When I think of Child Developement

When I think of Child Development

I believe that child development is  rarely straightforward. I feel that so many factors plays a part. For example, it is what happens during pregnancy and delivery, what skills and abilities our children are born with, and the way he/she is stimulated while they are being raised in the home, child care, and school. I feel that heredity and the environment interact to make our babies into their unique, special individual who have his/her own contribution to make to this world.

Children are like wet cement. Whatever falls on them makes an impression.- Dr. Hiam Ginnot

"In early childhood you may lay the foundation of poverty or riches, industry of idleness, good or evil, by the habits to which you train your children. Teach them right habits then, and their future life is safe.”- Lydia Sigourney

"We worry about what a child will become tomorrow, yet we forget that he is someone today."- Stacia Tauscher



Week Assignment Testing Intelligence

 

 

 

Testing for Intelligence

Whole child can be define as understanding that children grow physically, emotionally, and intellectually, in other word we expect our school system to teach and reinforce our children  in all of these areas of growth.   We as teachers and caregivers should teach our children how to become motivated about them and to express their creativity, imagination, along with showing developing their social and emotional skills. The term holistic education can be defined as improving how the child adjusts to living within their community and natural ecosystem.  Researchers stated and suggested that the purpose of the holistic education to help make it possible that children will have the opportunity to be what they can be or what is describe by Maslow (1954) as “self-actualization.  Holistic education mainly deal with the development of all individual  intellectual, emotional, social, physical, artistic, creative, and spiritual potentials.. The significant for holistic education to see that the educational process and environment work for the developmental path of the individual, rather than the individual make changes to accommodate their environment. As we are aware in  today’s society and this  era of standardization of curriculum student assessments, educational setting, and expected grade-level progress our schools systems do not display any or not that much encouragement for individualization based on the needs and post school goals of the student.  Instead the main focus is on these standardize test such as how well they will do on reading, writing, and math. It is okay to want our children to do success or be successful but when we have expectations that really doesn’t show or reflect what they know about real-life differences, such as how to interact with others. Then this will play a factor is why so many of our children have difficulties in adapting to the standards, so therefore they are being left behind.

An article I read suggested that, the United States focuses more on using tests as a means of holding educators and school districts accountable, Finland--which is one of the top performers on international tests--has gone in the opposite direction. Instead in Finland,  the few tests students take are low stakes, stated Finnish educator, Jari Lavonen in a presentation . They use their  assessments as a tool for professional development and to help teachers gauge student growth, never for accountability.  Finnish students do exceptional well on these standardized exams with lack of practice. The article stated that they are ranks consistently near the top in math, reading and science in the Programme for International Student Assessment ), which is a standardized test taken by students in dozens of countries.

Finally, I feel  that here in the United States if we would follow Finland strategies just may be our students will perform better on these standardize test if so much pressure is not put on the students along with teachers then we could have a difference outcome.

Reference:

Johanson, R.  (2012). Standardized Test A foreign Concept in Finland with World’s. www.huffingtonpost.com/../standardized_testing_a_n_2145623html.

Retrieved on 12/06/2013

 

 



Week 4 Consequences of Stress in Child Development Stages

Sexual Abuse Violence Against Children

 

I have a childhood friend who experience sexual abuse violence against her starting at the age of 6 until she was 15 years of age. This person was her mother's boss who was at her house on a regularly basis. This person was allow to spend time with her and the other children that reside in the home. I remember going over to her home to play  with her. This individual would love to spend time with the young children like her and myself. I actually thought this individual was a very cool person. As time past  I noticed a change in my friend behavioral she would act very strange when he would come around.  All of certain she never really wanted to play with me anymore and she would seem to be very sad. But back then no one really discuss with their 6 and 7 years child that their best friend was suffering with depression. Around the time I was turning thirteen I found out she tried to commit suicide. I recalled her family being so devastated about what happen because this person was someone they trust, and not only that this person was partially responsible for their financial stability. Also I remember feeling so worry about her and what made her want to take her own life. It was not until we became adults that she displayed what happen to her. In my opinion I feel that her sexual abuse have played a factor on all three domains (biosocial, cognitive, and psychosocial) of development. First and foremost this sexual abuse will affect how she interact and trust all the adults that play a role in her life. She probably had trouble with making the decisions on whether or not to trust any adults who is nice to her and sometime the gender/race of the individual  who abuse her. Next, she also experience issues  interacting with her peers because of the dramatic events that took place in her life.She may also experiences becoming very promiscuous at a early age thinking it's okay because of what happen to her.  I read this article of sexual abuse on children in Sub- Saharan Africa. It stated that, "in a study in a South African hospital of children under age 15 in whom a diagnosis of child abuse was considered, 45 percent of the children reported having been the target of sexual abuse. Thirty-one percent reported being physically abused, and sexual abuse was suspected but not confirmed in another 14 percent of the children. A study in Uganda revealed that 49 percent of sexually active primary school girls say they had been forced to have sexual intercourse. And about 40-47 percent of sexual assaults are perpetrated against girls age 15 or younger. Wow this really sadden me to know that this is happening to our babies and what can we do as a society to help prevent or stop crime against our young children.

Reference:

   http://www.advocatesforyouth.org/publications. Sexual Abuse and Violence in Sub-Saharan

Week 2 Assignment

Sudden Infant Death

The topic I would like to learn more about was Sudden infant death syndrome (also known as SIDS). SID is defined as the abrupt or an unexpected death of an infant younger than 1 year of age. I wanted to know what causes it and how we as parents can prevent it.  I cannot imagine how parents feel to lose a child to unexplainable death.   A sudden death of an infant can be hard on a parent along with any adults who is assuming responsibility of the infant.  Most SIDS death occurs in a normal healthy infant, mostly younger than 6 months of age, in which the infant has died following a period of long sleeping. Teen moms are more likely than moms over 20 to have a child die of SIDS. One article I read stated that the baby feeding routine is usually normal prior to them going to sleep.  The cause of SIDS death still as of today remains a mystery despite a careful review of the medical history, scene investigation, and autopsy.   In most studies SIDS is uncommonly find during the first month of the infant life.   Infants who are at risk are among the ages 2-4 months and then it declines. Studies have reported that 90% of SIDS deaths occur in infants younger than 6 months of age.   Even though there has been a tremendously decrease in the occurrence of SIDS in the United States and worldwide in recent years.  Studies have shown that SIDS still is the number one leading causes of death during infancy past the first 30 days after their birth. It has been said that SIDS can be results of multiple interacting factors.  One factor is Infant development in which is defined as when hypothesis occurs leading to SIDS may reflect a delay or abnormality in the development of nerve cells within the brain that are critical to normal heart and lung function. Another factor that may cause SIDS is Rebreathing stresses: this occurs when a baby is place facedown, in which may cause air movement around the mouth to be weaken. This can cause the baby to re-breathe carbon dioxide that the baby has just exhaled.   Hyperthermia (increased temperature):  may also be the cause of  SIDS in infants, this is when we as parents/caregivers are  overdressing, using to much coverings, or rising the air temperature may lead to an increased metabolic rate in these infants and eventual loss of breathing control. As we are aware apnea can be define as when a person’s breathing stops impulsively when they are asleep.  Studies have suggested that infants who suffer with apnea can be controlled, by using a technique called electronic monitors prescribed by doctors that track heart rate and respiratory activity. Apnea monitors will not prevent SIDS.   It has been proven by research that over 2,600 babies alone in the United States die of SIDS each year. Another country that lead in SIDS death epidemic is New Zealand.  New Zealand ranked number one with the highest rate of recorded SIDS in the world!  The article stated that babies live in New Zealand are nearly twice as likely to die from SIDS as they are in America.   Another article I researched stated,  that babies born in Cuba, Malaysia, Portugal, and the United Kingdom have a better chance of surviving SIDS death during the first month compared to those born in the United States (Dellorto, 2011).  While, some studies suggest that prenatal care could be a leading problem among SIDS death in the Unites states because prenatal care is not all created equal. There are areas of the United States where access to prenatal and preventive care is a real problem.  Finally, I really learn a lot of helpful information on SIDS and even though there is no cause specific of SIDS death in infants.   I have learned a lot of different strategies I can use to prevent the chances of my little ones from dying of this tragic death.

References

 www.mumanu.wordpress.com/some-shockingfacts-about-cot-death-sudden.  

www.thechart.blogs.cnn.com/2011/08/31.u.s.ranks-low-for-newborn-survival

My Birth Story

I myself have never given birth but I have had the opportunity to experience the birth of my little nephew. It was a miracle to have been able to experience this little life. My sister delivery him by cesarean. She was having  some complication with his breathing. I never could have imagine a tiny little person being delivery in my present  just to see the doctor removing him for my sister stomach was just amazing. Now I look at him today in which he is 17 months old and I am just amaze how time has really past. I love him to pieces just like he was my very own child.

 I read and article of birth of babies in China and to my surprising that most women in China prefer having a cesarean than natural birth in order for their child to start school early. That was just very surprising to me because with a cesarean birth it takes a women long to recovery. The article stated that "about 47 percent of all births in China are through C-section, representing the highest rate for the procedure worldwide, although the recommended rate is less than 15 percent, according to a World Health Organization report in 2010". Some woman prefer the cesarean because they do not want to experience the pain from a natural birth. Also they are having cesarean to have their baby born on a specify day. 

www.usa.chinadaily.com.cn/epaper.

Child birth is one of the most amazing thing that a women could experience. I myself would love to be able to experience and rejoicing over this little individual that I help created. This poem reflects my feeling toward that.

Yalanda Moore

NAEYC  AND DEC Codes of Ethnics

There was so many different codes that expresses the way I feel, but I choose the following ones because they were the ones that stood out to me. In which I believe that would be a factor  for anyone of us to have and effective and a successful Early Childhood Program in my opinion.

Ethical responsibilities to children:

 I-1.1—To be familiar with the knowledge base of early childhood education and to keep current through continuing education and in-service training.

 I -1.2—To base program practices upon current knowledge in the field of child development and related disciplines and upon particular knowledge of each child.

 I -1.3—To recognize and respect the uniqueness and the potential of each child.

I-1.5—To create and maintain safe and healthy settings that foster children's social, emotional, intellectual and physical development and that respect their dignity and their contributions.

Principles:

 P-1.1—Above all we shall not harm children. We shall not participate in practices that are disrespectful, degrading, dangerous, exploitative, intimidating, psychologically damaging, or physically harmful to children.

 P-1.2—We shall not participate in practices that discriminate against children by denying benefits, giving special advantages, or excluding them from programs or activities on the basis of their race, religion, sex, national origin, or the status, behavior, or beliefs of their parents.

 Ethical responsibilities to families: 

I -2.1—To develop relationships of mutual trust with families we serve.

 I -2.2—To acknowledge and build upon strengths and competencies as we support families in their task of nurturing children.

 I -2.3—To respect the dignity of each family and its culture, customs, and beliefs.

Principles:

P-2.2 We shall inform families of program philosophy, policies, and personnel qualifications, and explain why we teach as we do.

 P-2.3—We shall inform families of and, when appropriate, involve them in policy decisions.

 P-2.4—We shall inform families of and, when appropriate, involve them in significant decisions affecting their child.

 Ethical responsibilities to community and society:

 I -4.1—To provide the community with high-quality, culturally sensitive programs and services.

 I -4.2—To promote cooperation among agencies and professions concerned with the welfare of young children, their families, and their teachers. 

I -4.3—To work, through education, research, and advocacy, toward an environmentally safe world in which all children are adequately fed, sheltered, and nurtured.

 Principles:

P-4.1—We shall communicate openly and truthfully about the nature and extent of services that we provide.

 P-4.2—We shall not accept or continue to work in positions for which we are personally unsuited or professionally unqualified. We shall not offer services that we do not have the competence, qualifications, or resources to provide. 

 P-4.7—We shall be familiar with laws and regulations that serve to protect the children in our programs.

 P-4.8—We shall not participate in practices which are in violation of laws, and regulations that protect the children in our programs.

P- 4.9—When we have evidence that an early childhood program is violating laws or regulations protecting children, we shall report it to persons responsible for the program. If compliance is not accomplished within a reasonable time, we will report the violation to appropriate authorities who can be expected to remedy the situation.

P-4-10—When we have evidence that an agency or a professional charged with providing services to children, families, or teachers is failing to meet its obligations, we acknowledge a collective ethical responsibility to report the problem to appropriate authorities or to the public.

Week 5

Early Childhood Education Resources For Teachers:

 

Educational Game and Activity Websites:

http://www.coolculture.org/

http://www.kidsmartearlylearning.org/

http://www.earlychildhood.com

http://www.education-world.com

 

Child Abuse Prevention Websites:

  

http://www.childhelp.org/pages/child-abuse-education-prevention-resources

 http://www.childwelfare.gov/pubs/usermanuals/caregive/caregive.pdf

 http://www.naeyc.org/files/naeyc/file/positions/PSCHAB98.PDF

National Association Early Childhood Education for Young Children Websites:

  http://www.naeyc.org/

 http://www.naeyc.org/membership/

http:// www.naeyc.org/conference

National Association Early Childhood Education for Young Children Standards:

http://www.naeyc.org/ncate/standards/

 http://www.naeyc.org/files/naeyc/file/positions/ProfPrepStandards09.pdf/

  

  

 

  

Week 4

Inspirational Quotes

My gut is there are born teachers who need to be polished, and then there are people who can learn to be teachers.” 

 Quotes Pamela Winton,  Ph. D

Of course children benefit from positive feedback. But praise and rewards are not the only methods of reinforcement. More emphasis ...should be place on appreciation--reinforcement related explicitly and directly to the content of the child's interest and efforts".

Quotes Aisha Ray

 “In order to survive, all systems must evolve by providing greater and greater access to the

currents that flow through them. This applies to all physical, biological and social systems that survive and thrive.... But let’s take that one step forward... the systems just described are ... constantly evolving. This suggests another design principle: ... design for evolution rather than creating a static design optimizing for the present.” 

 

Quotes John Hagel