When I Think of Research...

I have gained a great deal of insight about research from taking this course.  Truly, for me this was an experience.  First of all, I learned how to determine the difference in the types of designs such as quantitative and qualitative.  I have learned what each design uses as a means of gathering data.  Before this class I knew nothing about triangulation.  Today, I know that there are four types: data, methodological, investigator, and theory triangulation.   I understand that if you are conducting a qualitative study, the use of triangulation is used to ensure the study is valid.  This is just some of the insights I have gained.

My ideas about the nature of doing research changed because I’m not as fearful as I was at the beginning of this class trying to conduct a research study.  I have some fear in, but I have so much more insight that I believe I am capable of doing research. 

An important lesson I learned about planning is that it prevents problems.  By planning you are able to consider major options and alternatives. Designing is about deciding on options and choices that will help guide you in the direction that your research will precede.  Time, place and persons are some key aspects of research design.  Also, what you plan to research and how you will conduct the study. The first step in design is identifying the topic and stating the main focus of the research. In conducting research it involves focusing on collecting and analyzing data and ensuring that it is valid.  There is much to be considered in conducting a research study so it takes time.

A couple of challenges that I encountered were a small sample size for my study and the amount of time that would be needed.

My perception of an early childhood professional has been modified by the notion of conducting research.  This is not an easy task.  I am less fearful now after having completed this class, but I know there is a lot to be learned.  My hat goes off to those professionals conducting research.

Reference

Mac Naughton, G.; Rolfe, S. A.; & Siraj-Blatchford, I. (2010) Doing Early Childhood

     Research.  International Perspectives on Theory & Practice. (2^nd ed.)  New York, NY:

     McGraw Hill.

Research Around the World

I explored Early Childhood Australia.  A current international research topic was on Korean children’s cultural adjustment during transition to the early years of school in Australia.  The participants in the study were a sample of South Korean international students aged five to eight years, their mothers, and teacher.  The study found that language difficulties were a major concern for these children in adapting to an Australian education setting as with any other outside culture.  However, successful cultural adjustments were found connected to positive interpersonal relationships with peers, teachers, and the ability to adjust to the teaching methodology.

Another research topic was Outdoors play: Does avoiding the risks reduce the benefits.  This research aimed to argue for the inclusion of positive risk-taking experiences in children’s outdoor play, primarily in the context of early childhood education.

A few surprising facts I gained from exploring this international website was that 92 per cent of Australians think the quality of early childhood education and care is more important than cost.  The people of Australia want better quality early childhood education and care.  This website also offered five tips to parents to help minimize their child’s stress during their first year of school: 

• Tell children about what you’ll be doing during the day so they don’t worry.
• Break the day into manageable parts.  For example:  I will pick you up after the last bell rings.
• Make sure the person picking up the child wait close to the classroom and is on time.
• If you’re going to be late, let the school know and have them to inform the teacher and your child what is happening.
• Have a Plan B with your child and let the school know as well.

Other noteworthy information I found is that their code of ethics in relation to research is very much the same as that of the United States.  The best interest of the child comes first and the families.

Reference

Early Childhood Australia.  Retrieved from http://www.earlychildhoodaustralia.org.au/

Researach that Benefits Children and Families--Uplifting Stories

I would like to share the story of a little boy name Alijah who was diagnosed with Acute Lymphoblastic Leukemia  (ALL).  When Alijah was two years old his parents noticed that she started crawling again.  He would crawl with his foot up in the air like it was hurting.  This continued for a few days and soon afterward Alijah started to have high fever at night. 

Alijah was diagnosed in 2006 with Acute Lymphoblastic Leukemia (ALL) after the doctor performed a bone marrow biopsy and found leukemia cells in his marrow.  The doctor told the family they were lucky to this extent though the cancer was once almost fatal, now it is a very treatable disease.

Today, Alijah is still being treated for leukemia.  For Alijah, infusions and transfusions are facts of life.  However, thanks to research like that sponsored by Children’s Cancer Research Fund, today more than 80 percent of children with ALL are cured.

You can read Alijah’s story and many more like this at the website listed below.

Referemce

Retrieved from http://www.childrenscancer.org/stories-of-hope/kids-stories/alijah.html

Your Personal Research Journey

My subtopic is:  What parents do to enhance secure attachment in their children.

I chose this topic because I have witnessed children that are withdrawn from other young children when they engage in play or are in the same classroom.  I often wonder why is that child withdrawn.  Is it because of shyness or is it because the child do not feel secure in their environment?  This leads me to my subtopic of researching what parents can do to enhance secure attachment in thier children.

My personal experience with this simulation process happened this past summer while having to do some classroom observation for one of my classes.  I observed a little boy that was crying and clinging to his mother when she brought him into the classroom.  I asked the teacher if it was his first day and she replied, "no, he has been coming here everyday since he was a baby and he does this everyday."  I couldn't help but to wonder why this child was so insecure and what could his parents and caregivers do to give him the feeling of security that is needed away from his parents.

Insight that I have gained that I believe is important in first understanding what can be done to enhance secure attachment in their children is to understand that, "attachments begin to form in early infancy, solidify by age 1, and influence a person's close relationships throughout life."  Children have to feel secure and safe in their environments.

If anyone have any advice or insight that might be helpful to me with this process, I would appreciate it very much and the same goes for myself in helping someone with their research.

Reference

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

Final Blog Assignment

Three consequences of learning about the international early childhood field:

(1) Be passionate and dedicated to what you are doing and you will see great results in the end.  You will be amazed of the difference you can make in the early childhood field and in the lives of children and their families.

(2) Learning is universal and no matter where you are in the world we all share common goals:  providing quality education for young children, advocating on their behalf so that all children have the same opportunity to high-quality education no matter what their cultural background may be, and we all love the children.

(3) When we come together sharing ideas and knowledge we can focus on making the learning and developemental process of children so that they are ready for kindergarten and have the desire to go to the next level.

My goal related to international awareness of issues and trends and the spirit of collegial relations.

Goal:  To become a member of the World Forum Organization and share ideas, gain knowledge about other cultures.  To share resources with other professionals that will be useful in the field of early childhood education.

Getting to Know Your International Contacts--Part 3

Here is some information that I found to be both interesting and helpful in the early childhood field.

(1.)  United Nations Educational Scientific and Cultural Organization (UNESCO) advocates for Early Childhood Care and Education (ECCE) programmes that attend to health, nutrition, security and learning and which provide for children’s holistic development.

(2.)  (Quality) – High quality childcare, particularly for children from disadvantaged backgrounds, promotes motivation, confidence, good cognitive and linguistic development and school readiness.  There are no universally agreed criteria for quantifying ECCE quality base useful factors to consider include pedagogy materials, personnel training, service setting and parental education and involvement.

(3.)  The Global alliance for Cultural Diversity fosters partnerships between public, private and civil society actors in cultural industries in developing countries.  The Global Alliance operates at two levels: it provides information and tools on the partnership through web platform and supports operational projects in the field.

Reference

Retrieved from, http://www.unesco.org/new/en/education/themes/strengthening-education-system/early

    

     childhood.



Sharing Web Resources--Newsletter-October 7, 2011

In researching my current newsletter I researched an interesting link titled, “Mitchell family went to greath lengths, and distances for kids.”  This article was about Kit Carson School District R-1 board that decided to tell state officials that they would not be able to provide for the special needs of children living in the Mitchell family’s group home.

The Mitchell family (Howard and Melody Mitchell) decided in order to provide their children (foster and adopted) with quality education they would make daily drives of 20 miles each way to a more welcoming school district in Eads.  It was by officials who believed they could accommodate the special needs of abandoned or abused children.

Sadly, on Thursday morning while Howard Mitchell was traveling to take the children to school disaster struck.  The van driven by Mr. Mitchell went into the back of a  semitrailer truck  killing Howard Mitchell and five of the children, while seven of the children remain in the hospital.

According to Janelle Asmus spokeswoman for the Colorado Department of Education, “There is no state mandate on this.  We have a lot of local districts that makes decisions like this on their own.”

Another topic of discussion in my newsletter was about:  U.S. Child Obesity Reduction Program Test.  Over the past three decades, obesity rates among children and adolescents have almost tripled according to Dr. Thomas R. Friedan, director of the CDC.  He states that, “obese children are more likely to have asthma, depression, diabetes and other serious and costly health problems.  This project will help figure out ways our children can grow up to lead long, healthy, and productive lives.”

The Center for Disease Control and Preventions is using $25 million made available by the Affordable Care Act to support a four-year Childhood Obesity Demonstration Project.  They will target children ages 2-12 covered by the Children’s Health Insurance Program.

In the first article that I explored I think that it is wrong for a school system to turn their backs on educating young children.  Just because a child has a handicap their parents shouldn’t have to go outside of their school district to get quality education for their children.

In my second article, which fell under quality for education, I think it is important for us to remember that when children are overweight we need to keep them very active.  I think this is play can have positive effect on children.  When children are active in physical movement they are able to loose fat tissues that are not needed.  Today, many of our children sit in front of video games for fun and they are not physically active.

Resources

National Association of Child Care Resources & Referral Agencies. (Newsletter:

     http://capwiz.com/naccrra/mlm/signup/

Steffen, J. (October 2011).  Mitchell Family went to Greath Lengths and Distances for

     Kids.  The Denver Post.  Retrieved from

     http://www.denverpost.com/news/ci_19117902

Getting to Know Your International Contacts--Part 2

Insightful information I gained from the Harvard University’s Global Children’s Initiative Website:

(1)   The Frontiers of Innovation (FOI) initiative and online community, developed by the Early Childhood Innovation Partnership.  Their design is to create cross-sector partnership and create high impact strategies for faster innovation in the field of early childhood programs and practices.  They do this by: Bringing people together with different areas of expertise; focusing on making a child ready to learn when they are ready for kindergarten; trying new things and taking risks; having a desire to go to the next level; and a better investment early on.

(2)   In understanding intervention it is important to know that “the basic science of early childhood and early brain development answers the “why” and “what” questions about investing in young children.  The applied science of intervention and program evaluation is essential to answer the “when” and “how” questions.”

(3)   The FrameWorks Institute emphasizes the importance of early intervention for children who experience symptoms of mental distress to help them avoid long-term adverse outcomes.  There are many stressors and environmental influences interacting with genetic predispositions that can cause the breakdown of unhealthy social and emotional development in early childhood that can endure through adulthood.  “The emergence of mental health concerns in young children occurs within the context of an environment of relationships that can include a child’s parents, relatives, caregivers, teachers, and peers.”

In my podcast I listened to Maysoun Chehab who is the Regional Early Childhood Development Program Coordinator at the Arab Resource Collective (ARC), a not-for-profit non-governmental organization based in Beirut, Lebanon.  She works along with practitioners and policymakers in raising awareness about early childcare and development.  They train early childhood workers on best practices.  They also work along with the parents and teachers on issues that affect child development.  Maysoun stated, “adults have to be supportive in order to support young children.”

I also learned that the World Forum Foundation have an organization called Global Leaders for Young Children.  Their goal is to “encourage participants to become more effective change agents ad advocates for quality early childhood development services in their home countries.”

Sharing Web Resources

Newsletter- Friday, September 23, 2011

There was an article in my newsletter entitled, “Fingerprint checks for daycare workers sought.”  This information seemed relevant to my current professional development because I work in a corrections facility and we have many people there who are sex offenders.  The article mentioned that early childhood advocates in Missoula want fingerprint background checks to be a requirement for everyone in Montana working in a daycare.  They are hoping this will prevent sex or violent offenders from being employed in their daycare centers.  I think that this should be done in all facilities.  Parents are assuming that they are leaving their children in loving and trusting care while they are away.  You cannot look at a person and determine if they are a sex offender or not.  I work around them everyday and you would be amazed at how most sex offenders come off to be so caring and loving, while at the same time they are some of the most dangerous people to be around especially around children.  So, I hope they decide to mandated fingerprint into their law.

In my newsletter was article titled, “Parents Wait For Co-Pay Refunds After Cleveland Child Care Shuts Down.”  This article made me think about the idea of daycare center in a new way.  It reminded me of a family being hit by poverty.  I never gave much thought to a daycare center not receiving enough funding to keep the doors open for the children.  In the reading the Woodland Learning Center in Cleveland closed it doors two weeks ago, posting only a sign and a voice mail to give parents the bad news.  Parents were left with nowhere to take their children.  Woodland Learning Center claimed it closed due to declining enrollment and cuts in federal funding.  The parents’ say they felt robbed, and even the employees didn’t know what was going on.  This seemed to me that poverty hit the daycare center.

Information from my newsletter that adds to my understanding of how the three disciplines support the early childhood field was found in the article, New Jersey’s Poorest Districts Get More Pre-K Money.  It explained how the budget signed by Gov. Chris Christie in July increased K-12 money, but did not include additional preschool funding.  In May, Christie’s attempt to cut school funding by $1.6 billion was ruled unconstitutional by the state’s Supreme Court, and the court ordered funds restored to the state’s 31 poorest schools.  As we all know the most obvious component of providing quality programs is to have adequate funding.  We must not cut the funding to the programs that we have; if we do we are jeopardizing the future of our children by not providing them with the quality needed early on in life.

Other insights gained by reading my newsletter were from the article, “Single Mothers Hit Hard by Economy (Impact of the Economy on Child Care).”  In Illinois nearly one-quarter of families with children are headed by single women, who face high unemployment, low pay, and frequent poverty.  Nearly 39 percent of Illinois households headed by single mothers exist at the poverty level and 6.4 percent for married couples.

Reference

National Association of Child Care Resources & Referral Agencies. (Newsletter:

     http://capwiz.com/naccrra/mlm/signup/

Getting to Know Your International Contacts- Alternative

My podcast participant was Susan Lyon.  Susan is the Director of Innovative Teacher Project in San Francisco, which she started in 1994.  She talked about how you can see a window in the minds of children if you really look.  You will be able to understand how children see things and how to understand their world. 

The Innovative Teacher Project was designed for educator’s professional development and a way to advocate on behalf of the children, by using the environment in which the children grow.  In this project, educators come together from public and private schools to have discussion groups where they share ideas, and the participants walk the environment.

My other podcast participant was Barbara Jones (BJ).  She spoke about how the public school was not for her.  She founded the Pine Grove School in Falmouth, Maine in 1985.  And, it is still in existence today, 25 years later.  This a Montessori school for preschoolers in which they help children to develop positive social skills, self-esteem, and a love for learning just to name a few.

Since I used the alternative, I also read about childhood poverty in Kyrgzstan.  Kyrgzstan was a part of the Soviet Union until 1991.  The majority of this country’s population makes their living from agriculture.  The children in Kyrgzstan disproportionately live in poverty.  57 percent of urban infants under 1, and 65 percent of rural under 1 live in poverty.

In 2001 an estimated 7 percent of children were malnourished, and approximately 14 percent of the population had no access to health care services.

Recent research estimate that 24 percent of children work either full or part time, similarly since transition there are now homeless or “street” children in Kyrgzstan’s cities, and some reports of child prostitution and trafficking.

My insight is that poverty has been a critical issue for a long time and it continues to evolve.  We need to make sure children are able to get an education and not have to work jobs to help take care of the families.  Without an education these children grows up and keep the cycle repeating.  Our governments need to find ways to expand economic growth, create a better society by making commitments to eliminate/reduce child poverty.

Resources

Childhood Poverty Research and Policy Centre’s.  Retrieved from

     http://www.childhoodpoverty.org/

World Forum Foundation Radio.  Retrieved from

     http://www.worldforumfoundation.org/wf/radio.php

Sharing Web Resources

The organization I selected is: 

National Association of Child Care Resources & Referral Agencies

Their link is: http://www.naccrra.org/

(Newsletter:  http://capwiz.com/naccrra/mlm/signup/)

Brief Description:  NACCRRA is a nonprofit organization that speaks for childcare.  Their goal is to make sure that children have access to high-quality, affordable childcare.  They represent over 750 state and local Child Care Resource and Referral Agencies (CCR&Rs) by providing training, resources, and best practice standards to local and state CCR&Rs that support high-quality childcare.  They also provide the families with information and resources on childcare and parenting by connecting the families to local CCR&R resources.

Current Issue from the newsletter:

Despite Weak Economy, Child Care Costs Continue to Rise

According to the newsletter released by the National Association of Child Care Resource & Referral Agencies (NACCRRA), on August 24, 2011, the cost of childcare continues to increase.  Parents are struggling to afford quality care for their children.  The report revealed that the average annual cost for center-based care for infant care was higher than a year’s tuition and related fees at a four-year public college.  Childcare is very important for working families.  Parents want to know that their child is safe and also in a safe childcare setting that promote healthy development and learning.  However, “In the United States, more than 11 million children under age 5 are in childcare each week and although childcare costs are high, most states have inadequate requirements for the quality of care.”

The federal Child Care and Development Block Grant provides funds to states to help make childcare more affordable for families; however, it is not mandated that funds be used to pay for licensed care.   In these unlicensed care facilities they are not required to meet state health and safety standards, providers are not required to be trained and the settings are not inspected.  And, on a national average more than 20 percent of children who receive assistance from this grant are in unlicensed settings.  There should be more responsibility and accountability for quality childcare when the government is providing funds.

                                                                         Reference

Http://capwiz.com/naccrra/mlm/signup/

Establishing Professional Contacts and Expanding Resources

Hi Everyone,

My choice of establishing professional contacts is to use the World Forum Foundation and World Forum Radio.  Currently, I have listen to some podcasts that are available.  I am in the process of subscribing to World Forum Radio and downloading iTunes to my computer.  Of course, I am skeptical when it comes down to downloading on my computer so I will not have that portion done until tomorrow when my daughter gets in town to help me.  I haven't seen any links yet that would contact me with the people in the podcast.  I am hoping that once I get everything download I will be able to share more information on how I got it all done.  So, stay tune to hear from me again with this information.

The early childhood organization's website I chose to immerse myself in National Association of Child Care Resource & Referral Agencies (http://www.naccrra.org/).  I was able to subscribe to a free electronic newsletter through this website (Newsletter:  http://capwiz.com/naccrra/mlm/signup/).

My Supports

Supportive factors in my daily environment:

Television News:  I watch the news daily to keep me informed on what’s going on around my community and me.  The news also keeps me informed on what going on in the world, so that I’m not left out in the dark.

Church:  I am a Christian so the church provides me with religious support that I need to be grounded.  My Christian beliefs keep me focus; I try to live right and treat people right.

Family and Friends:  I get emotional support from my family and friends.  If I have a crisis, they are there to listen to me and give me advice.  They are also there just for social communication.  It gives me comfort and peace knowing that I have people around me that love me.

Medical Services:  If I am not feeling well and think I need medical attention there are medical facilities in my community that is of service.  Just this week I was sick with a sinus infection, I went there and got the medical treatment needed.

Life would be difficult if I didn’t have a mean of knowing what’s going on in my community and the world.  Anytime of the day I can turn my television on to find out what’s going on.  Without my faith and trust in my church and God, I believe my soul would be lost.  My family and friends are everything to me and without their love I just can’t imagine what life would be like.  And lastly, it would be frightening to know that there were no medical services in my community to go to in time of sickness.  All of the these factors are of high quality in my life and without them the impact would be challenging in more way than I can imagine.

My Connections to Play

Two quotes that summarize what play represented for me in childhood:

“Play gives children a chance to practice what they are learning.”

          Fred Rogers

         American television personality

“In our play we reveal what kind of people we are.”

          Ovid

          Roman poet

Play items for the younger me:                                       

                  

 

During my childhood my parents supported me in getting me the dolls I desired to play with.  I used to love playing with my baby dolls and pushing the baby doll in the stroller.  I actually had a stroller for my doll that was made as the one above.  I also used to love playing with my tea sets.  My mother would pretend to be eating and drinking with me.  I think I used to get a new tea set every Christmas.  Sometimes my mother and grandmother would give me old pots from the kitchen to play with after the handle fell off or something like that.  My parents encouraged me to play and enjoy my childhood.

I feel that play is different from play of when I was a child.  When I was growing up we played outside all of the times.  We played games such as hide-n-go-see; hop scotch, and red rover.  We also play more with toys such as dolls, tea sets, and bicycles.  We were more physical in play during my childhood.  We were just bursting with energy.  Today, the children stay inside and play electronic games, get on the computer, and watch television for enjoyment.

I would hope that the young children today would start to enjoy playing outside and get more physically active.  Being physically active in play outside helps a child to become healthier in developing muscle strength and control.  They are less likely to be over-weight.  And, they learn to have respect for teammates and opponents when playing competitively.

I think that the role of play throughout my childhood and adulthood has made me a better person.  I believe that play has helped me to be a fair, considerate, and understanding person.  It has helped me to learn as a child some of what I thought it was to care for your baby (playing with the baby dolls gave me this outlook on motherhood).  Play has aided in developing me cognitively by thinking outside the box.  Play has helped me to develop socially and emotionally connected to people.

Relationship Reflection

This is my daugbterYolanda.  Yolanda is twenty-seven years old and lives in Marietta, GA.  My daughter and I have a loving relationship.  We talk every other day on the phone and if I'm not at home when she calls or I miss her call on my cellphone, she leaves a message like, "Mom, where are you?--you know you're suppose to be home.  Call me!!!"  Sometimes she thinks she is the mother.  She helps me with all of this advance technology and I probably wouldn't function without her help.  She is the best blessing I've ever had.  We are able to communicate very well.  We listen to each others point of view and go from there.  Talking through things helps in making wise decisions.

I have two older sisters.  The oldest one is Connie.  We see each other about once a month, but we talk on the phone every week.  Our mother passed almost eight years ago and Connie also thinks that I have to report to her about where I am or what I'm doing.  But, I don't mine sometimes because it's all in love.  My family is small, so we are a close knit family.  If one of us is hurting about something, we comfort each other.  If we are happy about something, we share in the happiness and joy.

My other sister name is Shelia.  I talk to Shelia everyday and we live only about five miles apart.  We discuss everything from the job, personal life, to business.  We get together every Friday and have dinner together.  Shelia is the protector in the family.  There is nothing that we won't do for each other.  Our mother taught us to be strong individuals and to love and respect others. 

I am a people person.  I love being around people in general.  I try to give everyone respect and treat them with kindness.  However, this is common for my family period.  I find that being open and honest with people is the best way to be.  It relieves stress off of me and the other person.  In my workplace, I've learned that you must communicate with other co-workers in order to get the job done.  We have a closeness in my workplace just as family; however, we do not overstep our lines.  For example, my supervisor and I get along very well.  I would say that she is one of my closest friend; however, I respect that she is my supervisor and I love that we maintain the professional level as well.  Any relationship can be challenging at times but you must learn to be open and not bias about situations.  I believe that in the partnerships I have with my family and co-worker I will be open-minded, respectful, trusting, and caring in the early childhood field in developing an effective partnership with the families.

When I Think of Child Development.....

Quotes about childhood development that captures the essence of how I think about child development:

All that is valuable in human society depends upon the opportunity for development accorded the individual.        
     Albert Einstein


Nature knows no pause in progress and development, and attaches her curse on all inaction.
     Johana Wolfgang von Goethe


All growth depends upon activity.  There is no development physically or intellectually without effort, and effort means work.
     Calvin Coolidge

Testing for Intelligence?

I believe that social skills/communicating with others and emotions should be measured.  My reason for stating that is that I believe it is important for children to be able to relate with others in life.  People that lack social skills or that prefer being alone all the time; more often appears to have some type of psychological problem.  They are withdrawn from society.  I think we need to know that children are able to relate to themselves as well as others.  We should also assess their emotional intelligence to see if they are care about people or if they have a destructive mindset (harmful to themselves and others).

I chose to look at the school-age children in Kenya on the ways they are assessed.  The children of Kenya were assessed more so on practical intelligence for adaptation to the environment than for intelligence.  The reason for this is because most of the children will drop out of school, and most will spend their lives farming or engaged in other occupations.  “The Kenya study suggests that the identification of a general factor of human intelligence may tell us more about how abilities interact with patterns of schooling and especially Western patterns of schooling than it does about the structure of human abilities.”  However, today in the year 2011, Uwezo Kenya is an organization that was established in 2009 and it is housed by Women Educational Researchers of Kenya (WERK) in Nairobi.  “It conducts national household based assessments to establish the competencies of children between the age of 6-16 in literacy and numeracy.”  Through their assessments they are helping to improve and inform the quality of Education.  They work with partner organizations ranging from youth groups, Community Based, Faith Based, and Non Governmental Organizations.  Tests that they administer to the children between the ages of 6-16 are the Kiswahili, English, and Math.  “The tests are derived from class two level work.  This level is selected because it is internationally agreed that after completing two years of schooling, a pupil is expected to have acquired basic competencies in literacy and numeracy, which are foundational for learning in all the other subjects.”  As of March 20, 2011 124 districts had been assessed by Uwezo Kenya.  “A total of 72106 households were surveyed, 3574 schools visited and 124,243 children between the age of 6-16 assessed.”

Reference

http://orpc.iaccp.org/index.php?option=com_content&view=article&id=74%3Arobert-j-sternberg&catid=23%3Achapter&Itemid=15, retrieved June 11, 2011

http://uwezo.net/index.php?c=62, retrieved June 11, 2011

Hunger in Zimbabwe

I know of this family that lived through a natural disaster.  A tornado came through and destroyed many of the homes in the area.  The families had to ramble through their remains, as if it was trash, and gather up what they could find.  Bits and pieces of their lives had been taken away in the blink of an eye.

Luckily, a friend of the family had a vacant home and allowed the family to live there until they got a new home.  The providing of shelter helped the children to feel safe and secure along with the comfort of their mother.  The children were able to adjust partly because they moved to a neighborhood where there were other children to play with.  However, in speaking with one of the children who is now an adult she states that she get very emotional and fearful when there is any sign of bad weather due to having been in a tornado.  She can’t sleep if it’s at night and she keeps her children in the room with her doing bad weather.  She states that she tries to be prepared to take cover should another tornado come through.  This is an emotional fear she believes she will live with for the rest of her life.

I was curious about the food supply in Zimbabwe.  The children in Zimbabwe are fainting in school due to the being hungry.  The situation for children in Zimbabwe is not getting any better, “nearly one out of three are malnourished.”  The children are lacking access to food supply as well health and education.  The children are being faced with stunting and slow educational development due to malnourishment causing many to face infectious diseases such as measles, malaria, and typhoid.

Save the Children is an organization designed to provide relief and development for the children of Zimbabwe.  It has been providing support since 1984. “We serve children and families through humanitarian relief and long-term development.”  Zimbabwe has a population of nearly 5 million people and almost of those people are in need of food.  Save the Children provided food, health care, and child protection services to more than 450,000 people last year in Zimbabwe.  There have been 57 more projects implemented along with the other local organizations to aide in eliminating hunger.  “Save the Children’s relief workers and development programs reached a total of 452,378 people directly, and 385,263 of them were children.”

References

Zimbabwe’s Hunger – Caritas Internationalis.  Retrieved May 28, 2011, from http://www.caritas.org/activities/emergencies/ZimbabweSlowFoodStory.html

Zimbabwe-Save the Children.  (2010, May).  Retrieved May 28, 2011 from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.7086115/k.D96C/Zimbabwe.htm

Child Development and Public Health

Access to healthy water is meaningful to me in that the human body is estimated to be made up of 60 to 70 percent water.  The body needs water as a survival mechanism.  Water helps in regulating body temperature and to provide the means for nutrients to flow to all your organs.  Water delivers oxygen to your cells, moves waste, and protects your joints and organs.  Water is the body only way to flush bad toxins out of your body and the purer the water is to begin with, the better it works to collect and cleanse harmful toxins from the body.  Healthy water helps children ‘s resistance grow stronger and perform better; providing them the protection they need during those fragile developing years.  Unhealthy water has been linked to increased risk of diseases and learning disorders in later years.

I chose to research access to healthy water supply in Haiti.  Haiti has a water problem and most water sources there are contaminated.  The people there are very poor and most often have no other choice but to drink contaminated water.  Clean water for Haiti is a faith based, volunteer run, non-profit mission.  Their purpose is to provide the people of Haiti with affordable access to clean water in their homes through the use of Biosand water filters.  However, Biosand water filters are inexpensive, simple, and effective.  But the people of Haiti much make a decision based on what is best for their family.  The family must purchase the Biosand filter if they want it.  The receivers pay only a small fee for their filter and the money made is used in helping to make more filters and to help more families have access to clean, healthy water in their homes.

As an impact in my future work, I would love to be a volunteer in helping the people of Haiti to have access to healthy water.  Right now I think it would be possible by making contributions to organizations that would aid in clean water for the people there.  I would also try to convince others to help in contributing, so that the children’s immune and detoxification systems are able to develop better.

Childbirth---In Your Life and Around the World

My personal birthing experience was awesome.  The fact of knowing that I had another human being growing inside of me was wonderful.  I exercise daily and receive prenatal care early on during my pregnancy.  I found out I was pregnant when I was about four weeks.  I gave birth to a beautiful baby girl that was healthy.  She weighed 6lbs and 7 ounces and was 21 inches long.  I experienced natural childbirth because I did not want to take any pain medication during my delivery.

Birthing is a wonderful experience and should be taken very serious.  A mother to be should be aware of any medications taken and should try to maintain a proper diet in order to help ensure that the fetus will develop as it should.  Everything that the mother encounters has an affect on the child’s development rather it’s stress, joy, or medications prescribed or non-prescribed. 

The country that I chose to find out about how births happen there is South Africa: Indigenous and Traditions.  South Africa is a country of many cultures, languages and traditions.  The area, at one time, was populated only by a group of indigenous people: the Khoisan Bushmen.    The !Kung are a particular small group of San nomadic hunter-gatherers who today still strive to live in relative harmony with the eco-system.  The women are respected for their knowledge of being able to find edible plants and the ability to find water, and especially their ability to give birth and nurture their young.  Unlike the women here in the western world where medication is offered for pain relief at the slighted twinge that labour may have begun, a young !Kung woman is actively taught that she must face the pains of natural childbirth with courage and fearlessness.  Most women give birth alone in a squatting position, a few hundred meters from their settlement.  Although mothers giving birth for the first time may have a helper at hand.

Just as in the U.S. it is made known to a mother to be that how she feels and thinks during the pregnancy will affect the labour and birth of the new baby.  A pregnant  !Kung woman is expected to continue her normal duties such as cleaning, gathering food, caring for other children and not complain.  Women in the U.S. also still carry on her daily work duties unless it interferes with the well being of the fetus.  A pregnant woman in South Africa is rarely overweight and an unborn baby is likely to grow to be the right size for the mother to give birth.  Often time women in the U.S. are overweight during their pregnancy.  It appears that San women bite the cord with their teeth and bury the placenta after giving birth, before walking back to the settlement.  It is her duty to return the remaining placenta to mother earth.  They believe it connects the infant to the territory particular groups of Bushmen clan occupy.  The mothers in South Africa share the same tradition as do some mother here in the U.S. for breast-feeding.

Examining Codes of Ethics

The three codes of ethics that are meaningful to me are:

DEC:  Responsive Family Centered Practices –1. We shall demonstrate our respect and concern for children, families, colleagues, and others with whom we work, honoring their beliefs, values, customs, language, and culture.

 DEC:  Ethical and Evidence Based Practices –2. We shall use every resource, including referral when appropriate, to ensure high quality services are accessible and are provided to children and families.

NAEYC:  Ethical Responsibilities to Children – I-1.1 To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.

These codes of ethics are significant to my professional life in early childhood because we as educators have a responsibility to the children and their families.  We are to be professionals, knowledgeable, caring, cooperative, influential, and nurturing to the needs of the children and their families.  We are to respect their family values, traditions, cultures, and beliefs. 

The parents should look to me to provide them with guidance and understanding of how the programs operate.  I will collaborate with the family on a regular bases. I will use all available resource to ensure that the children are provided with the highest quality of service and stay up-to-date on new information.  I will be an advocate on their behalf and the children.  Every child and family is equally important and should be treated as such; therefore, I will not overlook anyone because of their background.   I will conduct myself as the professional I am at all times.

           

Growing Your Collection of Resources

I hope these resources will be of great benefit to you in the Early Childhood Field. 

Listed below are resources from this week’s Course Resources, in addition to, the first three listed being additional ones that I thought would relate to the early childhood field.

Additional Resources:

• Early Childhood Development Education Programs

http://www.ehow.com/early-childhood-development-education-programs/

• Archived: Early Childhood Education

www2.ed.gov/parents/earlychild/ready/resources.html

• Early Childhood Development Resource. Schiller Educational Resources, LLC http://www.schillereducationalresources.com/

Part 1: Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4894980/educ6005_readings/naeyc_dap_position_statement.pdf
• 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://www.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://www.worldforumfoundation.org/wf/about.php
  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

• National Association for the Education of Young Children
  http://www.naeyc.org/
• The Division for Early Childhood
  http://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Families
  http://www.zerotothree.org/
• WESTED
  http://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letter
  http://www.hepg.org/hel/topic/85
• FPG Child Development Institute
  http://www.fpg.unc.edu/main/about.cfm
• Administration for Children and Families Headstart’s National Research Conference
  http://www.acf.hhs.gov/programs/opre/hsrc/
• HighScope
  http://www.highscope.org/ 
• Children’s Defense Fund
  http://www.childrensdefense.org/
• Center for Child Care Workforce
  http://www.ccw.org/
• Council for Exceptional Children
  http://www.cec.sped.org//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
  http://www.iwpr.org/index.cfm
• National Center for Research on Early Childhood Education
  http://www.ncrece.org/wordpress/
• National Child Care Association
  http://www.nccanet.org/
• National Institute for Early Education Research
  http://nieer.org/
• Pre[K]Now
  http://www.preknow.org/
• Voices for America’s Children
  http://www.voices.org/
• The Erikson Institute
  http://www.erikson.edu/
     

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