Realtionship Reflections

Positive relationships are important to me because sometimes you just need someone to vent to and relate to. My close friends and I have a group text message and we talk about so many things throughout the day. If one of us is having a bad day, we encourage each other to keep our heads up and offer help. I believe that relationships are important because sometimes someone needs that extra ump.

My most positive relationship right now are with my family (mom, dad, two brothers, sister-in-law, grandparents, nephew) my friends (Anna, Alex, Destinee, Bella, and Melanie) and my church family. Most things that I go through I share with my parents, siblings, and friends. They really help me through a lot of my problems. My mom is my best friend, I really can talk to her about anything and I appreciate her opinion. She is really understanding and no matter how bad I mess up she is still supportive. I don't share as much with my dad or my brothers , but we do talk about a lot of things. Since they are men, I don't expect them to understand most of my problems. My church family is highly supportive. When I was younger, I cried during every Easter and Christmas speech; they help me overcome my fear of public speaking. They encouraged me every Easter and Christmas. They were big on getting good grades in school and supporting those who struggled. Every six weeks they would give out rewards for making honor roll and principal's list. I believe it made the children in our church strive harder to get those rewards. I appreciate my relationships with my friends because we have different views and we our very outspoken with our opinions and views. No matter what those opinions are even though we might disagree on some things we are understanding.

I believe that trust is a major challenge in developing and maintaining relationships. Throughout the years I've learned that everyone is not your friend and everyone doesn't have your best interest at heart. I believe that actions speak louder than words and true colors will come out, you just have to recognize the signs.

I believe that my positive relationships with my family, friends, and church family will have a great impact in the field of early childhood education. I believe that you have to be very understanding, emphatic to people's situations, and encouraging.

Graditude of Thanks.

"If kids come to us from strong, healthy, functioning families, it makes our job easier. If they do not come to us from strong, healthy, functioning families, it makes our jobs more important." -Barbara Colorso
I used this quote in another one of my blog post. I love this quote! I want to help children that don't have access to most resources. I believe that that is my life's purpose, to help children. Rather I'm teaching or not, I plan to continue to help children.

I want to say thank you to my classmates, especially Tracey Darden and Shahrazad Ali I really enjoyed reading both blog postings and discussion boards. You all's postings were full of information and different perspective of thinking. Thank you! I wish you all the best in your future endeavors!

During my childhood, I was blessed not to have any of the stressors, such as poverty, war, racism, etc. nor did any of my friends, which I’m aware of. So I cannot speak personally about these stressors and how they affect children, but I can talk about a true story and movie about a young man from my hometown. ‘The Blind Side’ is a movie portraying Michael Oher’s struggle with poverty and his success within football. This is a very popular movie and a real tear jerker. Michael Oher was born to a crack addicted mother, grew up in the projects, he also moved around and slept couch to couch. Because of an acquaintance, had the opportunity to attend one of the top private high schools in the city, Biarcrest. In 2004, Leigh Anne and Sean Tuohy, a couple with a daughter and son attending Briarcrest, allowed Oher to live with them and eventually adopted him. He went on to graduate high school, attend Ole Miss, and he became a NFL player for the Baltimore Ravens. It is good to hear and see a story about someone who beat the odds.

“Around 1.2 million Egyptian children live in absolute poverty. More than 1.4 million children live on less than 1 US dollar per day” (www.un.org). Could you imagine living on $1 a day? “It is important to look at how poverty is affecting their lives and how we can address it, because a child who lives in poverty rarely gets a second chance at an education or a healthy start in life,” stated Ms. Kaag (www.un.org). For example through Save the Children, Egypt has provided street children with education and vocational training. Poverty will not disappear, but the effort is great.

References :

Child Poverty and Disparities Study in Egypt Launched. Retrieved from: http://www.crop.org/storypg.aspx?id=274&MenuNode=633953432867962126&zone=3

Egypt. Save the Children. Retrieved from: http://www.savethechildren.org.uk/where-we-work/middle-east/egypt

UNICEF study finds millions of Egyptian children still live in poverty. Retrieved from: http://www.un.org/apps/news/story.asp?NewsID=33816#.UkjHokko7IU

Teenage Pregnancy

The topic I chose is mental health of teenage mothers. The reason I chose this topic is because unfortunately some children are at risk. Being a teenager, there are a lot of football games, dances, and other fun activities to do with friends. Babies can be seen as getting in the way of that fun, especially if family isn’t there to support the baby and mother. Motherhood can be a bit overwhelming especially for a teen. Teenage pregnancy can bring some health and mental health risks for the mother and her baby. Teen births are at risk for low birth weight, premature birth, higher rate of low infant mortality, and many other complications. Children that are born to teen mothers are more likely to experience social, emotional, and other problems. There is an increased risk for abuse and neglect. Also, children who are born to teenage mothers are less likely to receive proper nutrition, health care and cognitive & social stimulation.

In the UK research found that, “41.9% of teenage mums had antenatal depression, compared with 35.7% mothers in their early 20s and 18% of women in the group aged 23 to 38.”

I believe that it is good to have awareness and sex courses in high school. Just because we pray and hope teenagers know about safe sex and taking, the right precautions we still need to tell them and stress to them the subject. If we are care providers of young mothers, we should ask them about their feelings, how we can better assist them and her family.

References

(October 2000). Teen Pregnancy Overview. Retrieved from: http://www.healthcommunities.com/teen-pregnancy/children/overview-of-teen-pregnancy.shtml

(November 2008). Young Mothers’ Depression Risk. Retrieved from: http://news.bbc.co.uk/2/hi/health/7727540.stm

Childbirth in Your Life and Around the World

 I do not have children and I’ve never been in a delivery room, so I had to ask my friend about her experience. My close friend, Mel, had her first baby two weeks ago! Unfortunately she was in the hospital a week, due to high blood pressure, before she was induced. Mel has had high blood pressure since 2008 and she really didn’t start having problems until she was 32 weeks. She was scheduled a Cesarean Section for September 20, but the doctors were concerned about her health as well as the baby’s health. She told me that her doctor and attending nurses were very nice and helpful throughout her stay at the hospital and during her birth. She was induced that morning and was supposed to have a natural birth, but the baby’s heart rate was dropping so they did a C-Section. She gave birth to a healthy baby boy, almost 6lbs. I visited Mel and the baby the next day, he was the smallest baby I’d ever seen. I stayed for about two hours, the nurses constantly came in and checked on her and the baby. From what I could tell they were really concerned about them and their health.

One in 22 women die during pregnancy or childbirth, in Africa. In remote areas of Africa childbirth usually happens at home, with only the mother and grandmother at the expecting mother’s side. If complications occur, the nearest help is hours away, which they’ll probably have to walk during labor.

In South Africa, a large number of women were interviewed stating that they had the following problems in the hospital:

·         Pinched, slapped, handled roughly during labor

·         Nurses ignoring them

·         Discharged improperly

·         While in labor they were refused admission

·         Sent home without pain medicine

·         Sent home after Cesarean section without medication, antibiotics, painkillers, etc.

Mel’s labor/after labor care and the women in Africa and South Africa differ a lot. It’s very heartbreaking to read that women are treated this way during what is expected to be the most joyous part of their lives. I received some of my information of www.theguardian.com and they give different websites to research regarding Africa. The issue had been raised to the United Nations about the treatment of pregnant women in hospitals in South Africa.

References

(2012). Giving Birth- The Most Dangerous Thing an African Woman can do? Retrieved from: http://www.theguardian.com/journalismcompetition/giving-birth-the-most-dangerous-thing-an-african-woman-can-do

(2011). The Shocking Truth about Giving Birth in South Africa. Retrieved from: http://www.medicalnewstoday.com/articles/232413.php

Codes of Ethics

This week we reviewed the code of ethics from the National Association of Education of Young Children and the Division for Early Childhood. All of the positions stated are significant to me but these are the three that stood out to me.

1.      We shall use individually appropriate assessment strategies including multiple sources of information such as observations, interviews with significant caregivers, formal and informal assessments to determine children’s learning styles, strengths, and challenges. (DEC)

This is significant to me because I believe that every child learns differently. It’s important to understand how they learn. We should build upon their strengths and direct more focus on difficult areas. We should pay careful attention to the child’s learning skills to help them achieve and learn more.

2.      We shall respect, value, promote, and encourage the active participation of ALL families by engaging families in meaningful ways in the assessment and intervention processes. (DEC)

Working together with families is important for the child’s success. The family should be informed and active about what is going on with their child’s education. If the child is having any learning problems, the parents and I must work on a consistent basis to figure solutions for the child.

 

3.       To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training. (NAEYC)

 

The early years are so important, so knowledge of early childhood care and education is crucial to me. I want to start my own daycare therefore I should continue my education and training to benefit my future student. I want to provide the best child care, so I need to be properly educated and trained to offer the family and child the best.

 

Resources

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

The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from http://www.dec-sped.org/

Helpful Resources

Position Statements

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://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, from http://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, from http://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, from http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf

Global Support for Children Rights

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/
  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/

Professional Journals

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

Additional Resources

Learning Disabilities Association of America: for Teachers
http://www.ldanatl.org/aboutld/teachers/

The Role of Educators in Preventing and Responding to Child Abuse and Neglect
https://www.childwelfare.gov/pubs/usermanuals/educator/educatore.cfm

Association for Early Learning Leaders
http://www.earlylearningleaders.org/