When I Think of Child Development...

“Children are one third of our population and all of our future.” 

Select Panel for the Promotion of Child Health, 1981

I was drawn to this quote because as early childhood professionals it is important we keep in our minds that children are our future. It is our responsibility to help them grow to be successful, functioning members of society, whatever that may look like for each individual. It is our joy to ensure children truly experience childhood. It is our privilege to work with families and communities in the raising of our future.

Testing for Intelligence

Children in the United States who are referred for special education assessments may or may not be assessed holistically. A child between the ages of 3 and 21 may qualify for special education if he or she meets the eligibility criteria for one of the 13 disabilities defined in the Individuals with Disabilities Act (IDEA) and the disability adversely affects his or her ability to access education. Though a child may be labeled through the school or through health care professionals, the areas and extent a child will receive special education, is based upon results of standardized assessments. Children may be assessed holistically, being tested in academics (reading, writing, math), social/emotional, adaptive, behavior, cognitive, fine motor, gross motor, and communication (receptive language, expressive language, and articulation). Sometimes a child is determined to be in need of assessment in all these areas, sometimes only a few.

I believe this holistic approach is important, because there are many factors that affect how a child learns and is able to access education. Children with disabilities may have more than one “area” affected. A child who misbehaves constantly in the classroom may be doing so out of frustration because academic expectations are out of his or her understanding, or because he or she doesn’t understand much of what the teachers are hearing. To fully understand the extent of areas affected (or rule out those that are not), the child should be assessed not only in academics, but communication as well. This will help the educators and caregivers determine how to help the child: does he or she need academic modifications or communication support? Or both?

Environment, primary language, and sometimes rate of absenteeism may influence whether or not a child receives a label. Professionals must decide if a child may be struggling due other factors not measured by standardized tests. These may include cultural or language barriers, homelessness, or lack of exposure due to high absenteeism. Professionals must consider these factors so children are not labeled with a disability when they truly do not have one.

The country I looked into was Mexico. The identification of disabilities in schoolchildren are done with a holistic approach much like in the U.S. A significant difference is these assessments are not necessarily standardized. They are based off work samples, informal assessments, student history, and educational experience.

The benefit of Mexico’s way of determining whether or not a child receives special education is that it is more closely based on how a child does in comparison to peers in that community. The children therefore are able to access accommodations and modifications that allow them to be successful in their community. This is not always true in schools in the U.S. Standardized tests in the U.S. are based on national norms, however academic requirements vary from state to state. I often see children in the school I work at struggling academically because on standardized tests they score average or low average, but those do not accurately match up to the state standards.

References:

National Research Center on ADHD

http://www.help4adhd.org/education/rights/idea

Learn NC Editions

http://www.learnnc.org/lp/editions/brdglangbarriers/1911

Consequences of Stress on a Child's Development

When I was in college, during my teaching program I had a 90-hour practicum placement in a classroom for the emotionally and behaviorally challenged. The children in the classroom ranged from grades Kindergarten through fourth grade. There was a first grade boy in the class that had, on numerous occasions, gone without shelter and food for days on end when he was a toddler. He lived with his father, often in a car, and his mother had run off. Because he experienced the trauma of starving almost to death, and suffered from severe neglect, he was unable to regulate emotion, and was constantly caught stealing and hoarding food. Though for the couple of years he had been in school he experienced a sense of stability and received food from government programs, he was emotionally scarred. The boy would hardly eat his breakfast or lunch, but would go into a panic and tantrum if the food was taken off his desk. For years he struggled to maintain relationships with peers and adults, experience academic success, and be healthy (since he refused to eat regularly). In his mind, he was always prepared to be abandoned and without food. . Through the help of the EBD classroom teacher, a therapist, and the food program, stability was brought back to him. Even though I now work in the school district he attended, he has moved on, and through the high turnover rate the EBD program has, there is not a staff member left that would have known him.

Bangladesh has a population of 150 million people, almost half (49%) of the population living below the poverty line. There are programs that help countries like Bangladesh in many ways. The Hunger Project teaches people how to be leaders and grow sustainable crops to help end their hunger. Through youth leadership, education is brought to children in rural areas whose families are too poor to afford books and uniforms required by Bangladesh’s free education. Through outreach groups and programs, children and adults are learning the importance of education, as well as how to be self-reliant and sustainable. They are being empowered to better the lives of themselves and their children. This is important work, because in Bangladesh the majority of the population lives in rural areas, where floods and droughts affect the seasonal farming they must make a living from. Women, who are still discriminated against, often suffer the worst if they become widowed or their husbands leave to find employment. They are unable to provide for their children, who often go without education, medical care, and thus continue the cycle of chronic poverty.

Sources:

http://www.thp.org/where_we_work/south_asia/bangladesh

http://www.africaw.com/forum/f2/extreme-poverty-and-hunger-in-bangladesh-today-t2098/

Child Development and Public Health

Immunizations are an important aspect of public health. Diseases that were once fatal, such as measles, whooping cough, and pneumonia, are now infrequent among developed nations. Most children in the U.S. have received all their immunizations by the time they are 2 years old and, though children do not have to be immunized to attend public schools, parents must sign a waiver stating their children have not had their vaccinations.  This topic interests me, because there are currently debates among professionals and concerns among parents that vaccinations can have ill side effects, such as autism. Though I have heard of strong correlations, there are also several studies disproving this. Regardless, the benefits to the individual and the public both outweigh the risk of possible side effects. Immunizations not only protect the child, but those who are not able to get immunized, such as people with weak immune systems and pregnant women’s fetuses.

In December of 2011 the World Health Organization (WHO) reported of a measles outbreak in European countries. This outbreak underscores the importance of vaccinations throughout Europe. It was reported that 90% of those who contracted measles had never been vaccinated or had no history of vaccinations. This outbreak was connected to measles outbreaks in other countries, such as Canada, Australia, and Brazil. WHO stated that this demonstrates a continued need for parent education about immunization, as well as reaching out to susceptible populations. This highlights the importance of immunizations not only for the individual, but the general population as well.

I work in a classroom of young children with varying disabilities. Though I work with no children who are “medically fragile” I do come into contact with children who have weak immune systems and get sick easily. I was vaccinated as a young child, but do not keep current on flu shots or tetanus shots, and have never had my Hepatitis B vaccination. Upon learning more about the importance of vaccinations, I realize that it is not only my health that may be at risk, but those of the children I work with as well.

References:

Berger, K.S. (2009). The developing person through childhood (5^th ed.) New York, NY: Worth Publishers.

World Health Organization. (2011, November 2). European countries must take action now to prevent continued measles outbreaks in 2012. Retrieved from http://www.who.int/immunization/newsroom/press/european_countries_action_measles_outbreaks_2012/en/index.html

Birth Story and Comparison

I have only closely experienced one birth, the birth of my niece, Charlotte. Her mother, Kat, is my identical twin sister. Kat discovered she was pregnant at just a few weeks, and regularly saw a doctor who practices both natural and western medicine, a chiropractor, and an acupuncturist. Her husband and she had planned the baby, and attended birthing classes together to learn about the prenatal and labor experiences. Kat’s labor and delivery went very smoothly, aided with an epidural, and then later some medicine to speed along the dilation. The baby was very healthy and of average size and weight.

The experience began with a 1:00 a.m. phone call from my mother. Kat’s labor had started, so we began the one and one half hour drive up to the hospital. Kat had decided she wanted her husband, my, and our mother in the room for her delivery. Throughout the 24-hour labor we stayed in her room, except for a couple quick trips to the cafeteria. According to the nurse and midwife, her labor was very average. Kat was going through something none of us in the room had. My mom had never gone through labor, as all her children were scheduled or emergency C-Sections. When Kat delivered the baby, I was right there holding up one leg (Mom was the moral support and hand holder, Kat’s husband was the other stirrup). Kat was able to hold Charlotte for a good 20 minutes before they took her for all the little tests and whatnot, and then was quickly returned. Kat and the baby were released from the hospital after 24 hours, and she was on unpaid maternity leave for 3 months. Had she not returned to work by the end of the 3 months, she would have lost her health benefits. Her husband received 3 days of paternity leave.

The whole experience made the concept of birth a reality. So much of what we think about many things in life are colored by media or extreme stories of colleagues (like when you have to get your wisdom teeth taken out, and someone always tells you some horror story about their experience). Though Kat holds a good job (as a public school teacher) and her husband is successful at his job (a sales rep), they felt they had to financially prepare themselves for a 3 month loss of a salary, which when living in an expensive city, can be hard to do. Aside from financial strain, Kat would have been alone with a newborn after 3 days, if her husband had not been able to use his vacation days to extend his paternity leave. Though there are laws that protect women from losing their jobs when taking time to have a baby, I feel the in the U.S. many employers and insurance offer bare minimums to families.

I researched birthing practices in Germany, and found notable similarities between giving birth in Germany vs. the U.S.

In Germany, employers and health insurance companies pay maternity payments. Here in the U.S. when on maternity leave, often there is no pay to go with it.

Prenatal exams are done regularly in both countries, by midwives or doctors. If the mother does not have insurance to pay for these exams, welfare covers it.

German insurance covers up to 12 visits from a midwife, and also pays for visits from the midwife up to 10 days after the baby is born.

As in the U.S. births in Germany can take place at hospitals, birthing centers, or home. The hospitals in the U.S. will release mothers and their babies after 24 hours. German hospitals will keep mothers and their babies 3 to 5 days unless the mother opts for an “out-patient” birth, in which they are released after 4 hours.

In Germany mothers may receive 6 weeks of maternity leave before the birth and 12 weeks after birth. In the U.S. maternity leave lasts 3 months and there are no rights to payments.  In addition to maternity leave, Germany offers parental leave, which is the right for a parent to leave work until the child is 3 years old. Though no salary is paid, the employer must keep the job position open for the parent to return to.

The maternity and parental leave options in Germany hold employers to maintain a focus on the importance of family, fostering healthy development, and the building of strong family connections.

Information found at http://berlin.angloinfo.com/countries/germany/birth.asp

Thank You!

I would like to thank everyone in this Foundations class for their support and insight. This being my first online class, I was not sure what to expect in terms of building relationships between colleagues and taking part in discussions on various topics. I have built professional relationships with colleagues, had interesting and thought-provoking discussions, and read insightful posts. These past 8 weeks have gone quickly, and I find that this class and the people in it have left me excited for the following courses!

Examining Codes of Ethics

 There are many similar ideals between the DEC and the NAEYC code of ethics statements. Here are three from each that are meaningful to me.

“We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.” (DEC, 2000)

“To recognize and respect the unique qualities, abilities, and potential of each child.” (NAEYC, 2005).

These statements speak to the importance of treating all children with respect, as they are individuals with potential and a variety of abilities, with strengths and areas of vulnerability. We should not behave towards them as if they are all equals, as they are unique in their own ways, but instead honor their differences as individuals and strive to support them based on what they need as individuals. We should treat each child with equality in mind, making sure each and every child and family receives what they need and deserve in order to live up to their potential and experience success. No child should feel as though they are disrespected or not seen as a human being, no matter the difficulties they (or we) face.

“We shall strive for the highest level of personal and professional competence by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others.” (DEC, 2000)

This ideal is important to me as a professional because it underlines the importance of collaboration with colleagues and outside resources. As an advocate and a professional, it is important to continually stay abreast of current research and issues in the early childhood field so we can consistently provide high-quality services to children and families. It is also important that we are open to new ideas and suggestions, as that is also a way to grow as professionals and improve services provided to children and families. The overall goal is to help children to grow and flourish, which requires collaboration, continual learning, and an open mind.

“We shall honor and respect the rights, knowledge, and skills of the multidisciplinary colleagues with whom we work recognizing their unique contributions to children, families, and the field of early childhood special education.” (DEC, 2000)

Because the early childhood field focuses on the whole child, professionals must work together in multidisciplinary teams to ensure it is the whole child who is getting served. A professional realizes that he or she does not know everything there is to know about everything a child may need to experience success. By drawing upon others’ expertise as well as my own, I can ensure that the children and families I work with receive high-quality resources and care. After all, it takes a village to raise a child!

“To listen to families, acknowledge and build upon their strengths and competencies, and learn from families as we support them in their task of nurturing children.” (NAEYC, 2005)

As much as we work with children in the classroom or center, the majority of what they learn and experience comes from the home. Much research has been done on the impact of family and home life on children’s overall development. Because of this, it is important as a professional to support families as much as we support their children. Though support will look different from family to family in regards to intensity, resources and assistance programs, and education, it is still an important component that should be addressed by professionals in the early childhood field. Families send us their best children, and do the best they know how in raising their children. Just as we respect children and their individuality, and build on their strengths, we need to respect and support their families. When we open our minds to the different ways families problem-solve, offer support, and care for each other we demonstrate that they can open their minds to accept help and support from us.

      “To work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.” (NAEYC, 2005)

As professionals in the early childhood field, a collective goal is to help families and young children so children can experience success throughout not only their school career, but throughout adulthood as well. Not only are we working to help children and families as individuals, but we are working to create a world that is safe for future generations. In working towards a safer world overall, we work to break the cycles that at-risk children may fall into more easily, and thus working towards a long-term goal. As my mother, a special education teacher, has always said, “We should work as though we are trying to put ourselves out of jobs!” meaning that we do as much as we can to help children and their families experience long-lasting success.

References:

Division for Early Childhood. (2000, August). Code of ethics. Retrieved from http://dec-

sped.org

National Association for the Education of Young Children. (2005, April). Code of ethical

conduct and statement of commitment. Retrieved from

http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf