Saturday 24 November 2012

SHARING MY WEB RESOURCE

The NAEYC is  a site that requires membership commitment to access some of their materials while some can be viewed without such commitment.

tyc_logo_link Current Issues, November 2012 featured The role of relationships in early childhood education.

This is relevant to my current professional development because I am constantly interacting with young children and also working with those who work directly with young children. How to I ensure quality in this relationship is in a lot of ways my responsibility. So I seek opportunities to learn.

The article caught my interest and it focuses on NAEYC’s Technology and Young Children Interest Forum’s Resources for Teachers and Families.

Technology makes our world of work easier and a topic as this is a must read as there are obvious  disadvantages to the issue.  The article offers teachers guidance on making informed decision on the use of technology and interactive media tools with young children, and considers both benefits and challenges of implementation.

It stresses that any tool whose usage is not properly guided can cause imbalance and technology tools are very good examples .Teachers and caregivers have raised and are raising concerns on the facts about how they might use these gadgets considering that there are issues already on with regards to how it is anti developmental for children to sustitute building relationships with ordinary tech instrument.

Early childhood professionals make decisions “to improve program quality by intentionally leveraging the potential of technology and media for the benefit of every child” and responses were given by key organizers like Technology in Early Childhood (TEC) in collaboration with the Technology dept of YC, (Tech &YC). They supplied websites that can help with such resources.
(www.ecetech.net)
(www.techandyoungchildren.org)
www.techandyoungchildren.org/children.html
www.techandyoungchildren. org/educators.html


This Idea about technology being  a form of relationship is a new dimension to supports for young children.

In relation to the issues of how economists, neurosciences and politicians support the field of early childhood, there is a need to meet the needs in the life of children even if the nation want to build its future economy. To develop strong brain architecture, babies and toddlers require consistent quality  relationships in their lives. An attempt to look away from the essence of childhood, fun, play, and learn all in stimulating environments, is a misnomer because the quality adulthood that we seek may never form.

Relationship should be integrated and promoted in a child's life because they are his TRUE SUPPORTS and they are what will guide the child in quality nurturing to the quality adults that the economist and the politician seeks. The field of neuroscience has provided evidences in research based evidences in support of what makes quality childhood into adulthood.

Shokoff (2009) articulated it well when he said:
 Exciting new discoveries at the intersection of the biological, behavioral, and social sciences can now explain how healthy development happens, how it is derailed, and what society can do to keep it on track. It is well established, for example, that the interaction of genetics and early experience builds a foundation for all subsequent learning, behavior, and health. That is to say, genes provide the blueprint for building brain architecture, but early experiences determine how the circuitry actually gets wired, and together they influence whether that foundation is strong or weak. Families and communities clearly play the central role (and bear most of the costs) in providing the supportive relationships and positive experiences that all children need, yet public policies that promote healthier environments for children can also have significant positive effects. 
 Relationship is to be nurtured and cherished in children. We cannot afford to treat them as mere data or commodities

References
.

  
 Technology and Young Children Interest Forum’s Resources for Teachers and Familieshttp
//www.naeyc.org/yc/files/yc/file/201211/OnOurMinds1112.pdf

Shonkoff, J. P. (2009). Mobilizing science to revitalize early childhood policy. Issues in Science & Technology, 26(1), 79–85.
http://ezp.waldenulibrary.org/login?url=http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1992254101&sid=1&Fmt=3&clientId=70192&RQT=309&VName=PQD

The role of relationships in early childhood                                                                             http://www.naeyc.org/yc/currentissue



Saturday 17 November 2012

Getting to Know my International Contacts - Part 1





 My FIRST CONVERSATION PROFESSIONAL PARTNER:
 JEANNIE FARR, shares about poverty in Hawaii.
Jeannie holds an associate degree in Early Childhood Education and a BA in Family Resources
 She is currently enrolled for her Masters degree. Most importantly, Jeannie has been contributing to the field of early childhood since the past 16 years.
She presently work as a head start teacher.

Hawaii is a very beautiful place that I look forward to visiting hopefully in the future.
Hawaii is a state with wonderful sites  to visit and explore, so it is a tourist attraction for holiday lovers .
In the midst of these, however, it is so sad to note that children are suffering from the impacts of poverty which has hit their parents to a helpless state.

Child Poverty in Hawaii
One child in five in Hawai`i lives in a family with income below the federal poverty threshold. When the high cost of living is considered, a truer picture is obtained of nearly one child in four being in poverty.
The major reason for child poverty in Hawaii is high cost of living. This should be because of the fact that the state is a tourist attraction. Another reason is that, goods arrive at Hawaii over the cost of shipping, owing to the fact that it is an island and consumers have to pay for this as the cost is added to the costs of the goods. Thirdly, the cost of accommodation is so so high.
The majority of the population find it hard to meet up with this standard of living and the outcome is joblessness, homelessness, poverty and child poverty. Most of all is that the children are robbed of viewing a future to look forward to.


The homelessness in Hawaii is alarming:

Homeless in Hawaii
The following statistics are quite discouraging:
         Statewide, 12-15,000 people are homeless at some point of the year.
         At least 6,000 are homeless at any given day.
         Children make up 23.5-39% of the homeless.
         17-42% of Hawaii's homeless are employed full-time.
         37% of the homeless are of Native Hawaiian ethnicity.

People live on the beach. Good enough that the government offer tuition free school to the children at no cost inclusive of free meals, however, some parents get to bath their children in the school's facility and get them ready for school early enough there. 

Families do multiple jobs ( global recession is causing job cut)
Families trade time together to meet basic needs. 
Families are rendered homeless.    
While low-income people have been suffering, the more privileged sectors of the community have continued to prosper. During the recession, Hawai`i continued to rank near the top in the number of millionaires per capita; in fact, the number actually increased by 18 %
 Jeannie's feedback:

Concerns I have for poverty in terms of the world is that poverty in itself is a great problem that leads to even greater problems; social exclusion and inequality.

Of greater concern is addressing, reducing and even eliminating poverty,  its causes and consequence on the health and development of young children and their families.   We play an instrumental role in advocating for children and families.

                                                                                                                                                                                                                       
My SECOND CONVERSATION PROFESSIONAL PARTNER:

 STELLA EDEMEKONG, shares about poverty in Nigeria.
Stella holds a B.ED degree  and a BA in English Language
 Most importantly, Stella   has been contributing to the field of early childhood since the past 17 years.
She presently works as the Educational Coach with the Nursery, Primary and Highschool depts of the Obiye Academy here in Port Harcourt, Nigeria. e mail: starekong@gmail.com
Stella Edemekong's profile photo

Stella said:


How poverty affects young children and their families.

Young children from poor families lack basic amenities such as portable water for drinking, basic healthcare facilities, good means of transportation, shelter in hygienically conducive environment, proper items of clothing and food to mention but a few. Such children feel deprived and are often depraved.

 Some of them are exposed to many forms of childhood abuse like if left alone without adult care at home while the parent go in search of daily bread, may be sexually harassed by depraved adults in the vicinity. Some are exposed to child labour and hawking. Some still are drafted too early into child marriage; the girls are often victims here.  A well to do elderly man approaches the poverty-stricken family and for some huge sum of money, a under aged little girl is sold out (without her consent) into marital gloom.

Poverty could result into illness that can cause the early demise of a parent or both parents. This in turn could mean no sure means of sustenance for the young child and there is no governmental provision to cater for such children. Few of them may have access to NGOs that could provide basic care for them.
Most poor families can barely afford the basic needs of food, clothing and shelter for themselves.
What are the impacts of poverty to the field of early childhood in our local community?
Our local community is a predominantly fishing settlement, Amadi Ama, in Rivers State, Nigeria. The middle class settlers are non-indigenes while majority of the indigenes are low-income earners and fishermen Below are a list of the very obvious impacts of poverty to early childhood programs within this environment: 
Absenteeism
o    Regular attendance at school is important for educational success. Absenteeism has a negative effect on academic achievement in reading, math, and general knowledge. Research has found that among poor children, chronic absenteeism in kindergarten predicts low achievement levels. Poor families' lack of resources such as transportation, food, and clothing may prevent children from attending school regularly. Illness is another significant factor to consider with regard to absenteeism since about 20 percent of low-income infants and toddlers do not have necessary health attention from Government Health Centre which are often over populated while the private clinics are certainly way out of reach of the poor.
Emotional Impact
o    Poverty's effects on the emotional development of children has a negative impact on education. According to the Connecticut General Assembly, research shows that children from poor families experience emotional problems more often than non-poor children. As explained on teach-nology.com, emotions are connected to memory, which affect the capacity of children to grasp ideas, think and learn. This lack of emotional development interferes with language development, further preventing the development of higher-order thinking skills that assist with independent problem solving. Children living in poverty may be fearful, which can be converted to aggression, irritability, and apathy, all of which have a negative effect on learning.
Low Academic Performance
o    Poor cognitive development affects academic performance. Children who live below the poverty line are 1.3 times more likely to have developmental delays or learning disabilities compared to non-poor children. Research indicates that nutrition impacts children's cognitive ability and that poor nutrition retards physical growth, brain development, and cognitive function. Chronic stress from lack of nutrition and a poor environment inhibit the growth of dendrites and limit interconnections among neurons. Poor children who attend school hungry perform more poorly on standardized tests compared to non-hungry children.
o    Poverty also increases the risk for lead poisoning, which lowers IQ and causes speech and hearing problems.
School Unreadiness
o    A significant effect of child poverty on education is school unreadiness. School unreadiness is seen in low-income children, who enter kindergarten lagging behind their peers and by fourth grade do not meet reading proficiency standards. Children in poverty may not be ready for school because they miss out on things that help with the development of academic skills, such as computers, visits to zoos and museums, preschool programs, and having access to literature and educational reading materials.
High Cost of Early Childhood School Programs
o   Most poor families cannot afford the cost of sending their children to early childhood schools as some have more children than they can financially cater for and these school programs are run by private persons who do not get subvention or any form of aid from the Government. These need to raise funds to raise enough funds to pay their employees and meet up with the running cost of their institutions.
The list of the impact of poverty to the field of early childhood in our local community is inexhaustible.
  

My view on the above encounters:
I was definitely unaware of the impacts of poverty on children. It is so enormous what children are faced with in the face of poverty. 
I always never knew that a state like Hawaii had families displaced and now it is seen as part of their lives.  

I am aware of the issues associated with poverty in Amadi ama, but the detailed outlining of Stella gives me a bigger and more exhaustive detail of how poverty is ruining the present lives and the future lives of children.

The new things I have learned is that children are being deprived of childhood experiences and we as professionals have to live up to our commitment. We have to take up the tool we have and use it.  I learned that there is no option out of ADVOCACY for everyone who works with children. Also I have seen that poverty can be found in any part of the world, as long as there are children, and that when the Government of intervenes, it goes a long way to ameliorate the effect. 

I also have learned that the impact of poverty always hit children hard and we need to understand that so that we can know how to meet all learners needs.                                                                                                                                                                                                                                                                                                                                                                                         


                                                                                                                                                                                                                                                                                                                        

Saturday 10 November 2012

GENDER DIVERSITY IN EARLY CHILDHOOD



The Issue I choose to talk this week was found on the home page of the NAEYC that I posted last week:

"You Want Me to Talk to Children about What?": Responding to the Subject of Sexuality Development in Young Children
Mary Sciaraffa and Theresa Randolph



 

The issue is a topic not frequently talked about as 
Teachers don’t wait to talk with
young children about nutrition or
traffic safety; they need to treat
sexuality in the same way.
( YC p.1), 



 This issue of  sexuality and who teaches our children about it was presented as a post on current issues. A few parents have gained the consciousness and awareness of at least teaching their children to be protective of their bodies. Sexuality information for parents and teachers is often presented as a way to protect children from sexual predators and sexual abuse. These topics are extremely important, but information regarding healthy sexuality is equally critical (YC, p.1 )

Thus, the need to bring up the issue of sexuality in a manner that children grow up accepting that sexuality is part of who we are and that we can co exist being a boy or being a girl. early childhood needs professionals who are comfortable about this topic if we must support healthy sexuality development. when our attitude portray towards sexuality continues to be characterized with what we do in the secret, then we pass on that norm.

One point that makes a lot of sense is that, when adults are not straightforward about sexiuality in their lives, then they can create havoc trying to teach a healthy understanding of sexuality.Adults
who are open and positive help children develop a healthy attitude about their bodies, about being a boy or a girl,about having close relationships with others, and about asking questions about their bodies ( YC, p. 2). This forms a bedrock on which  healthy interpersonal skills can be built. 


Parents and teachers are enjoined to see that infants and toddlers from birth learn about love, touch and sexuality while they were developing healthy relationships of trust and dependency with the adults in their lives.


Behaviors That May Indicate Potential Problems
 

There are some sexuality behaviors in children that could
be a cause for concern. These behaviors may indicate that
a child is experiencing sexual abuse. Families and teachers
need to be aware of and know how to respond to such
behaviors. Some examples follow. The child
• mimics explicit adultlike sexual behavior;
• appears to have learned the behavior;
• repeats the behavior;
• involves others by coercion, in particular if the other child
is younger or physically smaller;
• attempts to screen the behavior from others’ view.
If you observe worrisome behavior, remain composed
and calm. If necessary, ask the children to put their clothes
on, and redirect their play. If you need to express your
discomfort, do so when children are not around. Always
document such incidents in writing. (For more information
about behaviors that may indicate sexual abuse and for a
documentation template, go to the Stop It Now! website at
www.stopitnow.org).



 How should adults respond to children’s questions and
comments about sexuality?

Calmly answer the questions according to the age and previous
knowledge of the child. For example, a 3-year-old child
may ask why a boy stands up to use the toilet. The teacher
may say, “Boys and girls use the toilet differently because
boys have a penis and girls have a vagina.” The teacher can
always refer the child back to the parents. Keep it simple. Read more? visit http://www.naeyc.org/yc/files/yc/file/YC_You_Want_Me_to_Talk_to_Children_about_What.pdf



How should adults respond to children’s public
or private self-pleasuring?

Self-pleasuring is normal. To address this behavior, explain
to children what behaviors are appropriate in private or
public. Assess the situation. If the behavior is public, calmly
(and privately) explain that it is something that is done in
private, and redirect the child to another activity. Read more... 
Read more? visit http://www.naeyc.org/yc/files/yc/file/YC_You_Want_Me_to_Talk_to_Children_about_What.pdf



How should adults talk to children about privacy?
Teach children the difference between secrecy and privacy
to prevent sexual abuse. A secret is something only a few
people know, and it is not shared with others. Secrets that
make you uncomfortable should be shared with an adult. Private
information is allowed to be known but not necessarily
shared. For example, everyone knows that we all have to use
the bathroom. It is not a secret, but it is a private activity.


There are more of these FAQ, kindly visit  Read more? visit http://www.naeyc.org/yc/files/yc/file/YC_You_Want_Me_to_Talk_to_Children_about_What.pdf


 CONCLUSION

Sexuality is more than intercourse and reproduction. Early childhood teachers and administrators support children’s healthy sexuality development directly, as they interact with children, and indirectly, as they work with families and plan programs (Chrisman & Couchenour 2002).  p. Sexuality shound be viewed as a part of the process of developing a holistic child and our attitude should be one that demonstrate professional knowledge about it. Children need to learn and when we push, and avoid the responsility of helping them to know, we demonstrate lack of commitment towards the field of the early childhood.


Reference:
You want me to talk to children about what...
www.naeyc.org/yc/files/yc/file/YC_You_Want_Me_to_Talk_to_Children_about_What.pdf




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