Research Competency

Throughout the course in Building Research Competencies I have gained new insights into the world of research through the field of early childhood. One of the new insights includes the understanding of quasi-experimental research designs. Before this class the only quasi- anything I knew was a hunch back from Notre Dame. Now I can distinguish differences between research designs and make appropriate choices on how to proceed with a research study using the guidelines of various research designs.

Planning a research study in the early childhood field involves great considerations to informed consent of participants and confidentiality as well as conducting the sampling process. Continuing the research process entails deciding on what research design best fits the aim of the topic. I hadn’t thought about a quantitative design being used too much within the early childhood field. Now I know how it can be used on its own as well as in conjunction with qualitative design. Overall, conducting research in the early childhood field requires great thought to what is being examined along with how the participants will be affected by taking part in the study.

While I can’t think of any true challenges that I encountered during the course, there have been many new opportunities for growth of knowledge. Coming out of this course, I feel that I have a better understanding of how research contributes to the early childhood field. Even within my very own program, I now understand and can appreciate the amount of time and investment that is being made through the research being done. I also understand my role in the research process as well.  Coming into this course I did not think I would gain as much as I did. I greatly appreciate all of the insight and support given from everyone that has been a part of this learning process.

International Research

When reading through the Early Childhood Australia website, I took note of the interest in improving relationships between families and early childhood programs. Australia seems to have a common desire to increase the quality of early childhood settings and assisting in the transition to primary schools. Another current research topic of interest is providing resources for early childhood professionals regarding child development and health.

One of the links on the website listed the Code of Ethics for early childhood professionals. Each section lists agreements of action for professionals to follow and guide their involvement with the early childhood field. The Code of Ethics for Australia provides a great reference for anyone in the field to follow and use as a directive when working with children and their families.

 In one of the statements, I was impressed by the move to viewing children as a person with their own thoughts and contributions to society. I will end my blog entry with this noteworthy statement:
"New research has allowed significant changes in understandings to emerge that reposition children as citizens with entitlements and rights. Increasingly, children are seen as competent and capable and able to participate in the negotiation of their learning and social experiences."


http://www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html

Personal Experience with Research benefits

The best personal experience with research participation of children and families comes from my everyday job working with Healthy Families New York. This program is state funded through research-based approaches. While the main focus of the program is to promote child development and prevent child abuse/maltreatment, there are many other topics of significance that the home-visiting program works toward to benefit family well-being.

Through research identified criteria, families work with the program to learn methods and techniques to establish healthy development and well-being for family members. The data collected at home visits consists of the topics of discussion, based on child development, parent-child interaction, and family well-being. Medical visits, demographic information, and frequency of visits are some of the things that are followed in the research data as well.

Through my experience in collecting information about families, I have come to appreciate the research system. The evidence of a home visiting program that follows families beginning prenatally through age 5 years for the "target child" has provided the proof needed in maintaining grant funding. When I enter the necessary data and view reports of what efforts I have made with families and young children, I am resassured that home visiting programs offer a new opportunity for families to have added support and education they may not have had otherwise. Through collecting this data, I am also making strides in preventing child abuse and maltreatment through following guidelines of information and efforts recommended by the program as proven to benefit the families and children.

I encourage anyone interested to view the Healthy Families America website:

http://www.healthyfamiliesamerica.org/about_us/index.shtml

My Research Journey So Far

The topic I have chosen for my research simulation is on early childhood behavior issues and positive discipline. This topic seems to be one that continues to be a challenge for parents as well as myself to assist parents in understanding and implementing positive discipline. While I have a vast understanding of this topic, I feel as though I am always left questioning what more I can offer to parents and the interactions with their young children. Another reason for choosing this topic is because I often hear parents talking about the ways their parents and grandparents raised them with spanking, hitting, etc. and that they turned out fine. I am interested in researching other ways to broach this topic with parents and help them to understand the unintended consequences of some discipline measures. Also, behavior issues are often part of discipline problems, so I would like more information on behavior issues so I may present this information to parents in way they can fully understand.

The research chart will be very useful to break down information and help me to tackle the information in steps. I am open to any insights or sources that others have on this topic. One of the best resources for more information is through learning from others.

Learning about issues and trends in the early childhood field has given me great insight into how I am able to play a role in my own community to make positive changes. Learning about international issues affirms that early childhood education is something to be examined and improved in all countries. One of the consequences I learned through international websites is that funding is a major contributor to the issues in early childhood as not all countries value the importance of early childhood education. I have also gained insight into issues of excellence and equity among many countries. There are numerous international organizations, such as UNESCO, working toward advancing early childhood programs and services which stresses the need for high quality in all areas, especially at risk and low income communities.

One of the biggest goals for the field of early childhood education is gaining advocacy for children and their families in all countries. No matter where a family is from, gaining high quality access to early education programs is important for healthy child development. Advocating for families and children to receive these programs and services may help bring awareness and collaboration to these international issues and trends.

UNESCO

In agreement with the readings from this week, the UNESCO website states there are no universally agreed criteria to determine early childhood education quality. UNESCO addresses the concern that pre-primary education is often putting too much emphasis on preparing children for formal education and not enough importance placed on holistic development. However, an early childhood teacher’s training and work efforts can assist in quality transitioning between pre-primary education and the formal school setting.

Access and equity in early childhood services is a great concern discussed by UNESCO. Countries often provide alternative services for poor children while providing more funding to services and programs for privileged children. The lack of universality of services creates a great need for government and policy makers to examine the equity of services to children’s access and quality of education.

Investment and financing through mobilization of resources may be the greatest difficulty faced in other countries as they try to improve and expand on early childhood programs. Early childhood may be overshadowed particularly in developing countries as primary schools are given priority. While government funding may be small, it is my impression that these countries are missing out on crucial years of development and providing children the foundational education necessary for primary school.

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

Zero To Three Web Resource

One of the outside links offered is to Early Head Start Resource Center. I like that this resource is directly linked to the Zero To Three organization. It shows the collaboration between early childhood organizations and professionals.

A new area that I explored this week was in the Family, Friend, & Neighbor Care section under Care & Education. This area provides a lot of information for caregivers providing early education care within their home to family, friends, and neighbors. This section offers a tremendous amount of support to enable caregivers to provide the best care within the home. The reason I find this interesting is because I have often heard of stay-at-home mothers opening their homes to other families for daily childcare. This resource has great information on how to get things running, keep it running, and to provide education and well-being to the children.

The Zero To Three website listed an article, “Expanding Access to Early Head Start: State Initiatives for Infants and Toddlers at Risk” which gave insight into ways to improve access to early childhood education. The article discusses efforts to expand or enhance initiatives with the Early Head Start (EHS) program. Building on the Promise outlined diverse ways states enhanced or expanded EHS services including four approaches:

• Extend the day/year of existing EHS services

• Expand the capacity of EHS programs to increase the number of children and pregnant women served

• Provide resources and assistance to child care providers to help them deliver services meeting EHS standards

• Support partnerships between EHS and center-based and family child care providers to improve the quality of child care

With these approaches being utilized, states have made adjustments that fit the needs of their programs. The article offers these findings for other states to utilize in efforts to enhance or expand their own programs and provides funding information and recommendations to improve access to EHS.

I was impressed as I read one of the recommendations that state the importance of having champions for EHS initiatives. This simple recommendation was all I need to motivate and spark my desire to advocate for early childhood education.

 

http://www.zerotothree.org/public-policy/pdf/expanding-access-to-ehs-paper.pdf

Getting to Know Your International Contacts—Part 2

The Center on the Developing Child at Harvard University collaborates between the numerous resources with the school's campuses and hospitals to achieve their mission of "the belief that the vitality and sustainability of any society depend on the extent to which it expands opportunities early in life for all children to achieve their full potential and engage in responsible and productive citizenship."

One of the tools offered by the Center on the Developing Child was the "Decision-Maker's Guide". This tool offers guidelines and explanations through the use of 5 key questions to assist leaders in determining relevance of program evaluations and policy decisions in early childhood. This tool assists leaders in going through many details of programs and policies in effort to put everything together in a step by step manner.

In Santiago, Chile there is a collaborative effort with the "Un Buen Comienzo" (A Good Start) project. The project is striving to improve the quality of early childhood education through professional development of teachers. While working with 4-6 year-old children, the project focuses on language development while also intervening in health areas and including family involvement. Through incorporating a comprehensive evaluation tool, the project will put Chile at the forefront of demonstrating the impact of quality early education in Latin America.

Núcleo Ciência Pela Infância is a program in Brazil that is working toward guiding better policies and investments in children and families through the use of science of child health and development.

Each of these efforts shows how a university in America is working collectively with local professionals and leaders in other countries to work toward a common goal of improving child helath and development. Each organization is striving for excellence while providing information to assist professionals in achieving success in policies and practices in the eraly childhood field.

Sharing Web Resources- Zero to Three

As I have been looking through the Zero to Three website, I have found the entire section under "Behavior & Development" to be the most useful tool to my work at this time. It is user-friendly and has numerous links of information that I have already used in finding informaiton about sleep habits for young infants.

I have not yet come across anything that is personally controversial. The organization I work for often uses much of the inforamtion from Zero to Three as a resource guide. Because I have not used this website before this course, I wanted to have a better grasp on it for my organization's standing. This also may influence my thoughts on the website not being controversial. However, one section provides details on child abuse and maltreatment, which often gets opinions stirring when looking into the policies and preventative efforts involved.

The website also offers a section on public policy where it provides information on recent policies at both state and federal levels. There are many resources and tools for policymakers and advocates as well as any other professionals inquiring about the early childhood field. One of the statements made by the ZERO TO THREE Policy Center is that the organization "promotes good health, strong families, and positive early learning experiences for all infants and toddlers, with special emphasis on those who are the most vulnerable and in need." It is a resource for economists, scientists, and politicians to gain information and support the early childhood field.

One resource provided in the website is about issues and trends about physical helath of infants and toddlers. In reading the article "Good Nutrition Feeds Healthy Development and a Healthy Future" (link is attached below) I gained insight about the WIC and CACFP programs which support healthy nutrition. This trend toward nutrition programs is making great advancements in the healthy development of children starting prenatally.

http://main.zerotothree.org/site/DocServer/Nutrition.pdf?docID=9081

Getting to Know Your International Contacts—Part 1

In my efforts to reach out to other professionals in the early childhood field, I have failed to receive positive responses to making connections. As the alternative to this project, I have listened to the podcast by Maysoun Chehab. She is the Regional Early Childhood Care and Development Program Coordinator at the Arab Resource Collective (ARC). During her podcast, she discussed the effects war had on families and the reactions to children’s social and emotional development along with the supports offered to parents. She made a note that stuck with me when she described how when parents themselves do not have support, they then cannot support their children. Her organization worked to support the parents and provided training in coping techniques and strategies in helping themselves which affected their confidence in helping their children.

The struggles a parent goes through during war can be difficult especially when a child is involved. Having positive support networks can greatly influence the parent’s ability to cope. This in turn enables the parent to be better emotionally capable to care for their child as well. This can be seen when looking into poverty situations as well.

In India, many programs have been implemented over the past few decades to improve the economy and have had a positive effect according to the Childhood Poverty Research and Policy Centre. India has the second highest population and is home to the majority of poor people in South Asia. There are three main types of anti-poverty programs in India: rural employment creation and infrastructure development programs; self-employment; and food subsidy programs. One area mentioned that still requires improvements are the differences in gender equality despite efforts of civil society and government. Girls continue to have limited life chances in health and education beginning at birth.

Whether poverty begins from war or from increased population and rural living conditions, positive support networks from either private or government programs can make a big impact on a family’s well-being.

 

 

References

http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio/

http://www.childhoodpoverty.org/index.php?action=countryo

Zero to Three

http://www.zerotothree.org/

The Zero to Three organization focuses on providing information and trainings to educators, parents, and policymakers in efforts to support and promote healthy growth and development in infants and toddlers. The website offers various information regarding behavior challenges,
maltreatment, care and education, and public policy topics. Each topics offers support and further resources and areas to learn more information.

One issue that caught my attention was under the maltreatment section titled "Building Resilience: The Power to Cope with Adversity". This article offered tips and strategies to use on various levels in effort to help children and families build resilience in facing difficult situations and life changing events. The article provides ways that promote resilience at the level of the individual child, the family, caregiving, and community levels. One point that struck out with me is the note of using a child and family's strengths to help build their resilience and to overcome adversity. I use this tool in my work and it is amazing when I point out strengths with the family and the surprised reaction the family gives because they had never considered particular things as a strength. Once the family feels that they have strengths, I have seen their attitude shift and change positively so they may better focus on coping with adversity and face difficult situations.

Establishing Professional Contacts and Expanding Resources

This week I reached out to other professionals in the early childhood field. From a list given in the Issues and Trends course, I chose to contact a professional from Ireland as well as Spain. I chose these countries simply based on personal interest. In my email to both individuals, I gave a brief description of who I am and why I was contacting them. While I have not yet received further communication from these professionals, I am hopeful that I will connect with them soon.

I also chose to subscribe to the e-newsletter with the Zero to Three organization. I have heard that the organiztion has some of the most recent research and is also a great resource of information. In the past I have read some articles published by through the organization and I am eager to learn more about what they can offer me as a professional. I have copied the link to the Zero to Three organization for everyone to take a quick look yourselves.

http://www.zerotothree.org/

My Supports

My supports include my family, especially my mom and sister, my boyfriend, my coworkers, and my boss. These people provide an abundance of professional motivation, knowledge of resources, and emotional comfort to help me get through every day and look to the future. Other supports in my life are my career (which supports my finances and passion for children), my education, my experiences, and my values/morals. Without my people, I would not be as strong and motivated to keep going through the tough times. Without my education, I would not be successful in my career because I would not have the knowledge necessary to work effectively with the families. Without experience, I would have nothing to draw from to give personal touches in my interactions. Without values and morals, I can’t imagine where I would be because this is what makes me who I am.

The challenge I chose to imagine is that I must relocate to another state. My supports in themselves would be challenged as my relationships with each of my people would be severely strained because I am dearly close to my mom, sister, and boyfriend as well as the change in relationship from professional to friendship between myself and my boss and coworkers. My career would be challenged as I would be forced to make a switch in job/company. My education and experiences however, would still support my career as they are the background to my professional success. My values and morals would also carry on to support me as I face challenges of renewing myself in a foreign city and state. While my relationships would change with each person in my life, I am confident that they would still provide me emotional support as well as motivation in a new city.

Without my supports, I would not be as successful as I am in my life and would struggle in my everyday challenges and long-term goals. My supports are the foundation to my being.

My Connections to Play

Quotes about play:

"You can discover more about a person in an hour of play than in a year of conversation."

-Plato (Greek philosopher)

"You can do anything with children if only you play with them"
-German Proverb

Essential Play Items:

Baking might not seem to be a play activity, but I learned more about my family during these times than any other time. Baking was my chance to "pretend play" with real tools and food.

When I was drawing, my imagination could go anywhere.

 Some of my favorite memories was when my mom was playing this game outside with me and my siblings.

My mom was one of the biggest supporters for my play time. She played games with me and my siblings any chance she had and encouraged us to get out of the house on all the sunny days (which aren't too many in our area unfortunately). My siblings also supported my play as they frequently allowed the "little sister" join in the games they were playing with their friends. I remember tagging along with my older siblings everywhere they went; through the woods, in the river, or just across the street to ride bikes.

Today, I don't see as many children running around and just being kids. I see many stuck in front of the television, from their own choice or the parents. I don't hear many parents telling their children to go outside and play. This lack of physcial activity I believe leads to some of the health issues that children frequently have. The toys frequently advertised also are more sedentary games rather than the toys that get kids outside or just up and moving. I also see lots of children and paretns buying into the advertised toys rather than recognizing that creative games are just as fun. That is, games and toys that can be created at home use more of the child's imagination. I feel there is a lot of truth in teh statement that you can buy a child all the toys in the world, but they still just want to play with the box.

Parental involvement is so important to a child's play. Without my mother playing alongside me, I don't believe I would have gained as much knowledge about the activities we were doing, like baking. It is also important for the parent to engage in this play time as well. This is where they will gain insight into their child's development firsthand. Another reason play is so important for both children and adults is that it is the chance to let go of worries and to just have fun. Everyone needs to have the chance to relax and just be a kid again.

 

 



Relationship Reflection

While there are many significant people in my life, there are two people that keep me grounded and at the same time motivated to be a better person.

The first person is my sister. She is my best friend and motivator to achieve success no matter what stands in the way. Sheila is a childcare center director and has 3 children aged 14, 11, and 2. On top of this she is working on her bachelor's degree. She motivates me to be a better person because I see everything that she has been through in her life and she just keeps going and striving for a better life for not only herself but also her children. Because Sheila and I are in the same career field, we continuously bounce ideas and information off of each other. Because of these positive interactions professionally, we have formed a partnership in our community to stand up for children and educate not only the children but the families as well. (We were even co-teachers in a classroom at one time).

My boyfriend is the other person that keeps me grounded. When I have had a rough day, he supports me by helping me to understand how I can turn things around to make it better the next time. He is the one that somehow can keep me calm when storms hit. This helps my professional career because he understands how important my work is and he reminds me of why I am in this career when things feel overwhelming. This partnership enables me to move ahead and strive for more. he also has been my biggest supporter in continuing my education by reminding me that it will be worth it in the end when I have gained more knowledge and experience.

Both of these relationships seem to do the same thing in the end but are valuable in completely different ways.  If it weren't for these healthy, strong relationships, I do not believe I would have the guidance and direction I need in pursuing my passion for this career.

Every child has an inner timetable for growth--a pattern unique to him. . . . Growth is not steady, forward, upward progression. I...- MOREEvery child has an inner timetable for growth--a pattern unique to him. . . . Growth is not steady, forward, upward progression. It is instead a switchback trail; three steps forward, two back, one around the bushes, and a few simply standing, before another forward leap.

Dorothy Corkville Briggs

Read more at http://quotes.dictionary.com/subject/child%20development,%20general#aLugrIVWJ5PEAg3F.99

Children are natural mimics. They act like their parents in spite of every attempt to teach them good manners.

GRENVILLE KLEISER, Dictionary of Proverbs

Schools in Finland

“We prepare children to learn how to learn, not how to take a test,” (Hancock, 2011).

This sentiment is highly regarded in Finland. Schools are frequently ranked highest in the world when given standardized tests. However, these standardized tests are rarely seen or used in the nation itself. The country prefers to use highly skilled teachers and individualized lessons.

Hancock (2011) explains that teachers consult with each other in preparing lessons and special needs teachers work as a team in classroom as children rarely leave the classroom if they have learning disabilities. One-to-one teaching is used during lessons allowing for the individualization needed for each child. Many lessons take place outside and are presented in a playful manner in recognizing the importance of play in a child’s life. One teacher stated “We value play.” (Hancock, 2011)

Finland aims to start economic growth within the country starting even with schooling for young children, as stated, “If we want to be competitive, we need to educate everybody” (Hancock, 2011). Teachers in the country are also prized in their role and highly respected the same as doctors and lawyers, (Hancock, 2011). Rather than using standardized tests, teachers are highly trained and given incentives, such as free workshop trainings after attaining their master’s degree.

The idea of using standardized tests seems to me that children and their parents are stressed to achieve a rating, and if they do not achieve such rating, they are considered unsuccessful. This does not seem to look at the child as a whole as Finland seems to do. Finland regards children as the future and accommodates to the needs of the child by recognizing the need for frequent play. One of my favorite ideas from the article by Hancock (2011) was that after each lesson, children are given 15 minutes of playtime outside, in addition to incorporating lessons with the outdoors. Rather than setting aside one hour each day for the child to run around, the children are given multiple opportunities to exert their physical energy.

Too measure or assess a child would require so many different areas to be examined that I do not see how any test could possibly do so. I believe the child’s ability to take part in these multiple areas may be observed throughout time while the teacher makes time for any areas the child may need extra help in and work the child at that time, rather than waiting for test results to confirm what the teacher likely already knows. 

In the words of the sentiment expressed in Finland, “whatever it takes,” (Hancock, 2011).

References

Hancock, Lynnell (2011). Why Are Finland’s Schools So Successful? Smithsonian Magazine. Retrieved June 9, 2012 from http://www.smithsonianmag.com/people-places/Why-Are-Finlands-Schools-Successful.html?c=y&page=5

Childhood Disease in Jordan

In the country of Jordan, childhood diseases have been gaining more notice and assistance in preventing infant mortality and death of children under age 5. The country has increased efforts towards early childhood development and the influence of health care and immunizations by including a holistic approach and strategy (UNICEF).

One of the leading causes of death among young children is from Acute Respiratory Illness. Health officials changed the required immunization schedule for children by presenting a vaccine (BCG) starting at one month of age rather than at the age of entry to school as well as including the vaccine HIB (UNICEF). This effort has proven successful as studies have shown a reduction in cases of children with Acute Respiratory Illnesses (UNICEF).

Reference

UNICEF. Jordan:The Children, The Early Years. Retrieved May 25, 2012 from http://www.unicef.org/jordan/children.html

Childhood Stress

As I look through the list of major stressors, I think of what ways I have been affected by some of the items. Poverty, natural disaster, chaos, and violence are all on my list of experiences as a child. While I have experienced each one to some degree, it is hard for me to say that any one of these stressors truly effected my growth and development as a child. Each one of these stressors has made me who I am and made me a stronger person.

Each one of these stressors has given my family a chance to show each other how to be there for one another. Between natural disaster and immediate family death, my family went down the path of violence and poverty creating a chaos of emotions. That chaos did not stop as I grew up as my family continued to grow apart. I remember times when I thought my family was falling apart as my parents divorced and my older siblings continuously rebelled and moved away (even before they were 18). As a child, I don’t remember having one thing that I used to cope with these stressors. I remember clinging to my sister as a support system and the reassurance I needed that things would be okay. Through the poverty times in my family, my mom worked up to 3 jobs at one time to provide for us and we used food stamps for a short period when needed. Now that I am an adult I look back and realize that my family came out with stronger ties to each other than I could have ever imagined. Even as a child I knew that I had strong attachment to my family. The one thing that got us through it all was the understanding that we love one another. With everything we had been through as a family, we grew to understand that no matter what happens we would survive and be there for each other when needed.

Views on Breastfeeding

Breastfeeding provides countless benefits to both the infant and mother. I have always been interested in this topic and how it relates to child development and health for both the mother and child. From a public health standpoint, I believe if more women breastfed their infants, healthcare costs would decrease. According to Berger (2009), breastfed babies are less likely to get sick and mothers benefit from decreased mental health issues. These benefits would lead to fewer costs on healthcare as well as the immediate cost for the milk itself.  Breast milk is FREE! You can’t get any better than that.

Women around the world have varying views on breastfeeding. The social stigmas that come from nursing an infant in public can lead to a mother’s decision on how to feed her infant.  Sub-Saharan African culture views breastfeeding as a natural common feature of the day (Brown). Women in Ireland are not as inclined to breastfeed, especially in public (Brown). Other countries such as France have a 50/50 take on breastfeeding (Brown). Many of the changes in attitudes come from a woman’s work routine and schedule.

If the working mother has to change the way she feeds her infant and possibly give her baby a less nutritious feeding, then shouldn’t society be changing its policies to accommodate a breastfeeding and working mother. Breastfeeding is completely natural, just as is the need for sleep. In my future work, I will always take regard for woman’s culture and personal desire to feed her infant in any way. However, I will continue to encourage mothers to give their child the best start in life to help ensure healthy growth and development.

References

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

Brown, T. (N.d.) Breastfeeding Around the World: Breastfeeding’s Popularity Varies From Place to Place. Retrieved May 10, 2012 from http://www.breastfeed.com/nursing-mothers-life/nursing-facts

Netherlands Birthing Experience

The birthing experience in the Netherlands can be considered quite different than in the U.S. According to Passionate Parenting (2009), many, 60%, of births take place within the home rather than in the hospitals or medical setting. The U.S. has only 1% of births taking place in the home (Berger, 2009). Contrary to what I saw in my sister’s birthing experience, the Netherlands have less preventative screening and medical intervention. The birthing experience is viewed as very natural and pain relief is not frequently used (Passionate Parenting, 2009). Perhaps without having some tests done my sister would have been saved from the worry and anxiety, which can affect the baby’s health even from inside the womb.  Women often use a nurse, paid by their insurance, after the delivery in help for caring for the newborn and giving the mother more opportunity to heal (Passionate Parenting, 2009). Women may also use 4 months of maternity leave and the newborn receives free health care for well visits and immunizations until they turn 4 years old(Passionate Parenting, 2009).

Women in America are not often given nearly as much maternity leave and health care for children is a concern to many parents who cannot afford the insurance. These factors can be critical for a child’s development. Giving a mother and child that opportunity to bond for the 4 month period given in the Netherlands can certainly help give the necessary foundation for future social and emotional development as well as brain growth. Health care is also crucial to a child’s development and a lack of health care can certainly effect the child’s growth and wellbeing. It seems to me that the Netherlands recognize the importance of giving a mother and her baby the opportunity to let nature do its thing and how the first months to years of a child’s life are the most crucial for health and development.

References

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

Passionate Parenting (2009). Having a Baby in the Netherlands. Retrieved May 4, 2012 from http://www.passionateparenting.nl/pregnancy-and-birth/having-a-baby-in-the-netherlands.php

Birth Experience

I experienced a live birth for the first time when I was 15 years old. It started at six o’clock in the morning with my mom waking me up saying I needed to get ready. I thought she was waking me up for church but since it didn’t start until ten, I went back to bed. As I lay in bed I hear someone crying in pain. I got up and looked in the next bedroom and saw my older sister curled up and holding her stomach. It was clear why I needed to get ready. I was about to see my niece being born.

We had only one car for the family and it was a standard. My sister was the owner and the only one who knew how to drive. She drove herself to her boyfriend’s house and then hospital while having contractions the whole ride there. When we arrived at the hospital, I was shocked that the nurses did not rush my sister to a room like they do in the movies. She had to wait to be registered and make sure there was a room ready before taking her. I wondered why it was so important to check her insurance when there was a baby coming at any second!

Once we got into the labor and delivery room, my sister was hooked up to all the machines and nurses checked all of her vitals. Things were looking good, except for my sister crying in pain, her boyfriend practically sleeping in the chair already and still no sign of a doctor. This was my sister’s first baby. She was a little scared because she had a very difficult pregnancy. She had been hospitalized four times because she couldn’t keep food or liquids down and was severely dehydrated. She had to take anti-nausea through the entire pregnancy. During her fifth month gestation I remember one day when she came home from her doctor appointment with my mom and neither of them was speaking about what had gone on in the appointment (which they always had done). When I asked what was going on, they tried to tell me everything was fine but I knew this wasn’t true. I tried listening in on their conversations and soon learned that there was a chance that there was something wrong with the baby. They thought my niece would have Down syndrome. There were tests done that showed a few abnormalities and she was set to have an amniocentesis. My sister was torn on whether she wanted the test to be done or if she just wanted to wait and find out at the baby’s birth. She knew there was nothing that would change things so why have the test if it didn’t matter. Over the next few days she worried about what would happen. Her doctors called and told her that the tests were wrong and she would no longer need the amniocentesis. It was such a relief for us all.

Back to the labor…..My sister decided she needed help with the pain and asked for pain relievers. She was given stadol to help ease her mind. The nurses continued to check on her and they asked who she wanted to stay in the room during the delivery, she would be allowed only one other person and she chose her boyfriend to stay. As the labor progressed the midwife arrived and decided she needed a little help to get things moving so she broke the water. This helped and but also got things going so that my sister began to feel the pain again. She was given all sorts of positions to lay or sit in and even tried sitting in the bathtub to ease the pain. The midwife checked the baby at one point and noticed that she was breech and not in the correct position for delivery. She tried to turn the baby around nut she wasn’t turning like they wanted her to. They started to talk about taking her for a cesarean delivery, which my sister very much did not want. They tried using everything and just before they were going to take her the baby finally gave in and turned around the right way. However, now she was stuck on the pelvic bone and was not coming out. The doctor’s again had to adjust the baby’s position and then use suction to help pull her out.

As this is happening right next to me, I suddenly realize that I am seeing this all. The nurses and doctors forgot to tell me when to leave. I am staring at the tv when I hear a “POP” and realize that baby Taylor is finally here. She is placed on my sister’s chest and everyone in the room is relieved to see that the worry and hard work during pregnancy and delivery has come to this special moment of bonding between mother and child.

I tell of this experience because I could never imagine how amazing it is to immediately feel love for a child even when I am not the mother.  I also feel it is important to speak up during labor and delivery. My sister made it clear that she did not want a cesarean delivery and she was fortunate that her doctor tried everything possible to prevent it from happening. I recognize that this is not always the case from other stories I have been told. I feel this experience represents how a mother’s intuition for what’s right for her own child can sometimes show that nature does not always match up to technology. I believe the first moments after birth where the mother is given the first chance to see her baby set a foundation for bonding that can never be taken away from a child’s development.

Thank You!!

Thank you to all my colleagues that have shared their wisdom and experience with me. It is inspiring to meet other professionals with common dreams and hopes for the lives of children. Best of luck in all future endeavors.

In the numerous Code of Ethics by NAEYC (2005) there are 3 that I highly resonate with.

The first is under 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.
This is why I am continuing my own education in achieving my Master's Degree in Early Childhood. I continue to seek new information regarding young children and their families and to stay informed of new or changing policies and research effecting the early childhood field.

The second code is under Ethical Responsibilities to Families:
I-2.8 To help family members enhance their understanding of their children and support the continuing development of their skills as parents.
This code is what I try to acheive every day in my job, which is is affiliated with Prevent Child Abuse New York. Through educating parents in the development of their children, it is shown to prevent child abuse. As parents are educated about their children and assisted in developing their parenting skills, parents are better able to understand how to interact with their children.

The third code is under Ethical Resonsibilities to Community and Society:
I-4.6 To promote knowledge and understanding of young children and their needs. To work toward greater social acknowledgement of children's rights and greater social acceptance of responisibility for the well-being of all children.
My greatest hopes are found in this one code. I wish to advocate for the best interests of the child through the involvement of the community in the lives of our future. NAEYC (2005) states my opinion well in recognizing that "the larger society shares the responsibility for the welfare and protection of young children." Involving the community in the lives of young children can set the standard for sharing this responsibility and promoting community education. I believe providing appropriate programs to families can assist in preparing society for the future with a healthy start and advocating for a positive beginning of the well-being of our young children.


References

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

Course Resources

Walden Library http://library.waldenu.edu/

Video Program: “The Resources for Early Childhood”

Children’s Rights and Well-Being

• UNICEF http://www.unicef.org
  
  
• World Forum Foundation
  http://worldforumfoundation.org/wf/wp/about-us
• World Organization for Early Childhood Education
  http://www.omep-usnc.org/
  
• Association for Childhood Education International
  http://acei.org/about/

 

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/
  

 Additional Resources

New York State Office of Children and Family Services
           http://www.ocfs.state.ny.us/main/

March of Dimes
           http://www.marchofdimes.com/

Centers for Disease Control
           http://www.cdc.gov/

My personal favorite motivating quote:

"Everything is okay in the end, If its not okay, Then its not the end."
-Unknown

       Parents don't make mistakes because they don't care, but because they care so deeply.

        
T. Berry Brazelton (20th century), U.S. author, pediatrician. Touchpoints, introduction (1992).          

"We in the early childhood field have an opportunity to shape a child's life for the better"

Sandy Escobido, Deputy Field Director, Los Angeles Preschool Advocacy Initiative California Community Foundation

“Early childhood is and should be a time of laughter, love, play, and great fun.” — 

Developmentally Appropriate Practice in Early Childhood Programs, 3rd edition, Carol Copple and Sue Bredekamp, editors

"Attachment to a baby is a long-term process, not a single, magical moment. The opportunity for bonding at birth may be compared to falling in love—staying in love takes longer and demands more work."                
T. Berry Brazelton (20th century), U.S. author and pediatrician. Touchpoints, ch. 3 (1992).       

Personal Childhood Web

She has been the absolute most influential person in my life. She's my mom, Joan. She raised me to always be honest, denpendable, and tha no matter what happens in life, family will be there in the end. My mom worked hard to raise all 3 of her children as a single parent but she always tried to make sure that we spent time together as a family. I remember her playing outside with us and she taught me everything about how to bake. She stayed with me when I was in the hospital frequently for asthma and was always my advocate because let's face it...a mother knows best! Today she is the person that I know when I need help with a problem, she will be there for me. She has also taught me that children are the center of a family. I believe she is the one who made me realize that working with children is in my heart.





My dad, John, worked to provide for his family. He was the man I looked up to and knew he would do anything to protect his family. I felt special with him when, with 5 older siblings and 1 younger, I was the one he allowed to help him construct new things for the house like the back deck and shed. There was something when he didn't need to say anything to you but with just a wink, he made you feel like you were his favorite person. In my father's illness, he taught me that there should be nothing to fear in life. He tried to do everything he wanted without regret and in the end, he showed that he was not afraid of anything, even death.





This picture shows all of my dad's children (my younger sister, Lisa, is in the middle). My brother, Steve, was always the protective, observer of the family. I remember as a child anytime I had bad fights with my sister, he always defended me or would always make sure that I was safe. One of my favorite memories was when he would kneel onto his knees and dance with me so that we were on the same level. Even though he lives miles away now, we have a great understanding that if either of us needed anything, we were there for each other. He is also the type of father that I look up to because of his humor and sense of responsibility with his daughter. He is the one that can always make you laugh without saying a word.






My older sister, Sheila, is my best friend. We are often mistaken for twins (although we are 4 years apart) and I think there is something to that. As a child she took care of me when our mom was at work by making dinner and making sure that I was safe. She made me feel special by taking me with her whenever she was hanging out with her friends, She never made me feel like the annoying little sister. She made me feel like she wanted me there and that I was an important part of her life. She has always been my biggest role model. I am amazed at how she handles her 3 children, work as a daycare director, and online schooling. She is the person in my life that will always make me see the other side to a story to never give up no matter what you face in life.

THE CAT IN THE HAT

This story is so upbeat and fun to read with children. The rythm keeps the children interested and the story is a little wacky and uses lots of imagination. This is my absolute favorite story to read with children!
On a personal note, when my niece was learning to read, this was our favorite story to read together. She and I took turns reading to each other. It is very rewarding to be part of a child's first learning to read.

Children Learn What They Live

If children live with criticism, they learn to condemn.
If children live with hostility, they learn to fight.
If children live with fear, they learn to be apprehensive.
If children live with pity, they learn to feel sorry for themselves.
If children live with ridicule, they learn to feel shy.
If children live with jealousy, they learn to feel envy.
If children live with shame, they learn to feel guilty.
If children live with encouragement, they learn confidence.
If children live with tolerance, they learn patience.
If children live with praise, they learn appreciation.
If children live with acceptance, they learn to love.
If children live with approval, they learn to like themselves.
If children live with recognition, they learn it is good to have a goal.
If children live with sharing, they learn generosity.
If children live with honesty, they learn truthfulness.
If children live with fairness, they learn justice.
If children live with kindness and consideration, they learn respect.
If children live with security, they learn to have faith in themselves and in those about them.
If children live with friendliness, they learn the world is a nice place in which to live.

Excerpted from the book CHILDREN LEARN WHAT THEY LIVE by Dorothy Law Nolte (1924 - 2005)

Who says children don't come with insrtuctions? I think this excerpt is the closest parents may have to an instruction manual. It speaks truth that the parents are in control of how their children are raised. A parent is the child's primary teacher in life. Whatever they want their child to learn, it will come mainly through them as the parent. When a child encounters negative teachings in life, the parent is the one who can set the lesson straight and correct the lesson to be positive.