My Supports

My Supports

There are a number of basic supports that I need on a daily basis.  One of the most basic is the financial support from my job and my husband’s job that provides for basic needs of food, clothing, transportation, housing, utilities, etc.   This financial support also provides funds necessary for paying tuition for my son and myself.   There are a wide variety of appliances and electronics that I rely on for a variety of reasons- a watch to keep track of time and a washer/dryer for keeping clothes clean for instance.  I am relatively self-sufficient and do not like being dependent on others but I do enjoy the support of my family for socializing, conversation and occasionally advice.  I do depend on the support of my husband.  I depend on him to help with things around the house, but the most important supports he provides are moral support, conversation and company.   He is the one who makes me laugh and reminds me of what is important and what is not.  My parents provided me with all of the supports I needed as I was growing up and to some degree still have an influence on what I currently perceive as needed supports. My faith provides spiritual support.   At work, I rely on the support provided by the policies and procedures.  These policies and procedures determine what I do, how I do it, when I do it and with whom I do it.  One of the most important supports at work comes from my co-workers.  I rely on them to help me make decisions, prioritize and for socialization.  My job also supports my self-esteem, my passion and my need to contribute to the greater good.  One of the greatest sources of support however comes in the form of routines and rituals that provide the structure and order that get me through the day successfully.  In a more global sense, I rely on all of the federal, state and local laws that protect my health, safety and rights as well as the support provided by others who follow these laws.  Common courtesies and basic manners act as supports when interacting with others.  There are also community and professional supports such as those provided by doctors, shopkeepers, farmers, etc.   

It would be difficult to do without some of these supports while I could make do without others.  The support from my husband, family faith and co-workers are essential to my overall well being.  The financial supports are also essential and while I could cope with less income, it would make some things like paying for tuition impossible.  Shelter and basic household goods, food and clothing are all necessary supports, but like many Americans, I could make do with less.  The support provided by electronics and appliances make life easier and offer convenience, but it is possible to find options or make adaptations.  I feel that I operate best when following my daily routines and rituals and it would be very difficult for me to operate without them for ver long.  The supports provided by the community and many professionals would be difficult to live without and their absence would affect my quality of life. 

If I was confined to a wheelchair, there are many additional supports that I would need.  Since my home is not handicap accessible, there are many things that I would not be able to do without support.  I would need help with basics like showering for instance.  Because there are many steps in my house, I would need help just getting in and out of my house.  I also could not do tasks like washing clothes, cooking, gardening and cleaning.  I would also need help with transportation.  It is likely that I would not be able to continue doing my job.  While the building is accessible, I could not effectively work with very young children from a wheelchair.  Because I would not be able to perform my current job, I would need support with finding another job.  I would most likely need additional financial support especially if I was not able to find a job.  If I was unable to work or had to working a field other than early childhood, I would need something that would support my passion and need to help others.  I would also need more medical support than I currently need.    Some appliances and electronics that I may have been able to do without would now either be of no use or would become more important.  For instance, an exercise machine that supports a healthy lifestyle would be of no use while a television may be of greater importance.  With the loss of my job, I would likely need some additional social supports. 

As with the supports listed above, each support provides for my health, safety, well-being and quality of life to varying degrees. 

My Connections to Play

 Quotes about play-

Play is our brain's favorite way of learning.

-Diane Ackerman


Contemporary American author

The activities that are the easiest, cheapest, and most fun to do – such as singing, playing games, reading, storytelling, and just talking and listening – are also the best for child development.” 

                                                                           ~ Jerome Singer (professor, Yale University)

Photos of things representative of my play  

There was an apple tree in my backyard.  I spent a lot of time climbing the tree and sitting in the branches on warm summer days.

One of the places where I spent many hours playing was in a playhouse in my backyard.  Unfortunately, I could not find a photo of it so had to settle for this one, which does not do justice to the one I remember.  My playhouse was larger and had windows on either side that opened by swinging out.  By climbing out of the house through the windows, you could climb onto the roof.  This allowed for a totally different kind of play.  We spent almost as much time on the roof as we did inside the playhouse. 

My parents always provided many opportunities for play. 

I grew up in a neighborhood filled with many other children my age and I was the oldest of 5 so there was always someone to play with.  My parents always provided many opportunities for play.  While I did have some household chores that needed to be done before playing,  there was always plenty of time for play.  During the summer, I was outdoors from early morning until it was dark.  My parents provided a limited number of mostly open-ended toys for use indoors such as puzzles, building toys, dolls and games.  I did have a bike, but most outdoors toys were “found” items.  Limitations were made clear but there was almost no adult supervision or involvement.  My parents were never involved in playing with me other than playing board games.  Play was a major influence on my childhood, my life and how I view play. 

Play today is very different from the kind of play I enjoyed as a child.  Many children no longer play outdoors for a number of reasons.  Many children are also involved in after school activities or are in extended care after school leaving little time for play.  The widespread use of computers, electronics and television, by even very young children, has a negative impact on play.  When growing up, there were no electronic gadgets and watching television was limited in my family.  I never remember being bored.  We always found something to play.  It has been my experience that some children no longer know how to play or entertain themselves and are easily bored.  It seems unlikely that children today could experience the type of play that I enjoyed.  One of the things that I consider to be of great concern for children today is the lack of exposure to nature and the very limited opportunities for them to explore and discover the natural world.    

While play was important when I was a child, it is something that for the most part has been limited to that time period.  Play is something that I rarely engaged in as a teen and even less so as an adult.  There was the occasional badminton game or the playing of a card or board game at family gatherings, but I generally do not have the patience for this.  When I have free time, I prefer to spend it reading or gardening rather than playing.  I did consider play to be very important for my own children as they were growing up and did what I could to encourage play both indoors and outdoors.  Few children in the neighborhood, safety concerns  and an interest in playing organized sports did impact the type and amount of play my children engaged in.    

Relationship Reflections

·      Importance of Relationships

Family relationships are at the heart (literally and figuratively) of our existence.  It is those first relationships that set the stage-for better or worse- for all future relationships.  I am very fortunate that I had loving, involved and dependable parents and grandparents.  It was those relationships that gave me the structure and security that still have a positive influence on me.  As a child I enjoyed close relationships with my brother and sisters. These relationships are the ones that I can rely on during challenging times.  These first relationships had an influence on my relationship with my own children.  Despite the fact that my grandparents all passed away quite some time ago, I still use what I learned from my relationships with them.   My relationship with my father is one that I truly value.  His patience, optimism, love of reading and the value he placed on education has had a major influence on my life.  He passed away recently, but I find comfort in what I learned from him and in trying to emulate him. 

“You can kiss your family and friends good-bye and put miles between you, but at the same time you carry them with you in your heart, your mind, your stomach, because you do not just live in a world but a world lives in you. ”

-Frederick Buechner

•  Current Relationships

•  Factors that Contribute

   to Developing and Maintaining each Relationship

•  Insights regarding challenges to developing and

  maintaining relationships

One of the most important people that I currently share a relationship with is my husband of 35 years.  I think that part of the reason this relationship has been successful for as long has it has been is the example that both my parents and his parents set for us as we were growing up.  This relationship is one of the greatest assets I have and is a continuous source of strength and comfort.  The factors that have been helpful in developing and maintaining this relationship are our shared values and religion.  These factors have provided a purpose and direction to our lives. Other important relationships are those that I have with my 4 children. I also continue to enjoy relationships with mom and my siblings.  Factors that are involved in developing and maintaining each of these relationships is being aware that each relationship will be different and that relationships change over time.  I have learned that any relationship is built on a foundation of acceptance, trust and respect. It is not always necessary to agree with the other person, but it is essential to always try to understand the other person’s perspective.

·      Special Characteristics

Relationships with friends are different from those with family.  Family is family after all and with that can come with a more casual and forgiving kind of relationship.  My friends are former and current peers and supervisors.  These are people that understand and share my passion for the field of early childhood education.  While relationships with friends and family are based on mutual respect and honesty, relationships with friends are more difficult to maintain.  The beliefs and values of friends may be very different from mine whereas my relationship with family are in part based on shared experience, upbringing and values.

·      Impact of my Relationships on my Work in Early Childhood Education

My relationships have made me more aware of the role that relationships play throughout our lives beginning with the earliest relationships. I am able to see how my relationships have had a lasting and positive impact on my life and so have made me passionate about ensuring that all young children can benefit from positive relationships in the early education setting.  Working in the field for many years has also made me more aware of the importance of family partnerships and how my own biases impact the relationships I have with parents and peers. 

Our greatest joy-and our greatest pain comes in our relationships with others. ”

-Stephen R. Covey

Child Development Video

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.

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

http://www.independent.co.uk/news/education/education-news/our-children-tested-to-destruction-779790.html

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

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

http://www.unicef.org/media/media_39505.html

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

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

http://www.welshpaediatrics.org.uk/sudden-infant-death-syndrome-sids-possible-socio-cultural-links-infant-care-practices

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.