Week 8 - Quote

Week 4 - Consequences of Stress on Children's Development

I have been blessed to have not experienced the stressors listed in this week's blog assignment. However, someone close to me has. When my friend was a child her family was extremely poor. When she began school she was able to have access to free lunch (which was often her only hot meal of the day). She can remember receiving donations of clothing from the local church, as well as presents at Christmas time. She shared with me that her family also received food stamps which were used for the purchase of the groceries needed for the week. She did not always have clothes or shoes that fit her and she was always self-conscious about the way she looked when she went to school. Despite the challenges she faces in the beginning of her life, she pursued an education and is now a happily married specialized preschool teacher with two children of her own that she is able to provide for. 

 

Mexico

In Mexico there are currently 53.3 million Mexicans living in poverty, this equates to 45% of the population (U.S. Embassy, n.d).  "In all countries, poverty presents a chronic stress for children and families that may interfere with successful adjustment to developmental tasks, including school achievement. Children raised in low-income families are at risk for academic and social problems as well as poor health and well-being, which can in turn undermine educational achievement (Engle & Black, 2008, p. 243).

One major initiative  in place to reduce poverty is called, The Hunger Project. This project empowers and educates families and communities to learn how to plan and implement small projects in their communities that will decrease hunger (The Hunger Project, n.d). The education families receive helps to empower them to understand the control and capacity they have within themselves to help solve problems instead of continuing to live as victims to the problems that surround them. This ultimately helps to improve risk factors which go along with poverty including violence, abuse, and continued poverty. 

Engle, P. L., & Black, M. M. (2008). The effect of poverty on child development and educational outcomes. Annals of the New York Academy of Sciences, 1136(1), 243-256.

The Hunger Project. (n.d) Mexico. Retrieved from: http://www.thp.org/our-work/where-we-work/mexico/

U.S. Embassy- Mexico City. (n.d). Standard of Living. Retrieved from: http://photos.state.gov/libraries/mexico/310329/april2014/2014_01_Standard-of-Living.pdf

Week 2-Child Development and Public Health

Child Development and Public Health-Malnutrition

For this week's blog post I chose to discuss the topic of malnutrition. Malnutrition occurs when a person does not consume enough food to sustain normal growth (Berger, 2016). It is especially prevalent in third world countries, but is also present here in the United States. I chose this topic because of all the public health issues there are today, this one is the easiest to prevent. Prevention and education about malnutrition is better than treatment (Berger, 2016). If families understand the vast and long lasting effects malnutrition has on their children (which includes but is not limited to brain development and the protection from diseases) the more likely they will be to work toward and seek out help in providing a balanced nutritional diet that will foster healthy growth and development. 

By understanding the ramifications of malnutrition, I can help provide families that I work with resources regarding local food banks. I can also provide them with information regarding CHIP (Pennsylvania's Children's Health Insurance Program) which will provide free or low cost insurance for children so that parents can seek out the proper medical monitoring of growth and development that they need (CHIP, n.d.). WIC (Women, Infants and Children) is another resource that I can provide for families.  "The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) provides Federal grants to States for supplemental foods, health care referrals, and nutrition education for low-income pregnant, breastfeeding, and non-breastfeeding postpartum women, and to infants and children up to age five who are found to be at nutritional risk. (WIC, n.d)" 

Malnutrition in Asia

In Asia, the prevalence of malnutrition is very high. In fact, "approximately 70% of the world's malnourished children live in Asia, resulting in the region having the highest concentration of childhood malnutrition" (Khor, 2003, p. 113). In South Asia, 50% of preschoolers suffer from stunting secondary to malnutrition (Kohr, 2003). Stunting occurs when children do not grow to a normal height for their age due to malnutrition (Berger, 2016). A comprehensive approach to help decrease the malnutrition rates in Asia is needed and includes: providing the necessary foods, providing nutrient supplements, developing strategies to decrease food prices and protecting the food supply due to shortages caused by geological factors (ex. drought) (Pasricha & Biggs, 2010).

Berger, K. S. (2016). The developing person through childhood (7th ed.). New York, NY: Worth Publishers.   

 Khor, G. L. (2003). Update on the prevalence of malnutrition among children in Asia. Nepal Medical College Journal: NMCJ, 5(2), 113-122.

Pasricha, S., & Biggs, B. (2010). Undernutrition among children in South and South-East Asia. Journal Of Paediatrics And Child Health, 46(9), 497-503. doi:10.1111/j.1440-1754.2010.01839.x

Pennsylvania's Children's Health Insurance Program (CHIP). (n.d.). Retrieved November 3, 2015, from http://www.chipcoverspakids.com/about-chip/what-is-chip/

Women, Infants, and Children (WIC). (n.d.). Retrieved November 3, 2015, from http://www.fns.usda.gov/wic/women-infants-and-children-wic

Week 1 Early Childhood Development - Childbirth in Your Life and Around the World

Childbirth in My Life

My personal birthing experience with my daughter Sydney, now age 10, was quite eventful. My water broke at McDonald's during my nephew's birthday party (luckily it was just a slow leak). I had many issues with contractions throughout my pregnancy and had visited OB triage many times. So when my water actually broke, and my labor contractions started, my husband didn't believe I was in actual labor until the triage nurse at the hospital confirmed it. My contractions were very regular (less than 5 minutes apart) and intense. I did choose to get an epidural once I reached 7cm dilation. However, I experienced "hot spots" which were basically areas where the epidural did not work. Then my labor seemed to stall and a C-section was considered 24 hours into my hospital stay. I chose to wait and let labor progress. Once I started to push, there was clearly something wrong. The doctor called a "code blue" and my room rushed with people. I remember seeing a nurse push my husband out of the way and grab my leg, while another nurse jumped onto the table and started pushing on my belly. All while the doctor was telling me to push as hard as I could.

Sydney's shoulders had become lodged in my pelvis and she was "stuck" in the birth canal. When she finally came out, she was blue. I remember seeing her across the room while the doctors and nurses worked on her. I never heard her cry. Her initial Apgar score was very low and she was taken away to the NICU. She was breathing, but was unresponsive. It wasn't long until a doctor from the NICU came in and spoke to my husband and my family, telling us that she was stable and that I would be taken to her after I was cleaned up. Sydney stayed in the NICU for 4 days and then was released to come home. She has not had any health complications from her traumatic birth and she has reached all of her developmental milestones on time.

I chose to write about my daughter's birth because had her birth occurred at home I'm sure there would have been serious and/or devastating complications for the both of us. I understand that the United States in is the minority regarding birthing in a controlled/clinical setting, however, I am beyond grateful for the medical professionals and medical facility where I was able to deliver. The impact that a traumatic birth has on child development can be life alternating for the child and the family. I understand that giving birth is a very natural process and is handled differently around the world; however, I also work first hand with numerous families and children who have been affected by serious complications that have occurred when their children were being delivered, which makes me very cautious about delivering a child where medical professionals and equipment are not present.

Childbirth Around the World

I chose to look into rural Vietnamese childbirth practices. There is no formal prenatal care for expectant mothers there, however there are societal rules to follow when mothers are expecting. These rules include eating healthy lean meats and refraining from overeating and drinking alcohol. Vietnamese expectant mothers are expected to work and remain physically active up until delivery. It is believed that if a mother is still and frequently lies down that it will cause the baby to become too big. Vietnamese fathers and male relatives are not allowed in the birthing room (usually in the home). The mother's female relatives assist with delivery. It is believed that when the newborn first cries that it is a sign that they have a soul. Post-delivery, a fire is lit under the mother's bed to help raise the mother's body temperature. A local nurse comes regularly to clean the mother and baby; however, the mother is not allowed to wash her hair until she is an active member of the household again (which can take up to one month).

The article that I found this information in was written for the purpose of understanding the cultural differences between Canadian birthing practices (which appear very similar to the United States) and Vietnamese birthing practices due to the high number of Vietnamese immigrants in a specific region of Canada. Cultural differences were outlined to help medical professionals understand how to best care for their Vietnamese patients and families. By comparing the two practices and educating medical professionals it helps promote a greater understanding of what prenatal care was given, and what birth practices Vietnamese mothers are accustomed to. By creating this understanding it can facilitate a less stressful environment for the mother and her family and allow for a much smoother birth both medically and emotionally.

In comparison to my birth experience, there are some obvious differences including the extent of prenatal care delivered, the location of delivery (hospital vs. home) and the fact that my husband was in the delivery room with me. Also, in the Vietnamese culture, a mother is expected to continue to participate in physical labor throughout her pregnancy. Due to the complications and issues I was having, I was placed on modified bed rest and was encouraged to stay off my feet. After giving birth, I was back into the household routine as soon as I came home from the hospital. It was interesting to see how the Vietnamese culture seemed to focus on working hard during the pregnancy but taking ample time to heal after pregnancy before resuming household tasks as compared to the more "western" practice of taking it easy during pregnancy, but then getting back to normal responsibilities quickly after delivery.

Bodo, K., & Gibson, N. (1999). Childbirth customs in Vietnamese traditions. Canadian Family Physician, 45, 690.

Professional Thanks

It's hard to believe the first course in this Master's program is over. At the beginning, I felt very overwhelmed and was unsure if I would even be able to complete this class, and now I find myself gearing up for the next class. We have all learned so much, not only from the course content but also from each other. Thank you so much for your encouragement and support through this process.

Examining Codes of Ethics

National Association for the Education of Young Children (NAEYC)

The following ideals listed in NAEYC's Code of Ethics are meaningful for me: 

1. "To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training." (pg 2) –This ideal is significant in my professional life because it is one of the reasons why I am pursuing my Masters in Early Childhood Education. 

2. "To develop relationships of mutual trust and create partnerships with the families we serve." (pg. 3) – This ideal is significant in my professional life because the families that I work with need to be able to trust that the educational program, supports and services I recommend are what I truly believe will be best for their child. 

3. "To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation with co-workers." (pg. 5) - This ideal is significant in my professional life because everything I do involves a team of professionals. We all need to communicate with dignity and respect for the greater good of our students. 

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

Division of Early Childhood (DEC)

The following ideals listed in DEC's Code of Ethics are meaningful to me: 

1. "We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives." (pg. 1)- This ideal is significant in my professional life because I advocate for children and their families on a daily basis through the evaluation and Individualized Education Program (IEP) process. 

2. "We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services." (pg. 2)- This ideal is significant in my professional life because I frequently serve as a mentor for new staff and I believe it's very important to provide moral and professional support to new people in the field. 

3. "We shall respect families' rights to choose or refuse early childhood special education or related services." (pg. 3) – This ideal is significant in my professional life because as a part of the evaluation process I help to educate parents that they have to right to accept or refuse services for their child. I also help them navigate the process of refusal if they choose to select mediation or due process. 

The Division for Early Childhood. (2009, August). Code of ethics. Retrieved May 26, 2010, from http://www.dec-sped.org/

Course Resources

Additional Resources:

• Encyclopedia on Early Childhood Development https://www.child-encyclopedia.com

• Early Childhood News-The Professional Resource for Teachers and Parents                         https://www.earlychildhoodnew.com

• American Speech-Language Hearing Association https://www.asha.org/slp/clinical/EarlyIntervention

• Special Education Law and Advocacy https://www.wrightslaw.com

• Pennsylvania's Promise for Children-Follow your child's milestones https://www.earlylearninggps.com

Course Resources from Walden University Foundations of Early Childhood Course:

Position Statements and Influential Practices:

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/dap
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity.Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8.Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, fromhttp://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, fromhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42-53.Retrieved from the Walden Library databases. 

Global Support for Children's Rights and Well-Being

• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, fromhttp://www.unicef.org/crc/files/Rights_overview.pdf

Websites:

World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-usThis link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage

World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP's mission.

Association for Childhood Education International
http://acei.org/
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.

Selected Early Childhood Organizations
National Association for the Education of Young Children
http://www.naeyc.org/

The Division for Early Childhood
http://www.dec-sped.org/

Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/

WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm

Harvard Education Letter
http://www.hepg.org/hel/topic/85

FPG Child Development Institute
http://www.fpg.unc.edu/

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/

Institute for Women's Policy Research
http://www.iwpr.org/

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.pewstates.org/projects/pre-k-now-328067

Voices for America's Children
http://www.voices.org/

The Erikson Institute
http://www.erikson.edu


Selected Professional Journals Available in the Walden Library:

YC Young Children
Childhood
Journal of Child & Family Studies
Child Study Journal
Multicultural Education
Early Childhood Education Journal
Journal of Early Childhood Research
International Journal of Early Childhood
Early Childhood Research Quarterly
Developmental Psychology
Social Studies
Maternal & Child Health Journal
International Journal of Early Years Education

Quotes

"Tailor the environment to each child's strengths and weaknesses and help all children, special needs or not, to build greater competency."  -Stanley Greenspan

"Many men have great dreams. Only great men have dreams that are fulfilled by their own actions." -Eunice Kennedy Shriver

"I'm not here to save the world, I'm here to make a difference in the community I'm working in.".

-Raymond Hernandez