Final Blog Assignment: Issues & Trends in EC

This video is from Save the Children, the international organization that I have been following for this course (www.savethechildren.org). This documentary is moving. It provides us a glimpse of  issues and trends that we have been studying in this course. It also sparks insights on the importance of early childhood education.

 

Three consequences of learning about the international early childhood field for my professional and personal developmetn are these: self reflection on my work and dedication to the field, changing my professional goals to work more closely with families and children instead of on the sidelines hoping for change, and to reach out internationally for support, ideas and answers in this field.

 

A significant goal for international awareness is to unite and use the many organizations that have the same goals for the children, specifically bringing education and support to those families and children in poverty. 

 





Getting to Know Your International Contacts—Part 3

UNESCO’s “Early Childhood Care and Education” webpage (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/) writes on the first International Day of the Girl Child, they speculate 32 million girls who should be in primary grades are not attending primary school. They hope to break the vicious cycle of abuse, discrimination and inequality that girls across the world. UNESCO recognizes that also this abuse keeps “communities and societies from sustainable development”.

It is not often that the discrimination of girls gets continual attention. The discrimination of females tends to be brushed aside in many areas of the world. Why is this so?

Getting to Know Your International Contacts Part 2

Of the many studies on the importance of early childhood, one specific finding is that early learning impacts development and the primary grades. These positive outcomes include children of varying abilities and many cultures; early learning benefits all children. Following the importance of early learning is the actual quality of the learning process and/or environment. Assessment strategies and tools are starting to take place in early learning centers to reflect these positive outcomes on our children, then ideally will inturn increase government budgets for early childhood education. As preschool teachers it is important that we stay cognizant of our teaching practices, assessment strategies and learning outcomes in our classroom because it is ultimately for the children and the future of early learning.

Teachers College, Columbia University. (2009). Early childhood care and education: Worlwide challenges and progress. Current Issues in Comparative Education, 11, 1–44. Retrieved from http://www.tc.columbia.edu/cice/Issues/11.00/PDFs/11_Complete_Issue.pdf

Getting to know international contacts-part 1

“Over 600 million children world-wide live in absolute poverty - an estimated 1 in 4” (www.childhoodpoverty.org). This is the same estimation of the poverty in the United States. In the U.S., according to Save the Children, nearly 1 in 4 children American children live in poverty (http://www.savethechildren.org/).

“Poverty experienced by children, even over short periods, can affect the rest of their lives” ” (www.childhoodpoverty.org). This why the early childhood programs that are available for children and families in poverty need to stay active and strong (check out my video bar and the bottom of this page- Head Start’s window of opportunity).

“Today's poor children are all too often tomorrow's poor parents” (www.childhoodpoverty.org). It is hard to imagine as we think and plan for the present that our young children do become adults, and do have a place in society. It is our responsibility in aiding the evolution process of our families and society. My 10 year old son shared a quote with me yesterday, “By failing to prepare, you are preparing to fail”. By failing to prepare (nutrition, nurture, support, spirituality, education, etc.) our children…

Sharing Web Resources

The international organization that I chose is Save the Children, http://www.savethechildren.org/. Save the Children provides emergency response and program services for food and shelter, child protection, education, HIV/AIDS, livelihoods, and more. The newsletters I receive often focus on one topic and then branch related topics with a variety of media tools. Save the Children is a trustworthy charitable organization, on the website it reveals approvals by InterAction, BBB Accredited business, Four Star Charity and American Institute of Philanthropy (www.savethechildren.org). I have thoroughly researched the careers section on this website. It posts available opportunities globally and descriptions of job opportunities. Through the email newsletter this month I was led to a section for advocating for particular issues and there are options to have conversations via twitter, and to contact congress through phone and email (www.savethechildren.org). I signed a petition to help children in poverty in America. If you want to sign this petition, it takes less than 5 min., go to www.savethechildren.org then the the 'Take Action Tab', and its under "Freedom from Poverty for America's Children".

Establishing Professional Contacts & Expanding Resources

This week I have explored the World Forum Foundation website, http://worldforumfoundation.org. It brings awareness to how many people in the world immerse their lives and purpose to children and families. It covers many areas of concern from curriculum to HIV/AIDS.  I joined the NACC (Nature Action Collaborative for Children), to receive weekly newsletters. I plan to share the insights from these newsletters.

I also receive newsletters from Save the Children. This organization has had a positive impact on my community; therefore I like to be informed of what they are doing. Below in this blog are some postings about Save the Children.

I find it resourceful to put websites on my desktop and use them in my work and college courses. The emails I have sent to establish connections failed, yet there are many resources and voices on the web.

Establishing Professional Contacts

I emailed the contacts from NAEYC’s website on their Global Alliance list, for Spain and Netherlands. I wrote that I was a student seeking to establish professional contacts. I also subscribed for newsletters from Save the Children, got on their Facebook site and explored some articles.

I am curious to find out information on childbirths trends and issues in Netherlands and Spain. I have such questions: What is the nature of how and where births take place? Such as, do the majority of mothers have normal births at home or in hospital settings, or do the majority of mothers birth in a hospital settings with medical interventions? Are there any studies in .... organization(s) on the outcome later in childhood that relate to the mother and baby’s birthing experience?

After joining Save the Children on Facebook as well an article, “Premature Birth Endangers 15M Babies Worldwide” from ABC media. In this article I found it interesting even though preterm babies have a good chance at survival in the U.S. verses other countries it “ranks 6^th on the list of 184 countries with the highest rates of pre-term births, far higher than other high-income countries”. Also, for example, in Asia pre-term births are related to adolescent pregnancies, where pre-term births in the U.S. are connected to “…high rates of C-section deliveries and induced labors account for the nearly 500,000 premature births annually” (Gann, 2012).

 Reference

Gann. (2012) retrieved form http://www.savethechildren.org/

My Connections to Play

The play that I remember most is outdoor and dramatic play, usually a combination of both. Also dancing and bike riding, this too incorporated some type of dramatic, pretend or fantasy play for me as a child. I remember playing for hours in the sand and small waves when visiting the ocean. Creating forts out of bushes and trees near our home where we would play 'house' or have thematic club. I was really into creating dance routines, comedy productions and being the lead in my group of friends. I often initiated themes and projects.

 "Play involves a free choice activity that is non-literal, self-motivated, enjoyable and process oriented. Critical to this definition is the non-literal, non-realistic aspect. This means external aspects of time, use of materials, the environment, rules of the play activity, and roles of the participants are all made up by the children playing. They are based on the child's sense of reality" (Wardle, 1987, p. 27)." (Wardle, 2010).

When I was younger, adults provided me space, materials and freedom for play. There are differences in play for the children that surround me now as an adult than when I was a child. At home and in the preschool's where I work children are provided plenty of materials, yet limited indoor space and outdoor freedom for play. What these children do have more of than I did as a child are adult guidance and interactions.  The limited outside freedom comes from increased safety issues and an increase of fear on the adults part. Also the lack of outdoor space in general. The importance of spending time with children is more consistent my life now.

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

Relationship Relfection

Positive factors in my immediate relationships are respect, affection, empathy, laughter, understanding perspectives and being helpful. These aspects of my relationships are what maintain and develop these relationships. Challenges in the relationships are unhealthy dependency patterns, misunderstanding perspectives, time, and individual intentions. Understanding that relationships grow from positive outcomes and difficulties are important. Special characteristics of my relationships and partnerships are genuine care for one another’s well being and engaging in aiding in the development of that well being.

"Good relationships depend on finding a reasonable balance between being able to track your own feelings at the same time as you track other people's" -Sue Gerhardt "Why Love Matters"

"Adults are always asking children what they want to be when they grow up because they are looking for ideas" -Poundstone

From "Why Love Matters" by Sue Gerhardt

"[F]oundations are laid during pregnancy and in the first two years of life. This is when the 'social brain' is shaped and when an individual's emotional style and emotional resources are established" ("Why Love Matters", by Sue Gerhardt).

Testing and a commitment to the "whole child"

Those successful schools with holistic approaches to the commitment of the whole child do not to assess and measure students like the traditional public school in the U.S. Below is an excerpt from an article written by a parent to answer some basic questions on Montessori and Waldorf schooling:

Waldorf is rooted in anthroposophy. This philosophy believes that in order to understand the workings of the universe, people must first have an understanding of humanity. Montessori and Waldorf recognize and respect a child's need for rhythm and order in his daily routine. Both Montessori and Waldorf have a strong sense of societal reform built into their teaching. They believe in developing the whole child, teaching it to think for itself and, above all, showing it how to avoid violence. These are beautiful ideals which will help build a better world for the future. Montessori and Waldorf use non-traditional methods of assessments. Testing and grading are not part of either methodology. -http://www.privateschool.about.com/

More information on the holistic approach to learning in early childhood is expressed on Waldorf Education website, here is an excerpt:

Sensory integration, eye-hand coordination, appreciating the beauty of language, sequencing, and other basic skills necessary for the foundation of academic learning are fostered in the kindergarten. In this truly loving, natural and creative environment, children are provided with a range of activities to prepare them for later learning and for life itself.

From Windows into Waldorf, by David Mitchell (used with the permission of the author)

-from http://www.iaswece.org/

In many parts of the world Waldorf schools have started and grown, bringing the holistic roots of the their country into the learning institution. Here is an excerpt on Waldorf in India:

            In 1997 the first Waldorf Kindergarten opened its doors in Hyderabad. In the             following years, four additional Waldorf or Waldorf-inspired-schools came into existence, as well as one in Mumbai. In Bangalore two kindergartens are now starting grades schools, and additional initiatives in Bangalore, Chennai and Mumbai have started. Since 1997 there have been many teacher training courses and workshops in Hyderabad, with the help of many teachers from different parts of the world, and now also experienced Indian Waldorf teachers.

            Since 1997 there have been annual Waldorf education seminars in Khandala             organised by Aban Bana for all teachers from all over India in search of holistic education. –from www.iaswece.org

Since Waldorf education and philosophy are set to particular standards world wide through the Waldorf Association, we can assume that the Waldorf schools in India also use non-traditional methods of assessment. I do not yet have a firm belief in what areas of schooling or the whole child need to be assessed. I do know that the pressure of the “test result” will create more problems in our children’s well being and increase crime rates in the future. I also know that there are approaches to measuring where a child is currently at developmentally that will not impede their development or academic success.

Public Health

A public health measure that impacts children’s development all over the world, among many, is breastfeeding. Breast fed babies have nutrient milk that prevents from sickness and benefit from the connection with the mother. Babies from all over the world benefit most from breast milk. “Babies who are exclusively breast-fed are less likely to get sick, because breast milk provides them with the antibodies against any disease to which the mother is immune” (Berger, 2009). Research and health promotion in countries are urging mothers to breast-feed longer before turning their child’s diet to formula. Not only the awareness of the physical benefits becoming more widespread so is the mental health of the infant. “Breast milk … is a mild sedative, so the newborn literally feels happier at the mother’s breast, connecting pleasure with taste, touch, smell, and sight” (Berger, 2009). The infant bonding that comes from this experience is also good for their mental health.  In a town in northeast England they successfully used social marketing to increase breastfeeding to promote the health of children (Lowry, et. al., 2009). “The World Health Organization recommends that babies should be breastfed exclusively for six months" (Lowry, et. al., 2009).

References:

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

Lowry, R., Billet, A., Buchnanan, C., & Whiston, C. (2009). Increasing breastfeeding andreducing smoking in pregnancy: a social marketing success improving life chances for children. Royal society for public health, 129,6. Sage Publications.

Childbirth- In My Life and Around the World

“Inuit people of northern Canada… in  large hospitals in Winnipeg… women deliver in a supine position… and also describe being tied up while giving birth” (Berger, 2009, p.117). This is how I felt when the nurses put the fetal monitor on me, making me immobile. “Several new birth centers have now been created [in the Inuit homeland] and nurse-midwives are bringing in traditional midwives as assistants during childbirth…” (Berger, 2009, p.117). I aimed to bring in traditional methods into the hospital, which were not easily accepted. I am recently seeing hospitals embrace more holistic birthing environments. My second birth reflected my determination to stick to my holistic, intuitive birthing nature on the hospital grounds. My first birthing experience had unexpected turns. Both experiences leaves a story that I enjoy sharing.

            My mom described me like a cat in labor. Slinking around, quiet, and calm until I found my place (or time) to deliver. This description my be in response to my second labor where she was “slinking” with me much of the time, especially since during my first labor I came walking up her steps announcing “I need to have the baby now” and proceeded to walk back to her bed, leaving her stunned, with her purse in hand planning to meet us at the hospital.

            Both of my births can have a lengthy description, I will try to summarize the two most important events in my life. I believe they both reveal nature driven acts.

            During my first pregnancy my partner and I practiced the Bradley Method, a natural approach to childbirth. We planned on delivering in the hospital. I knew that giving birth was a totally human experience, therefore I would let my birth take its natural course and if a medical need arose we would have that support.

            The morning my water broke I went back to bed to get some rest (not meaning to fall back to sleep) before my long haul ahead. We were abreast of the many facts including: 12 hours of labor, the stages of labor, and the birthing plan ahead for the hospital. About two or three hours later I woke up in my last stage of labor.

            As my contractions became increasingly painful I knew that it was time to start our 50 min. drive to the hospital, ASAP. Yet, when I spoke it hurt, so I gathered things to take while my companion put on soft music and called our birth practitioner. She mentioned surely we had 12 minus 3 hours left, so take our time. A bit later I was sitting in the Jeep with some stuff on my lap, when my partner came to the window with a shocked look, “There you are, I couldn’t find you! Should we go now?” I nodded.

            The next 1-2 hours happened quickly. As we drove my labor intensified and I no longer kept quiet. I remember ripping off my seat belt, practically arching along the roof of the Jeep, and trying to get out the word “Faster!” as many times as I could. We wouldn’t make it to the hospital in enough time so we stopped at my mom’s. 911 was called, in the meantime my mom and partner gathered a towel and bowl. In near shock and amusement, I swear I saw small smiles on their face, they stared at me. “I can see his head,” stated my mom, and I remember saying, “make sure you catch him”, as I moved in random positions on her bed.

            The paramedics got there before my almost unexpected home birth and I delivered the moment the ambulance began to drive. We carried out our post birth at the hospital as intended.

            My second birth reveals determination to bring traditional birthing into a hospital full of protocols. Arriving much sooner than I needed to, yet I had learned from my first birth, I immediately frustrated hospital staff. My doctor was busy and I did not mind because I was fine with my husband and family. I also did not seem to care that my nurses were rude either I had my own agenda.  I walked or shuffled with 1-2 people at my elbows the entire labor period. The fetal monitor possibly stayed on for a few moments of time because it would get uncomfortable and I’d take it off and leave the room again to do another circle of the hospital. Nearing close to 10 hours after my contractions had started I was intensely fatigued. As I shuffled through the waiting room where my family sat, somewhat amused, I stated, “I’m going to go have the baby now”. With a chuckle they said, “Okay”.

My water still had not broken; he was making his way within the sac (forgot the term). As I kneeled by my hospital bed my husband was a bit frantic, “What can I do?” “I’m thirsty”, and off he went. My water broke and the pain hit. I struggled make my way onto the bed to push the nurse button. My husband returned just before my grumpy nurse. She proceeded to put the fetal monitor on me again and said, “You have time”. As she started to walk away apparently I was bearing down because she whipped around and said “Are you bearing down!?” After that I remember pain, things with wheels flying around the hospital room and her yelling, “Get the doctor, we have a runner!” It was stated that he was born in 5 minutes.

            I am not yet sure on the importance of the birthing experience on development, I do have ideas and some facts.  I more strongly believe that a mother’s intuition is best, and the nurture and nature that the baby receives as soon as he or she is with the caregiver after birth is more important.

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

Natural Childbirth

“HypnoBirthing is a simple, straightforward program, thoughtfully developed over the years to remind mothers of the simplicity of birth itself” (http://hypnobirthing.com/)