitan West Australian pre-primary classroom and aims to find alternative avenues to view disruption. To aid this search, the multiple meanings of ‘discipline’ in connection to behaviour management, learning and pedagogy are explored

List problems of early childhood education

Editorial

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The regulation and control of young children has been the subject of an increasing amount of research and scholarship in early childhood education. There is a growing trend among all sectors of the field that recognises the limitations of some of the traditional theoretical and methodological perspectives and as a result many early childhood educators have been actively seeking alternative ways of understanding and being in the world. In this issue, all of the articles contest the boundedness of the field by challenging the ways in which we have been taught and subsequently learnt to think about young children, what they should be doing and who they should be within institutions such as schools and before school settings. In the USA many children identified as not meeting required standards during the school year attend summer school in order to ‘catch up’. Christopher Brown (‘Creating Opportunities’) presents the case of Steven, a child diagnosed with attention deficit disorder, and analyses his experiences in summer school, looking specifically for opportunities for Steven to succeed. Using Bakhtin, Brown shows that adherence to the conventions of curriculum and expected school behaviour results in Steven’s carnivalistic actions and words being seen as deviance. Brown contends that Steven’s opportunities to learn on his terms are not considered and thus his chances to ‘catch up’ over the summer are compromised significantly. Relatedly, Zsuzsanna Millei (‘The Discourse of Control: disruption and Foucault in an early childhood classroom’) investigates disruption in a pre-primary classroom in Western Australia, arguing that notions of disruption are constructed by behaviourist discourses and thus construed as a problem of teacher control. When combined with maintenance of traditional power relationships in the classroom, the limitations imposed by a control discourse mean that there are few occasions for children to act agentically in their classroom experiences. Millei endorses ‘disciplined activity’, which is based on intrinsic motivations and values, and recommends a revision of teacher-child power relations so that young persons can experience very different classroom experiences than those based on a discourse of control. Moving to children’s thinking brings further consideration of the confines of dominant research traditions and practices. In ‘Contexts, Collaboration, and Cultural Tools: a sociocultural perspective on researching children’s thinking’, Jill Robbins explains the merits of understanding children’s thinking within a contextual framework of how children participate in the sociocultural activities of their communities. This perspective repositions the traditional focus on the individual to one of relationships in communities that accounts for cultural histories and current circumstances, as well as the complexities that go with any community considered holistically. Robbins maintains that this approach provides an understanding of the richness and dynamism of children’s thinking. Algebra, too, has been subjected to challenges to traditional ways of how we think about and teach it, particularly in relation to young children. Warren & Cooper (‘Introducing Functional Thinking in Year 2: a case study of early algebra teaching’) suggest that the conventional approach to mathematics of concentrating on counting and operations with particular numbers does not assist children to ‘develop a consistent conceptual base that can deal with all numbers’. They contest the focus on the accuracy of answers at the expense of understanding the processes used for reaching answers, and contend that this restricted knowledge in the early years impedes later development of algebraic thinking. Using children in their second year of schooling from three different classes, Warren & Cooper taught a lesson and introduced functional thinking that concentrated on change, specifically about relations and transformations between things. Although there was mixed success, of importance is the idea that children were forced to think relationally rather than sequentially, which is a higher level of thinking and the type required to engage successfully with all numbers. The next three articles confront directly matters of power that occur regularly in early childhood settings. Taylor & Richardson (‘Queering Home Corner’) and Robinson (‘Doing Anti-homophobia and Anti-heterosexism in Early Childhood Education: moving beyond the immobilising impacts of ‘risks’, ‘fears’ and ‘silences’. Can We Afford Not To?’) tackle social justice issues of gender and sexuality. In responding to a recent public outcry that came as a result of the children’s television program Play School showing a girl called Brenna enjoying a visit to a fun park, along with her friend Meryn and her two mothers, Taylor & Richardson claim that early childhood education remains a bastion of heteronormative family privilege. Using three episodes of home corner play, the authors discuss the restrictions of the powerful discourses of childhood innocence and hegemonic heterosexuality, but also the ways in which children transgress gender norms that fortify heteronormative social relations. Taylor & Richardson suggest that home corner is a potentially transformative space and alert us to the possibilities that lie there for everyday social justice work. Robinson asks whether early childhood educators can afford to remain inactive and risk continuing to approve tacitly the harmful impact of homophobia and heterosexism on individuals in the broader society. Making the point that most hate crime based on sexual identities is perpetrated by ‘adolescent boys and young men whose homophobic and heterosexist attitudes are well entrenched during their schooling years’, Robinson reasons that this necessitates the incorporation of anti-homophobic education in early childhood settings. She draws on recent research with early childhood educators to show the gamut of responses to surveys and interviews that include fear, ignorance as well as informed decisions not to engage in anti-homophobic education because of the personal risks involved. The final article, by Jen Skattebol (‘Insider/Outsider Belongings: traversing the borders of whiteness in early childhood’), analyses transcripts of episodes of play where the negotiation of identities is about subtleties of the power of gendered whiteness. Notions of childhood innocence are again challenged by sophisticated and complex interactions amongst children, and when read against a social justice agenda provide insight into the myriad of ways that children attempt to disturb the established social order. Skattebol’s revealing teacher self-analysis points to the nuances to which teachers need to be attuned if they are to resist condoning and therefore perpetuating the inequitable patterns of the established social order.

Eementary school program

he elementary school programs include six sequential themes for kindergarten through fifth-grade students and one capstone experience. Students learn the basic concepts of business and economics and how education is relevant to the workplace. The sequential activities build on studies from each preceding grade and prepare students for secondary school and lifelong learning.
To learn of opportunities for involvement in your area, please contact the local JA office nearest you.

• Elementary School Programs Overview

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Part 1.HAPPY TRIP

Part 2.
       There was a family who lived a happy life.John Brown,the father,Natalie,the mother, and their daughter
Samantha.They spend their time together again after James promoted a good position to his work.That reason,they made an enjoyment by making trips in different places.Taking up pictures,have fun wit each other,eating foods and many more.A happy family that wish to have.They were keep in touch together again.Samantha loves to enjoy spending time with her                                                                                                                                                               

Part 3.
 Weak points:nothing is permanent in this world     
  Strong point:In spite of the busy times because of hardworking by the parents of Samantha,still they did not forget to spend time with other,to keep in touch and enjoy happy moments even in a short period of time.

Part 4.                                                                                                                                                           Reflection: Family is one of the best gift given by go.I'm lucky  to have a complete family.Keeping in touch together  everyday in my life.Even were just have a simple life,what matters most is that we are happy together.

Part 5.
Realization: I realize that having a complete family is a big blessing that we have,because not all people have in this world.We must love and appreciate them.Just like me,  have a treasure in my life which is my family.They made me feel happy everytime.