Perspectives on Diversity and Equity in the Masters in Early Childhood (MSEC) program

This is the final blog for the course Perspectives on Diversity and Equity in the Masters in Early Childhood (MSEC) program from Walden University. One hope and also a goal I have when I think about working with young children and families who come from diverse background is to help the them relate to each other as neighbors and classmates. This class has helped me face my own biases and sense of privilege. I want to help others in the same way to accept and interact with others not in their social identities without prejudice.

I want to thank my classmates and colleagues in this emerging field of early childhood development for sharing their thoughts and experiences in class. I also want to thank our professor for his guidance through this course.

Welcoming Families From Around the World

Week 7's blog assignment is to prepare for a child and family from another country to enter our center. The following statements are to prepare for this new student and her family.

Name 5 things I would do to prepare for a child and family who's home country is India:
1.  Google the country, state, and city where the family comes from and read as much as possible about the country.
2.  Find out about the language of the family.
3.  Find out about food items that can be added to the menu from the family's country.
4.  Ensure the classroom setting has signs of the family's country on the walls, in the books, and in the lesson plans.
5.  Update the teachers and staff about the new family's traditions and language.

It is our center’s responsibility to ensure that the child feels as comfortable as possible when entering the classroom culture. The child should not be made to feel inferior because the family is from a different country. Informing the staff to include in the classroom setting language, food, and pictures from the child’s home country will make her feel more welcome to a new environment.

Bias, Prejudice, and Oppression

Week six of the course Perspectives on Diversity and Equity asked that we recall an incident when we experienced bias, prejudice, and/or oppression, or witnessed someone else as the target of bias, prejudice, and/or oppression.

A few years ago I was in a major metropolitan city here in the U.S. on a speaking engagement. One of my dearest friends flew in to meet with us at the church. At the time he was a professor of economics at a well known university. He was having trouble with his vocal chords and could not speak. He taught by sign language through an interpreter. He carried documentation in his pocket of this and wears a medical bracelet. He is a handsome 6 foot 1, black, bald headed man and was probably 250 lbs then. He rented a car from the airport and was driving where we were waiting. However, he was pulled over by the police and they were trying to question him. When he didn't (couldn't) respond they pulled him out of the car, handcuffed him, and searched the car. His means of communication was handcuffed and when he wouldn't talk to the police they arrested him.

A black, bald, tall man (the description) had stolen a car. While we wondered where our friend was, he sat in jail from Friday afternoon til Monday in order to tell the judge who he was because the arresting nor booking officers didn't care to look at his bracelet, nor papers to figure out what the problem was.    

When we found out late Monday night what happened we were shocked and angry. Of course he sued the city and won the case. However, a long time of bias and prejudice was shown by every officer in this event. This was not the first nor last time that mistaken identity has caused him to be questioned by police. This was an injustice done to an affluential, academic man.  In order for these kinds of events to change, the dominate culture and other cultures must change the attitudes that all people in a group look, act, and think the same.

MICRO-AGGRESSIONS

Microaggression is any verbal behavior that causes marginalization whether intended or unintended in everyday situations that cause indignities, invalidations, and harm to others (Laureate, 2010).

For this week's assignment we are to recall a time when we were faced with microaggression. I remember shopping in a department store not too long ago. It was midweek and there were many housevies and middle aged women shopping (from what I could see). However, everywhere I turned and every time I looked up, I saw the 'house' detective. What is funny is that she didn't remember me from 20 years prior when I also worked for that store. She was hired around the same time I was hired as a clerk.
At first I just laughed within myself that she hadn't remembered me. But more than an hour later she was still following me. I finally stopped and stared at her until she realized that I had noticed her. She disappeared silently. 

I felt as if I was singled out in the store as I was the only woman not of the dominant culture shopping. In this case I was insulted for two reasons, she didn't recognize me as a former co-worker and she singled me out as a potential shop-lifter. This micro-aggression in my case was microinsult.
Stereotyping individuals may harm them causing microinsult and microassault. We must try to understand and get to know people as individuals with their own attributes and characteristics.
 Laureate Education, Inc. (Producer). (2010). Family Cultures: Dynamic Interactions [DVD]. Baltimore, MD: Author.

Culture and Diversity

I emailed 2 friends (who are college professors), and a pastor (who is Hispanic) asking them to define culture and diversity for my class assignment. These are the replies I received.

Camacho -

Culture =The totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought.  

Diversity = The fact or qualities of being differ; difference. Perspective on diversity = The difference of the culture would be in language, word meanings, clothes, foods, and/or skin tones.

Baldwin -    

Culture is the ideals and values and views that are based on a political, social, economic, enviroment that are associated with distinct group

Diversity is the many different thoughts and cultures that different ethic groups bring

Ryan -

Culture is the way a specific ethnic group acts because of certain beliefs.

Diversity is various views and beliefs of different groups of people.

I believe that my friends and associate have touched the surface of these definitions. In our week 3 lesson we have understood that those things that form our total identities are not always seen and includes all aspects of our lives. These answers are vague and general (in my opinion), compared to what has been presented on the lesson.  

CULTURE SHOCK

This blog continues for the MSEC program that I am matriculating through. This course concentrates on diversity and equity. This exercise requires us to list three items we would take with us if we were unexpectedly required to move to another country that has a different culture than my own.

Three items I would choose that connects me to my family’s culture are:

1.       The Holy Bible (KJV) – My Parents raised us according to the way they interpreted the text of the Bible. My parents, siblings, and I strive to live by this book every day of our lives. As early as I can remember, we were encouraged and instructed from the writings of this book. My first reading experiences were from this book. My career is centered around studying, interpreting, and making presentations from this book and the same goes for 4 out of 5 of the children that were blessed to my parents.

This book would be the one thing I would hold on to if I could only have one item. I cannot imagine life without being able to open this book daily and read or study verses from the pages.  The other items I can live without (in a different culture). However, no matter where I am I can take, use, read, study, memorize, and apply this book to my life.

2.       My lap top and charger – This is chosen because most of my life is spent somehow using the computer. I am connected with my family through my laptop by email, Skype, and social networking.

Most of my work is on my hard drive and backed up. Most of my work is through, in, or around the church where my father is pastor and my siblings are a part of the ministry in different facets.  So even if we are separated I can maintain memories of our culture.

I keep pictures of my family, family and church events on my lap top. Even if I forget food items, I have pictures of food from our family gatherings.

3.       My cell phone and charger– If there are cell towers I suppose I can stay in touch with my family via the phone.  I have a sister I call every Sunday morning that lives in another state. I have another sister that lives 2 hours away. We talk often. Text messaging is quick and easy ways to keep in touch with my parents and siblings. However, it is my siblings’ children that text more often. My nieces and nephews love Aunt Jayme.

Two out of the three items I chose appear to be solely materialistic. However, these items connect me to my family’s culture more than anything I can think of now. I am also assuming there is electricity and cell towers where I would be relocated. I realize that my family is mainstream when it comes to technology. It seems we all upgrade to the trends. My father at 72 is a gadget man; bought the I-Pad before any of us had one. Now he carries it around as he used to carry his Bible. My Mom however, is still having trouble with the cell phone.   

When I travel for more than 4 or 5 days I start craving fried chicken, collard greens, and corn bread and holidays I must have sweet potato pie and German chocolate cake. I was thinking maybe I should be taking an African American cookbook. However, I can add that on my lap top.

Final Blog for Issues and Trends in the Early Childhood Field course

I really am enjoying learning and advancing my career with Walden University in the MSEC program. The practical, timely, and relevant information has enhanced my personal and professional life. During this 8 week course three positive consequences of learning about the international early childhood field are:
     1.  Phone conversations with professionals in my field in other countries and realizing that that they have the same concerns and desires as I do - to assist in improving young children's lives by giving them an advantage through education.
     2.  An increased drive to improve our child care facility to assist our care givers in working toward a more cohesive unit to educate dual language learners.
     3.  New friendships formed with EC providers where we can share more ideas and concerns in the future.

The EC field needs to have avenues where EC professionals can more easily communicate with each other and learn from each country's culture, practicing, and accomplishments in the field. Books, articles, and journals are published but there is nothing like one on one contaact with a colleague in your field.

I've enjoyed interacting with my classmates and appreciate the information I have received from them. Thank you all. Congratulations on accomplishing another task working towards your goals. Thanks Dr. Dartt for your guidance through this course. Grace and peace be with you all.

More from Kenya and Liberia

Early childhood concerns for quality and early childhood professionals in other countries besides the U.S. parallel those concerns of our country. Both in Kenya and in Liberia the administrators expressed to me that EC teachers must have education higher than the equivalent of our High School. Kenya also has a certification course similar to our CDA training if the person chooses not to go to college. The concerns that both contacts had were the specialized training for the early learners coming to school with languages and cultures differing from their classmates. As mentioned before the school in Kenya has six tribal languages in the area along with the taught language. Liberia’s school has three tribal languages in the area along with English.

Both administrators were concerned with building more schools in different areas of their state. They also expressed goals to seek ways to provide early education to more poor children. In Kenya, children who have become orphaned due to drug and alcohol abuse or aids are increasing in numbers. If they went to EC programs they would have a better chance to not repeat the cycle that made them orphaned.

What is most interesting to me is that both administrators understood and were concerned about poor children and that education would improve their statuses in life. Why do we in the U.S. have trouble convincing our fellow citizens that investing in the children benefits them for the future and society as a whole.  

WebSite Study For Week Six Assignment

The website I had previously chosen to study during this course has not posted anything new pertaining to EC in the six weeks. Although the intended information will benefit Illinois practitioners, there must be communication in order for this to occur.  Therefore, I have chosen to review another website that caters to the Illinois populous; to be more specific, Will County: Child Care Resources and Referral (CCRR).

http://www.childcarehelp.com/

Links on the home page lead to Dept of Human Services in Illinois and United Way of Will County. However, there is a page for childcare linking to several non-profits, national organizations, advocate groups, and government agencies.

I signed up for the news blasts. They cover updates with the subsidy payments, grants, training for practitioners and parents, childcare news. One link was on an organization that focused on parent awareness and involvement in early learning.

CCRR in Will County is known to provide information for parents and praactitioners on area improvements of equity and excellence. The personnel in the childcare department have a drive for EC advocacy and makes every person feel at home in their offices when making inquiries or using the resources. The website captures their drive. Many times an organization is very much different than the ‘printed’ mission. CCRR is not the case.

CCRR’s site stays abreast of EC news and trainings. One of the downloads on the home page is the statistics of children in poverty for 2010. I could have completed one of the previous week’s assignments by just studying this site.

Equity and Excellence in Africa

My early childhood contacts D/E Gaye and D/E Madegwa are from different countries in African. However, they have the same concerns as we do here in the United States. As I stated on a previous blog one contact is from Kenya and the other from Liberia. What is most interesting in speaking with both of them concerning inequity include, English as a second or third language, low income, and parent education.

In Kenya the location of the school is in an area of 6 different tribes the area language is Swahele. When the children go to pre-school there may be 6 differnt laguages children speak outside of the languages taught Swahele and English. Children may also have tribal differences that may cause some inequity in some schools. The Kenyan principle conveys that teachers are trained specifically for these types of issues in the class room.  D/E Madegwa's schools strive for excellence. He informed me that the fame of the schools go out because of the test scores of the children entering the primary grades. Parents without education spend all their extra money to send children to their schools even though there are public schools available. Parents who send their children to his schools want a better oppurtunity in life for them.

In Liberia, D/E Gaye's schools concerns parallel those in Kenya. His teachers will encounter up to 3 languages in the classroom. His schools are also private and advertise themselves by the test scores of the children entering into the primary grades.

Both principles are concerned about teaching the children that come from homes of abuse, and poverty. One empahtically stated that children can't learn when their stomachs speak louder than the teacher's voice.

Questions Answered

• What specific section(s) or information seemed particularly relevant to your current professional development?

I chose the news and events page for Heartland Community College. The page introduces the Heartland Equity and Inclusion Project that will focus on EC professionals having the tools needed to support young children's development of all abilities.

• Which ideas/statements/resources, either on the website or in an e-newsletter, did you find controversial or made you think about an issue in new ways?

This portion of the news posts had not been updated. I found that controversial in that the project should post its progression. Other news was concerned about campus events, registration, or info for the students.

• What information does the website or the e-newsletter contain that adds to your understanding of how economists, neuroscientists, or politicians support the early childhood field?

I believe that the HEIP will eventually give EC professionals information from these groups of professionals. I'm rather disappointed there has not been any news on the project posted for weeks. 

• What other new insights about issues and trends in the early childhood field did you gain from exploring the website or e-newsletter?

Nothing new since my previous post concerning the site.

AFRICAN CONTACTS IN EARLY CHILDHOOD

I was successful in contacting two principles in Africa from two different areas. I asked general questions concerning their trends and issues. District Elder Wilson Madegwa is from Kenya and oversees 3 church schools in 3 different cities. His schools are divided into three categories: baby class - ages 3 1/2 to 5 yrs, Nursery class - 5 1/2 to 6 yrs, and primary school starting at age 7. The schools are private. But most of the students are poor walking to school barefoot up to 6 kilometers one way. Because of the travel times, some classes wait til the students arrive before starting class. Entire families may scrape up the money for one child to go to the private school. Kenya does have public schools. D/E Madegwa's major concerns are lack of nutrition, substance abuse at home, and sexual abuse of the children.

Eld. Sebastian Gaye is the over seer of one church school in Monrovia, Liberia. Eld. Gaye's school is what we would call pre-k to High School. The school is in the city and most of the children are in some way affiliated with the church or recommended by a church member. The children are taught to seek higher learning. Jobs are scarce in their area and they seek education for a way out of poverty.

I will continue to interview D/E Madegwa and Eld. Gaye on other phone conversations. They both were very happy to share. I look forward to learning from them.

Heartland Equity and Inclusion Project (HEIP)

http://heartland.edu/news.jsp?newsID=2065

Don’t get me wrong. I love Walden U. J However, Heartland Community Colleges website posts news vital to our Illinois communities and to the EC field. This project in progress is funded by the U.S. Dept. of Education in order to inform professionals of news and findings concerning the learning needs of young children. The project is a 4 year ongoing program as it continues to gather and report information that will ensure equity and inclusion for all children in the early childhood environment.

This web page posts announcements of early childhood conferences, programs, and Illinois alerts. I’m intrigued that Heartland posts syllabi, objectives, and resources for courses held at their college. Most colleges only allow that information to current and past students, and staff. They do not have an email alert yet. The website is a work in progress and I expect to see more from the site shortly.

ISSUES AND TRENDS IN THE EARLY CHILDHOOD FIELD

For the class titled 'Issues and Trends in the Early Childhood Field', we have been asked to contact two EC professionals outside of the United States. The purpose is to learn the trends and issues of other countries from on hand professionals.

I had not thought before this class about the contacts I already have at my access. My church international affiliation has churches all over the the world. I chose to reach out to some of the African people that I know personally. One contact is a principle of a pre-k to 12th grade school. Eld. Gaye is traveling in the U.S. right now. I emailed and will call the secretary of the Global Missions overseer to speak with him or receive a good email contact for him.

For my second contact, I emailed Eld. Ford, Jr. who has been instrumental in starting schools and building wells in another part of Africa. He promised to contact me Monday with contact information for an administrator or a teacher at one of the schools.

Because my first job in EC is administration, I need to know how to assist the teachers of our center. I chose the site NATIONAL ASSOCIATION OF EARLY CHILDHOOD TEACHER EDUCATORS to study during this class.

I'm grateful for this opportunity because it will give me first hand information of the conditions of the schools that I have been supporting monetarily from a distance. I would be happy to share my extra contacts with my classmates if needed.

Conclusion of Building Research Competencies

I have gained a plethora of information on research that I had not known before taking this research class. I was afraid that the class would be another math class. However, we have learned how to ask the right question, fine tune the question, construct how the research will be done, and review the construction in order to ensure more than equality in the research but equity as well. I now understand how research of the past had gone wrong or concluded with errors. Dominant approaches to research did many social questions a disservice. Thankfully, researchers with this understanding are now working toward research that will benefit all of society, for information, for solving problems, and for correcting past conclusions.

One main challenge of this class was understanding and retaining the vocabulary of the text. However, completing the assignments and applications of the course ensured that the terms were used and understood. First line EC professionals and administrators need to participate and review research.  Proper research conducted helps improve the conditions of the classroom, teaching styles, environment, and the families of young children.

Once again, I have enjoyed sharing and interacting with the students in this course. I am taking the rest of the summer off. I’m exhausted. I will resume in the fall with my studies. Thanks to everyone that who have traveled with me in the last 4 classes. Best wishes to you all.

Early Childhood Australia

I chose the website for Early Childhood Australia (ECA) to peruse for this assignment because the agency is the equivalent of the US NAEYC organization.

‘Early Childhood Australia will advocate to ensure quality, social justice and equity in all issues relating to the education and care of children from birth to eight years’ (Early Childhood Australia, 2011).

This site has a plethora of information areas for many interests in the ECA field.  Research listed on the home page:

·         How does your state rate? New report examines states’ progress in early childhood reforms.

·         Everyday learning about responding to the emotional needs of children

·         Research in Practice Series: Respecting Diversity—Articulating early childhood practice

·         Research in Practice Series: The Early Years Learning Framework—Getting started

·         Research in Practice Series: Learning and teaching through play—Supporting the Early Years Learning Framework. (ECA, 2011)

There is a page dedicated to resources of the latest published research projects.

Working through the site, I discovered that ECA goals, mission, and concerns somewhat mirror that of NAECY which includes a Code of Ethics. On this site was also information from other countries on their latest discoveries and concerns.

I found it most interesting to read about their efforts for diversity. One of the links guided me to their concerns about teaching the Indigenous children within their cultural settings.  The site also has videos on different lessons. I am adding my name to their mailing list for new articles and findings.

Early Childhood Australia: A Voice for Young Children. (2011). Retrieved from

     http://www.earlychildhoodaustralia.org.au/

Research Question

I'm concerned about children and video games.

We are constantly adding new technology into our lives since the late 20th century. I'm not sure that we know the impact of video games on children's cognitive development. weight, and eye sight. Does hours of video games harm children's over all development?

Research Chart Experience and Simulation Research

My experience this week working on the research chart for this research class was a great tool to solidify the information presented in the course. We were instructed to list three terms from this week's resources that we weren't familiar with  and define them in our own words. I wanted to list about 10 words and work with them so that I can refer back to the assignment when I need it. However, the instructions were explicit to list three terms. 

I chose for my simulated research assignment to consider the probability of children in low-income families of having disabilities in cognitive development.  Twenty-five percent of the children in the care of our facility have cognitive disabilities. Two of them have distinct autistic problems noticeable within a moment of being in their presence. I'm concerned whether cognitive disabilities have higher ratios of disabilities in this grouping.

Research can be extensive and costly. Are there any suggestions on how I could poll child care centers on a low budget?

MY SUPPORTS

My Parents

My Sisters and I

My Best Friend

My Fiance

These pictures of people represent my immediate support system. They are first my parents, my two sisters, my best friend, and my fiancé. I chose to display them because they are the first line of support in every aspect of my life, social, emotional, educational, spiritual and professional.  When I can’t get support from one, another in this group will step up (sometimes without knowing it).  Without them I wouldn’t have become who I am now and would be a miserable person. In each relationship, we teach and learn from each other.

There are other support systems in my life: fellow church members, co-workers, classmates. I would also include Walden University as a support system and all that entails of being a student. I say that because of the laptop I had to purchase in order to complete assignments.

Having had terrible vision all of my life, I have often wondered how losing my sight would affect me. My primary support system would remain the same, family and friends. However, the technology I would use would need to be upgraded. I would have to learn different means of communications (phones and Internet) and would not be able to drive causing me to find different means of transportation as well. Without the physical supports, I would not be able to complete educational courses, go to work, or receive email. Some people that are blind have dogs to assist them. I’m not sure if I would want this verses someone with me conducting business. A dog cannot assist me with the duties of an administrator or teacher at the day care.

My Connection To Play

‘Those forces that prevent children in poverty and the working class from benefiting fully from play deserve full, even urgent, attention…’ (Ginsberg, 2007).

‘…many of our children do not have access to the natural play experiences we experienced as children. They don't walk in the park collecting leaves, throw stones in the water to see the ever-expanding ripples, play racing-of-the-sticks under the bridge, build muddy castles on the banks of a cold stream, or create a frontier fort with their buddies. They don't scramble up gnarled trees, skip across meadows full of flowers, pick nuts from low branches, use a fallen tree as a natural balance beam, or sit on an old tractor imagining that they are leading a convoy of explorers across the Sahara Desert.’ (Wardle)

Ginsberg, K. (2007). The importance of play in promoting healthy development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182–191. Retrieved from http://www.aap.org/pressroom/playfinal.pdf.

Wardle, F. (n.d.). Play as curriculum. Retrieved August 1, 2010, from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=127

I was about 10 years old here in these pictures (I'm in the middle on the first picture). We imagined that our neighbors sandy area in their back yard was the beach. Every now and then their mother would come through with a big wave (water hose). The youngest child pictured is about 5 years old.

                                                                                                                                                                                                                                             I chose this picture because of my Dad. Although he was gone most of the summer running revivals all over the country, he made sure that we had balls and bats. That’s why our yard was always full of other children. We made up home plate and trees or tree stumps were bases. Because of the natural environment we made up rules for fouls and home runs. Because of the made-up rules, we became precision hitters when we began playing organized ball.

It was 7 of us, my parents, me, and 4 siblings. My father had a good paying job that would have placed us in middle class when he felt the call to fulltime ministry. We were a low income family, but we were more fortunate than many of our childhood friends. There were a couple of homes a block away from us that did not have running water inside. In the early 70’s one of our baby sitters had a pump in the back yard for water. However, in these surroundings we had a rich play environment. We made toys from household equipment. We used our long driveway as a skating rink in the winter. We used the rear of our yard as the ‘woods’, where my siblings often contracted the poison ivy itch.  We were free to play in the street and get a neighborhood game of kickball going or double dutch with someone’s laundry rope. I cannot forget our made-up games of racquetball and volley ball off the garage door. The game depended on if we had a real ball or not.  

Play as I knew it as I child, I don’t see when traveling through neighborhoods; whether in low income areas, middle income, or affluent ones. Parents do not encourage children to get outside to play for many reasons. In some areas, the danger in the neighborhood overshadows the play environment even on the child’s home property. More and more parents are satisfied with enrolling children in organized sports through charitable organizations to give the children some kind of physical release after school and during the summer. However, these are places where adults make all the rules; no imagination or collaboration between playmates is made in order to play the games. I also remember that we instituted hilarious ways to choose members for teammates to play.

Quote from the Association for Childhood International

Every child should have the opportunity to grow up in a setting that values children, that provides conditions for a safe and secure environment, and that respects diversity. Because children are both the present and the future of every nation, they have needs, rights, and intrinsic worth that must be recognized and supported. Children must receive appropriate nurture and education within and outside their families from birth onward if they are to develop optimally. Attention to the health, nutrition, education, and psychosocial development of children during their early years is essential for the future well-being of nations and the global community.

Association for Childhood Education International. (2002). Retrieved February 26, 2011 from http://www.udel.edu/bateman/acei/wguides.htm.

I'd like the thank all my classmates for making this class more enjoyable. Reading your posts have enhanced my learning. Best wishes with your continued studies. Continue to positively change early childhood education in your area.

Should Children Participate in Assessment Tests for School?

Child assessments – When should they be done?  How should they be done? Who should be responsible that an assessment is done?  These are questions that both parents and developmentalists are asking in this 21^st century. Berger (2009) stated that clinicians cannot agree when and how children are tested for cognitive skills. As an Early Childhood professional I must say that children need assessments in cognitive, social and biosocial areas of their age groupings, preferably before grade school. Special needs children need to have thoughtful and professional caregivers to assist learning and development.

We have had a child in our center since he was 2 and he is now turning 3 years old.  The parent and some caregivers in the center were convinced that the child’s screaming ‘fits’ were behavioral.  Last month we figured out what his problem was. He was not able to articulate to his classmates what he wanted so he resorted to screaming, crying, and throwing things.  Now we are able to get him help with his speech.  Had we continued believing his problem was strictly behavioral his success in grade school would have been considering lower than his peers.

Egypt Assessment For Grade-Schoolers

I chose to find out a little more about Egypt’s educational assessments since Egypt has been in our news for the last two weeks.  They have begun a speech assessment for Arab speaking children to ascertain their speech levels.  According to Abou-Elsaad et-al (2009), children tested considerably higher on articulation tests when they were taught word association with pictures. 

Abou-Elsaad T, Baz H, El-Banna M: Developing an Articulation Test for Arabic-Speaking School-Age Children.  Folia Phoniatr Logop 2009;61:275-282 (DOI: 10.1159/000235650)

Berger, K. S. (2009). The Developing Person: Through Childhood (5th ed.). New York, N.Y. Worth Publishing.

POVERTY Stresser

Blog Assignment

Poverty in the United States and in the world as a whole affects young children in similar ways negatively. I remember hearing stories from my father of how poor they were growing up in Galena, Kansas. Although the depression was supposed to be over when he was born in 1939, their town and surrounding towns were built because of mining. According to my father, the mining industry in that area had almost disappeared after World War I thus leaving the area impoverished after businesses left the area following the miners. My father was the 5^th of 6 living children and understood hand me down farmer jeans and so forth. He remembers lying in bed in his room and seeing the stars some nights. His mom raised chickens to sell the eggs for bills to be paid. His early memories of walking were those of being sent to the back ‘coup’ to get eggs for someone at the front door. What impresses on my mind is how he stayed relatively healthy all these years and did not have fresh fruits weekly and only protein from beans many times. There was no baby formula, so he ate a smashed version of what the family ate. There was no cow, so milk was a special treat in the house when someone traded for eggs. Love and respect was in the home so those hard times of dinner with only biscuits and gravy seemed like a gourmet meal to him. He became a survivor like many other people in that era.  However, due to poverty his teeth and bone health suffered.  As a child he suffered unusually caused broken bones. Tooth aches were the norm for him and there was no real dentist to help. In his late twenties he had to get a full set of implant teeth (He would be so angry for this post.  Don’t tell him.).

I wanted to see how adults’ health in developed countries was affected when they grew up in poverty. I found in my opinion a well compiled collection of statistics on the conditions of young children and adults in developing nations and developed nations. The title, “An Appraisal of the Adequacy of Dietary Mineral Intakes in Developing Countries for Bone Growth and Development in Children” (1993) alone tells the direction of the premise of the study.

 This study, that includes results of previous studies, focus on mineral components in young children and adults in the same communities searching to see if mal-nutrition in poverty stricken areas (whether in well-developed or developing countries) are the causes of slower bone growth in young children. Although the results of the collection of studies ended inconclusive on what lack of minerals caused bone deficiencies in growing children, there were still a disproportionate number of children with bone disease such as rickets in children in impoverished areas. Prentice and Bates (1993) initiations of study were in Cambridge, UK and Keneba, The Gambia; which gives evidence of diversified cultures. One of the studies very interesting was that young children that were breast fed in any culture about the same proportions of minerals in their bodies whether or not they lived in the impoverished areas (p. 54).

Ann Prentice and Christopher J. Bates (1993). An Appraisal of the Adequacy of Dietary Mineral      

     Intakes in Developing Countries for Bone Growth and Development in Children. Nutrition  

     Research Reviews, 6, pp 51-69 doi:10.1079/NRR19930006.

Mental Health of Children in Great Britain

In the early childhood profession caregivers in the child care arena must be aware of the many mental health challenges that may occur in families. I chose to look into mental health problems in children in Great Britain because the culture is that of a super power.

Many categories of life many contribute to an increase in health problems. The same occurs for mental health. If there are mental disorders in a child or parent, the overall development of the child is affected.  

The study I chose to review used clinical type questionnaires of over 10,000 families in Great Britain to determine the effect of mental disorders in children between the ages of 5 and 15.  (Metzler et al, 2003). All of the statistics were based on the diagnostic criteria for research using the International Classification of Mental and Behavioral Disorders (Metzler et al, 2003). Although this week we were studying infants, in my opinion, we could use these statistics for the younger that fit in those categories listed in the study.

Summing up the study, many social categories seemed more likely to affect a child’s mental health than others. The following are some of the categories Metzler et al. (2003) presented where mental and behavioral disorders were higher than with children not in these categories:

·        Children from low income families

·        Children from uneducated families

·        Children whose parents did have higher learning (college or trade school)

·        Children from one parent homes

·        Children with reconstructed families (step parents and siblings)

·        Children in public housing verses children of home owners

From this study we find out that limited resources in families affects children regardless of the culture. Parents are least likely to seek assistance for their children professionally if they are in a low income status (Metzler et al.). Early childhood professionals must be cognizant of the challenges of all children especially of those whose parents cannot or are not capable of helping their children. We can see signs of mental disorders and inform parents where reasonable or free resources are available to them.

Meltzer, H., Gatward, R., Goodman, R., & Ford, T. (2003). Mental health of children and        

     adolescents in Great Britain. International Review Of Psychiatry (Abingdon, England), 15(1-

     2), 185-187. Retrieved from EBSCOhost.

Infertility

The second half of this week's assignment was to refer to other countries birthing practices as it pertains to our examples.

I was curios about infertility and how it was dealt with in other countries and found that Australia was leading the 'pack', so to speak, with scientific research and application as early as 1938 when the first noted infertility clinic was opened.

I was in the Army during those years of my personal losses. Much of the known knowledge of infertility was not made available to me and I did not search for assistance outside of the government. My view is that couples planning to conceive and have children should take advantage of the many resources available world wide. Unfortunately those with limited funds may not have access to the variety of programs available. Women are choosing to have children later in life. Prenatal care is essential for women of all ages.

Buggey, T. (2007, Summer). Storyboard for Ivan's morning routine. Diagram. Journal of Positive Behavior Interventions, 9(3), 151. Retrieved December 14, 2007, from Academic Search Premier database

Personal Birthing Experience

Although I have had 7 verified pregnancies, I have not birthed any babies. I had many years of sorrow, pain, and anguish trying to conceive and bare a child. While reading our text by Berger (2009), many of those days came fresh into my thinking. I particularly remember 2 of those pregnancies where I heard the heart beats of the babies. It was amazing that no one could tell from looking at me that I was pregnant (except my ex-husband, even though I was rather skinny those days), yet there was a small human being growing inside of me. My heart ached when I knew that I was losing those babies. The doctors still don't know why I couldn't carry to term. This is application of the multi-directional characteristic of child development.  Nature first determines whether the child will survive and develop, if there are no outside negative influences. I think of all those unborn children now and then. But I am thankful to GOD there are 8 young people that are around the country who claim me as Mom and 3 who only know me as GMa. :-D