http://www.youtube.com/watch?v=GbSp88PBe9E
Change the First Five Years and Change Everything is a video that for me, speaks to child development and what we have learned in this class. The video compares the reality for some children with the possibilities is someone is willing to invest in them.
Wednesday, December 21, 2011
Saturday, December 10, 2011
Assessing Young Children
There are, of course, pros and cons to assessing young children. The conversation gets even more complex when you begin to consider how to assess a child in a manner that looks at the whole child. Learning in young children is a global process, however, most tests look at narrow and specific skills. Those assessments that do look at several domains may only provide a generalized view of the child. It is important to remember that children grow and change quickly and as Stassen Berger (2009) points out “intellectual potential changes over time”. She also states “even with a battery of test, assessment can be inaccurate”. This is especially true when culture and home language are taken into consideration. The question of testing young children gets even more complex when various theories of intelligence, such as Sternberg’s or Gardner’s views of multiple intelligences or emotional intelligence (EI), are considered. Benson (2003) states that “These very different theories have one thing in common: the assumption that traditional theories and tests fail to capture essential aspects of intelligence” but that “would-be reformers face significant challenges in convincing the testing community that theories that sound great on paper--and may even work well in the laboratory--will fly in the classroom”.
I do believe that the practice of assessing children has some benefits. That said, it is important to remember that many assessments only provide a snapshot of a child on a specific day and in a specific context and that a number of different assessments may be needed to give a more holistic view of the child. It is also important to consider the purpose for the assessment and how the assessment information will be used. In the school setting, testing should serve a dual purpose. Assessment information can provide important information about a child’s current level of development, strengths and areas needing additional support. Most importantly, it can be an effective way to inform teaching and program improvement. As Snow and Hemel (2008) point out “assessments can make crucial contributions to the improvement of children’s well-being, but only if they are well designed, implemented effectively, developed in context of systematic planning and interpreted and used appropriately”.
I did find that in Germany children begin formal schooling at about the same time they do in the U.S. –age 5 or 6. According to Cassidy (2008), for the first 2 years children’s academic performance is not assessed. For the first two school years, they are not given marks for their academic performance. Beginning at age 7 however, there is continuous assessment. When children leave primary school at 10 or 11, they are provided with a recommendation, based on these assessments, which are used to determine what type of secondary school they should attend.
In my own recent work experience, child assessments, screenings, standardized tests as well as progress monitoring tools are used on a regular basis. The information from these assessments was very helpful for informing classroom practices. For instance, in the Early Reading First program, professional development was driven by child assessment data. We have also found that parents are very interested in getting assessment data.
References
Benson, E. (2003, February). Intelligent intelligence testing. Monitor 34(2), 48. Retrieved from http://www.apa.org/monitor/feb03/intelligent.aspx
Cassidy, S. (2008, February 8). Our children tested to destruction. The Independent. Retrieved from
Stassen Berger, K. (2009). The developing person through childhood. New York, NY: Worth Publishers.
Snow, C. & Hemel, S. (Ed). (2008). Early childhood assessment: Why, what, and how?. Report of the National Research Council of the National Academies. Retrieved from http://www.acf.hhs.gov/programs/opre/hs/national_academy/reports/early_child_assess/early_child_assess.pdf
Friday, November 25, 2011
Childhood Trauma and Risk Factors
Isolation and Violence
I have been very fortunate in that I have not suffered any of the stressors listed for this assignment and none of the people in my personal life have ever shared that they were affected by any of the stressors mentioned. A woman that I worked with at one time did share some information about the violence, abuse and isolation that she suffered as a young child. At birth, this person was rejected by her mother because of the color of her skin. She was left on the porch of the grandparent’s home when she was just a few days old. The grandparents were away for the entire day and so it some time before she was discovered. It is amazing that she survived since the weather that day was exceedingly hot. As a child, this person suffered at the hands of various adults. She was beaten and sexually abused. She still has scars on her back from where she was beaten. No new shoes were ever purchased for her. She was expected to wear the one pair that she had even after she outgrew them. Because of this, her feet were malformed and caused her pain all of her life. Because of the rejection by her mother and sexual abuse, she suffered in silence for many years. This person has never sought out any type of professional help. She has relied on friends for support and I would guess has gotten some comfort in her work with children. She is a very kind, caring and gentle teacher who has a gift for working with children with special needs. With adults, she is very passive and quiet.
Violence Against Children in Mexico and Latin American Countries
From the research that I did, I found that in Mexico and other Latin American countries, many children are exposed to violence- in the home, the school and in the community. According to Knaul & Ramirez,
“Violence is a severe social and economic problem, particularly in Latin America where it is more than twice the world average. An estimated 22 homicides per 100,000 people occur each year in the region, and every minute 54 families suffer a robbery. Evidence suggests that a large proportion of children suffer from intra- family violence, and that most live in poor families. Estimates indicate that almost 6 million Latin American and Caribbean children suffer some form of severe violence and an estimated 80,000 children die each year as a result of intra- family violence. In Mexico, deaths due to violence constitute 3% of all deaths. Between ages 0 to 4, it’s one among the 20 principal causes of death”.
According the World Report: Violence against children, babies and minors have higher risk of death by homicide. In Mexico, 77% of the victims are girls. The average age of female victims is 5.7 years old. These statistics point to the high probably of a child in Mexico or other Latin American country either being a direct victim of violence or witnessing violence.
The U. S. Department of Health & Human Services website (2009) lists the following affects of violence.
• Behavioral, social, and emotional problems. Higher levels of aggression, anger, hostility, oppositional behavior, and disobedience; fear, anxiety, withdrawal, and depression; poor peer, sibling, and social relationships; and low self-esteem.
• Cognitive and attitudinal problems. Lower cognitive functioning, poor school performance, lack of conflict resolution skills, limited problem solving skills, pro-violence attitudes, and belief in rigid gender stereotypes and male privilege.
• Long-term problems. Higher levels of adult depression and trauma symptoms and increased tolerance for and use of violence in adult relationships.
According to the UNICEF website (2007), “The high levels of violence in Mexico, and in Latin America and the Caribbean generally, are often linked to extreme economic and social inequalities and to the “machista” culture”. The UNICEF website details recommends that calls for immediate action be taken by government institutions to prioritize banning all forms of violence against children, including corporal punishment. It also seems that it is necessary to address the causes of violence against children.
References
Knaul, F. & Ramirez, M. A. Family Violence and Child Abuse in Latin America and the Caribbean: The Cases of Colombia and Mexico
UNICEF (2007). Violence causes the deaths of at least two children under 15 every day in Mexico. Retrieved from http://www.unicef.org/media/media_39505.html
U.S. Department of Health & Human Services. (2009) Domestic Violence and the Child Welfare System. Retrieved from http://www.childwelfare.gov/pubs/factsheets/domesticviolence.cfm
Friday, November 11, 2011
Sudden Infant Death Syndrome
Sudden Infant Death Syndrome- SIDS
The public health topic that I chose is Sudden Infant Death Syndrome (SIDS). This topic is of particular interest to me because much of my career has been spent working with infants. I am also interested in the possible cultural connections.
Hauck & Tanabe (2008) report that SIDS is the leading cause of death for infants between 1 month and 1 year in the United States and most developed countries around the world. There has been a dramatic decrease in SIDS due in large part the Back to Sleep campaign. The reduction for most countries was well over 50%. The authors point out that risk factors for SIDS vary across countries and for certain populations. For instance smoking rates among certain populations may be responsible for increased rates of SIDS related deaths. According to the National SUID/SIDS Resource Center the SIDS rate remains significantly higher among certain racial and ethnic groups, including non-Hispanic Blacks and American Indian/Alaska Natives. In 2006, 12.2 % of all infants in the United States were placed in a prone position for sleeping while the rate for black infants was 21.9%.
SIDS in other Countries and Cultures
According to Gantley & Murcott (1993), “in various parts of the world (for example South East Asia) and in certain ethnic minority groups in this country-England (for example Bangladeshi people) the incidence of SIDS is very much lower in spite of greater social and environmental disadvantages that would generally indicate a higher incidence of SIDS and giving rise to the hypothesis that infant care practices could somehow be protective”. In the book Our Babies, Ourselves, Small (1998) discusses the surprising distribution of SIDS across cultures. She notes that while industrialized nations such as the United States and Canada where there is adequate access to prenatal care and good nutrition, there are also unexpectedly high rates of SIDS. In contrast, SIDS is lowest in Asia. Studies of Asian immigrants in the California found that the rate of SIDS was half that of the non-Asian population. She also states that the rate of SIDS for immigrants was highest for those groups that had been in the U.S. longer and had adopted Western childcare practices. In Britain, immigrants from West Africa, Bangladesh and Pakistan all had low rates of SIDS. Gantly & Murcott (1993) found that in addition to supine sleeping, the Bangladeshi infants in England experienced relatively low SIDS possibly because of their rich sensory environment. They concluded that “long periods of lone quiet sleep may be one factor that contributes to a higher rate of sudden deaths in white than in Asian infants” (Gantley and Murcott, 1993).
The success of the Back to Sleep campaign is undeniable, however, there are other risk factors that are associated with SIDS that have not received the same attention as sleep position. Maternal smoking during pregnancy, infant overheating, child care and the sleep environment can all be all possible risks. There is also research from several studies performed in the United States and other industrialized nations that demonstrate an increased risks of SIDS among babies who receive formula instead of breast milk. Since I have daily contact with the parents of infants, I have the opportunity to share this information with them. My experience has been that many parents still are not aware of the risks associated with SIDS and how they can reduce these risks for their infant.
http://www.sidscenter.org/Statistics.html National SUID/SIDS Resource center
Gantley, M. & Murcott, A. (1993). The sudden infant death syndrome (SIDS): Possible socio-cultural links with infant care practices. Welsh Paedeatrics Journal, 5:15-16. Retrieved from
Hauck F, Tanabe K. 2008. International trends in sudden infant death syndrome: stabilization of rates requires further action. Pediatrics 122; 660-666. Retrieved from http://www.ispid.org/fileadmin/user_upload/textfiles/articles/CPR17_Hauck_SIDS_Trends.pdf
http://www.sidscenter.org/Statistics.html National SUID/SIDS Resource center
Small, M. (1998) Our babies, ourselves: How biology and culture shape the way we parent. New York, NY: Random House, Inc.
Saturday, November 5, 2011
Childbirth
The following is my own childbirth experience from my first pregnancy.
I chose this particular example because it is representative of all of my labor and delivery experiences and seems to be very typical of childbirth in the United States. My labor and delivery took place in a hospital. At the hospital, I was prepped and then left in a room with another woman who was screaming and moaning a lot. The nurses were not friendly or helpful. Periodically, a nurse would come and check on me until it was determined that it was time to move to the delivery room. The delivery room in the hospital were I delivered was in the process of being remodeled and so a makeshift room was used. There was a large window with no curtains in the room and I remember thinking that even though we were on an upper floor, I was on display for all to see. My husband was there for the delivery, but he arrived with just minutes to spare. Even though we had completed all of the required paperwork in advance, the hospital lost it and so my husband had to fill out all of the paperwork again. There was also a medical student observing. The doctor who I generally saw, was not the one on call, so the delivery was with a doctor that I did not know very well. He was an older man and barely uttered a word the entire time. I had attended Lamaze classes and so had a “natural” birth. “Natural” births (ones with little or no anesthesia or painkillers) were very popular at the time. Luckily, my labor and delivery were fairly quick and there were no complications. I really can’t say I remember much about the actual delivery. My daughter was born healthy and I thought that she was the most beautiful baby I had ever seen.
The research I did was on labor and delivery in China.
What I found was that the pregnant woman's mother is present at the first delivery but not for subsequent ones. After the first birth, the woman is expected to deliver by herself at home. The father is not present during delivery, although he is expected to give the baby its first bath. It is expected that the woman be quiet during labor. This is because it is believed that crying out will attract evil spirits to the new child. The position for labor is squatting because it is believed that the baby will not have enough energy to come out if the mother is lying on her back. Acupressure is sometimes used for easier delivery. I would assume that the experience for Chinese women in large cities who have access to more advanced medical care is more like that of other women in industrialized countries than the traditional experience I researched.
My childbirth experience was different from what would be typical in China. In China, the father is not expected to be present or part of the delivery. In my case, my husband was present and my Lamaze partner. Unlike a woman in China, my delivery took place in a position that was convenient for the doctor and took place in a hospital. If I was having a baby in China, I would not have been in a hospital and no one would have been screaming. It seems that much of the practice surrounding the delivery in China is based on beliefs, not science.
The way the infant enters the world is influenced by our view of child development and has an impact on the child’s development. Is the child’s first experience harsh lights and a cold, sterile environment? Does the child enter the world influenced by drugs given to the mother to ease pain? What are the first few minutes of life look like for the mother and her baby? Is the infant physically separated from the mother for periods of time or are the mother and child rarely separated? The biology and physiology of the birthing process is the same for all humans. The way a baby enters the world and the customary delivery experience for the mother, however, is influenced by a number of factors. One of the greatest concerns in the U.S. is the safety of the child and mother. For this reason, the majority of births take place in a hospital and are overseen by doctors and nurses. The perspective of the medical profession also influences the birthing practices in the U.S. Factors such as the equipment used and the position of the mother are dictated by the medical profession. This is very different from what a child in other places in the world experience. For those who are interested Meredith Small does a wonderful job of exploring the biology and culture of the birthing process and the experience of the infant in her book Our Babies, Ourselves.
Thursday, October 27, 2011
Good Luck
I have enjoyed reading each of your blog postings and appreciate all of the information that you have shared. I hope to have the chance to meet some of you in future classes. Good luck to each of you!
Thursday, October 20, 2011
NAEYC and DEC Ideals
NAEYC Section 1 Ethical Responsibilities to Children 1-1.11 To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English.
This ideal is particularly meaningful to me because of my experience with the Early Reading First project. Because of this experience, I have done research on this topic and have become passionate about the need to help children maintain their home language. In order to be prepared for school, children also need to be exposed to English. I feel strongly that this should not be left to chance or but rather that strategies for supporting the home language and exposing the child to English need to be intentional and research based. It is impossible for a teacher to speak the language of the diverse population that many of us find in our classrooms, however, it is essential for professionals working with English Language Learners to be knowledgeable about second language acquisition. This Ideal is significant to my professional life because the majority of the children and families that I work with are Spanish-speaking. I have found that very few teachers are prepared or feel comfortable working with English Language Learners. Because of this, it is important for me to share what I have learned about strategies for working with English Language Learners and to help teachers understand the importance of supporting each child’s home language.
NAEYC Section 1 Ethical Responsibilities to Families 1-2.9 To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources and professional services.
Young children must be viewed in the context of their family. This Ideal is important to me because it is essential to provide a wide variety of resources for families in order to improve outcomes for children. Providing opportunities to interact with program staff can support the relationship between families and their child’s teacher. This connection can be instrumental in helping parents learn more about child development and parenting strategies. Connecting families with other families in the program can be a great source of support. Many families face multiple risks so being connected with community resources and professional services can be very beneficial. This Ideal is significant in my professional life because the center where I work combines an early education experience for children with family support component. This approach ensures a strong bridge between school and home and the individualized support and resources that each family needs. This has been a very successful model, but we are always looking for additional ways to support families.
The Code of Ethics of the Division for Early Childhood (DEC) Professional and Interpersonal Behavior 4. We shall serve as advocates for children with disabilities and their families and for professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.
This Ideal is significant to me because while it is the responsibility of all professionals in the field of early care and education to support children and families, it is even more important to support those children with disabilities and their families. Agencies must be aware of their role in developing policies that improve outcomes for children and families. This Ideal is significant to my professional life because the classrooms that I supervise include a significant number of children with disabilities. We have been in the process of creating policies and procedures to ensure that these children and families receive the support and high quality services that they need. We are also working with outside agencies that provide services to children with disabilities enrolled in our program and their families to ensure that we are truly working in partnership and delivering services in an efficient and professional manner.
Friday, October 7, 2011
Early Care and Educations Resources
Additional Resources that I would recommend are:
Websites
http://www.pitc.org- This a great resource for trainers. There are powerpoint presentations, activities and handouts based on the WESTED philosophy
http://csefel.vanderbilt.edu This is a great website for information about guidance strategies for teachers and parents which includes videos and resources such as social stories. Most are available in English and Spanish.
http://consciousdiscipline.com This website has information and resources positive guidance
Books
The Emotional Life of a Toddler Alicia F. Lieberman This book is a must for anyone working with toddlers.
I Love You Rituals Rebecca Bailey This book has a variety of strategies for building relationships with children that have a positive impact on children’s brain development. Rebecca Bailey also developed Conscious Discipline
Simple Transitions for Infants and Toddlers Karen Miller Good basic practices for working with infants and toddlers in group care. The information is presented in a very simple, easy to understand manner that makes it useful for teachers at any level. Great for helping teachers put theory into practice.
Week 5 Resources
• AEYC. (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://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 May 26, 2010, from http://www.fpg.unc.edu/~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://worldforumfoundation.org/wf/wp/about-us
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-usnc.org/
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
• Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
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 1, 2011
More Quotes from Leaders in the Field of Early Childhood
Quotes from leaders in the Field of Early Education
“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
“Parents don’t make mistakes because they don’t care, but because they care so deeply.”
-T Berry Brazelton
“Each of us must come to care about everyone else’s children. We must recognize that the welfare of our children is intimately linked to welfare of all other people’s children. After all, when one of our children needs life-saving surgery, someone else’s child will perform it. If one of our children is harmed by violence, someone else’s child will be responsible for the violent act. The good life for our children can be secured only if a good life is secured for all other people’s children.”
-Lillian Katz
“We in the field of Early Childhood have the opportunity to shape a child’s life for the better.”
-Sandra Escobido
“Sometimes success is helping just one child be successful in the classroom.”
-Raymond Hernandez
"Each of us must come to care about
Tuesday, September 20, 2011
Personal Childhood Web
All of those who were most influential in my life as I was growing up were family members. My parents were of course two of the most important influences in my life. Each provided a very different kind of support.
My mother- My parents tried for 5 years before they were able to conceive. The fact that I was the first-born influenced the care and love that I received-at least until my sister arrived! My mother was always very protective and very concerned with keeping me safe and healthy. She also provided a very stable, consistent and reliable environment. The influence of this early relationship continues to impact my life. I am most comfortable in an organized and predictable setting. I prefer to maintain a regular schedule and stick with what I am familiar with. She also instilled in me the love of cooking. She is the person that taught me how to cook and it was from her that I came to appreciate the role of food in carrying on family traditions.
My father- My father is the one that played with me and read to me. He is the one who taught me about learning how to get along with others. He was gentle, caring and generous with me and with others. He once told that one should do things for others with the expectation that you would get nothing in return. He said that if the other person acknowledged what you did or returned the favor, then you would be pleasantly surprised, but that if they did nothing, you would not be disappointed. This still influences how I try to approach life. He also instilled in me the love of learning and the love of books. It was this influence that helped me be successful in school. Reading is still one of my favorite pastimes.
My grandparents were also influential in my life. None of my grandparents had much formal schooling. My paternal grandparents had no formal schooling and my maternal grandfather only completed the 2nd grade. Because of this, they taught me to value education. They were always interested in how I was doing in school and often gave me books as gifts. They served as a model for me. Despite the lack of formal education, they were all avid readers. My paternal grandparents learned how to read and write in their home language and then learned to read and write in English. I also learned perseverance from them. They encouraged me to not give up and to have confidence in myself.
My paternal grandmother was much like my father- very caring, patient and gentle. She left her family at the age of 17 to immigrate to this country. Because of this, family connections were very important to her. She instilled this in me by sharing traditions that she brought from Slovenia and ensuring that the grandchildren were the focus of all family gatherings.
Religion also influenced the relationships that I had with my family. My parents and grandparents made the Church a central focus in our lives. It influenced where I went to school and the values that my parents taught me. This value system and the connection to the Church still play an major role in my life.
All of these relationships continue to influence my life and my values. It has also had a profound influence on how I raised my own children and the traditions and values that I tried to instill in them.
Favorite memories-
Paternal Grandfather- If you were very luck, on Friday afternoons you might get to ride in the company truck to the dump and then stop for orange pop at one of the local bars on the way home.
Maternal Grandparents- When I would spend the night, there was always little can of Hershey’s chocolate syrup that was just for me. My grandfather would let me pour as much chocolate syrup on my ice cream as I wanted-even the whole can.
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