Early Childhood Blog A Lot: Final Quote & A Huge Thank You!!

Early Childhood Blog A Lot: Final Quote & A Huge Thank You!!

Hi Elizabeth,  This is one of my favorite quotes that you have posted.  I have stitched it a few times on pillows for fellow teachers when they have left.   Some people are truly a teacher at heart and do sincerely make a difference.  We need to hold onto this thought when we feel that we are unable to do enough for enough of the children in the world.  This also helps us to put what is important into perspective.  Not what we have, but what have we done?  I have enjoyed reading your posts and replies.  I look forward to learning more from and about you in future classes.  Cindy Ferguson

 

When I Think of Child Development...

The following quotes are a good indicator of what comes to mind when I think of child development.

Often in our role as teacher or facilitator this occurs and we must take care to prevent or change it:

"Adults look upon a child as something empty that is to be filled through their own efforts, as something inert and helpless for which they must do everything, as somethings lacking an inner guide and in constant need of inner direction....An adult who acts in this way, even though he may be convinced that he is filled with zeal, love, and a spirit of sacrifice on behalf of his child, unconsciously suppresses the development of the child's own personality."  Maria Montessori


Children's developmental milestones:

"Focus on quality and ease of movement, not on the age a milestone is accomplished."  Magda Gerber


Thank you to all my classmates who have shared their thoughts, experiences, and time during the past eight weeks.  As in previous classes, I am gaining much insight from each of you and your ideas.  There is great value to be gained from looking at things from many perspectives and that is happening each time we read each others posts.  I look forward to working and learning with each of you in the upcoming months as we proceed through this program.  Cindy Ferguson

Testing for Intelligence?

            There are countless opinions both for and against intelligence testing, which type of test best measures intelligence and how much weight should be put on the results.  Berger writes, “Beyond the fact that scores change, a more fundamental question is whether any single test can measure the complexities of the human brain.  This criticism has been targeted particularly at IQ tests when the underlying assumption is that there is one general thing called intelligence….Children may instead inherit a set of abilities, some high and some low, rather than a general intellectual ability”, (2012).

            Advantages of standardized testing include that they “yield quantifiable information (scores, proficiency levels, and so forth), results can be used in screening programs (e.g., identifying those students in need of further assessment).  Second, standardized test results provide information regarding an examinee’s areas of strengths or weakness.  Third, standardized test results allow a student to be compared to age- or grade-peers.  Finally, standardized tests can be used to assess student’s progress over time….The most important advantage of results from a test administered in a standardized fashion is that the results can be documented and empirically verified”, (Flanagan, Mascolo, & Hardy-Braz, 2003-2009).

            Flanagan, Mascolo, & Hardy also list several disadvantages of standardized testing.  “(1) standardized test items frequently are unrelated to those tasks and behaviors required in the classroom setting, (2) standardized test results reflect behavior or ability that has been measured during a single point in time and, as such, are greatly influenced by noncognitive factors (e.g., fatigue, attention, and so forth); (3) standardized test results do not provide the type of information required for making curricular modifications or instructional change, and (4)standardized administration procedures often prevent the examiner from obtaining useful information regarding the conditions under which the examinee may be able to improve performance (e.g., could a student with a language deficit benefit from clarification of test directions?)”, (2003-2009).

            When considering a commitment to viewing young children holistically, I believe that we should take all areas of development into consideration when measuring or assessing intelligence.  This should include the areas of cognitive, physical, language, and social-emotional.  The use of standardized tests may also come into play once entering school, but should not be the only means of assessment.  Observations, samples of work and interviews should also be taken into account when looking at a child’s level of development and areas of strength, weakness and to track growth as an individual. 

            As early childhood professionals, we need to learn that measuring the mind of children, as is their development, an ongoing, ever-changing process.  We must continue to stay up-to-date with research and new developments in the field and be open to new methods while implementing those that have been relied upon up to now.  We must use the information we can gain from multiple sources (e.g., observation, testing and assessments, samples of children’s work) and integrate it to develop an instructional plan that will facilitate and ensure optimal learning and development in all areas for each child as a unique individual.

References

Berger, K. (2012). The developing person through childhood. New York, N.Y: Worth Publishers.

Flanagan, D., Mascolo, J., & Hardy-Braz, S. (2003-2009). Standardized testing. Retrieved from http://www.education.com/reference/article/standardized-testing/

Consequences of Stress on Children's Development--Poverty

“Poverty is a persistent problem throughout the world and has deleterious impacts on almost all aspects of family life and outcomes for children….The economic definition of poverty is typically based on income measures, with the absolute poverty line calculated as the food expenditure necessary to meet dietary recommendations, supplemented by a small allowance for nonfood goods.  However, many poverty researchers use a broader definition suggesting that “poor” means lacking not only material assets and health but also capabilities, such as social belonging, cultural identity, respect and dignity, and information and education” (Engle & Black).

            Poverty is a source of chronic stress for children and presents itself in many forms that can impact and interfere with development .  The chronic stress experienced by children living in poverty can result in working memory impairments, limited life/coping skills and socio-emotional trauma that negatively impact their ability to learn and to manage daily life. …the neural systems of poor children actually develop differently from those of middle-class children, affecting language development and the ability for children to plan, remember details and pay attention in school” (DuPree, 2011).  The negative effects have been seen as early as two years old and the readiness gap can last through high school and may never be closed in some cases (Engle & Black).  “ Between 30 and 40% of children entering kindergarten in the United States are estimated to not be ready for school….Similarly, in developing countries, children in poverty are at much greater risk of never attending school than wealthier children” (Engle & Black). “…low income families tend to live in low-income neighborhoods, often characterized by high density, crime, and few opportunities for academic socialization.  Schools are often under-funded, beset by disciplinary problems, staffed by poorly equipped teachers, and confronted with difficulties meeting their educational mandates” (Engle & Black).   

“….finding ways to reduce stress in the home and school environment could improve children’s well being and allow them to be more successful academically.  High levels of stress hormones influence the developing circuitry of children’s brains, inhibiting such higher cognitive functions such as planning, impulse and emotional control, and attention….cortisol, a hormone the body releases in response to stress.  With minor stress, a modest increase followed by a decrease in cortisol over time is associated with improved performance on complex tasks….at high levels of stress, particularly over a long period of time, cortisol can be sustained at high or low levels or even become blunted, actually decreasing in response to challenges….Research indicates that emotional regulation, self-control and academic performance are tied to the typical pattern, in which cortisol rises in response to stress and falls again when the stressor is gone.  Consistently high levels of cortisol as well as blunted responses to stress are linked with poor self-control, and academic difficulty….” (Bock & Miller, 2012).

“UNICEF (2000) argues that $80 billion per year would meet the minimum ‘standard of living, including access to adequate food, safe water and sanitation, primary health care and basic education’ for all the children in poverty. …$80 billion equals less than a third of one percent of global income” (Cho, Children in poverty worldwide).  In addition to money, “ ...Intervention programs are needed that provide enriching environments and enable children and families to develop patterns of positive interactions that can be sustained throughout children’s education” (Engle & Black).  Teachers can also make great changes in reversing the effects of delayed brain development by “developing strategies that focus on building the following core skills:  attention and focus; short and long term memory; sequencing and processing; problem-solving, perseverance and ability to apply skills in the long-term; school social skills/norms; self-esteem and confidence” (DuPree, 2011).

I was born and raised in the state of Maine.  One of the stressors that I am familiar with is poverty.  Growing up we were probably in the middle to low income category, but I had many friends who were probably classified in the low to poverty level.   The area I was from was a farming and fishing community.  If you were not born there, there was not much at that time to bring people into the area.  We drove about 30 minutes to the nearest chain grocery or department store.  Cable television was on both sides of us.  There were not enough people in the small community in which I lived to allow for cable.  We had 4 channels that we watched.  The area has grown slightly over the years but not much has changed. Many people were on state aid, received food stamps and oil assistance. Poverty is still a very real issue for the families in that area.

 “There are about 70,000 children in Maine under age five….Most of these children live in households where parents work full time; many at more than one job just to support their families.   Over the past 6 years, a greater number of Maine’s youngest children have been living at or below the poverty level than in other New England states.  One in five infants, toddlers, and preschoolers (about 15,000) live with a family income of $18,530 or less for a family of three.  Another 20,000 live in families with income slightly above the poverty line, but their families struggle to make ends meet ($18,530 - $37,060/3).  Nine out of 10 young children in Maine whose parents lack a high school degree live in low-income families.  Three-fourths of young children whose parents have only a high school degree live in low-income families.  In Maine as well as nationally, children in low-income and poverty-level homes are much less likely to have access to quality early childhood programs that prepare them for success than are their middle-income peers.  Only one in three children who qualify for Head Start receive it due to limited federal and state funding.  Only about 25 percent of Maine’s 4 year old children are served in a public pre-K program.  Only 15 percent of eligible families are served by the Maine home visiting program.  (This discrepancy will improve once Maine’s new federal funding for home visiting is in place)” (Overcash).

In my research I found several new programs that are beginning to bring change and relief.  One is the Maine Children’s Growth Council.  Some of the accomplishments are Invest Early in Maine—A Working Plan for Humane Early Childhood Systems, located at http://mainecgc.org/invest_early_in_maine_2007.pdf; the Invest Early for 2020 Plan located at http://mainecgc.org/IE2020.pdf; the Maine families home visiting program.  Maine is also competing for a monetary award from the Race to the Top Early Learning Challenge which would benefit early childhood education and provide for low-income children.  Information on this can be found at http://www.maine.gov/education/fouryearold/racetothetop/ and http://mainedoenews.net/2011/10/19/rttt-application-submitted/  .   Every effort we make on behalf of children and their families can help alleviate stress and its effects.  Through funding, education, and advocacy changes can be made although it seems like a slow process.

References

 Bock, R. & Miller, M. (2012). Stresses of poverty may impair learning ability in children: NIH funded research suggest stress hormones inhibit brain function, stifle achievement. U.S. Department of Health and Human Services. NIH News National Institute of Health. Retrieved from http://www.nih.gov/news/health/aug2012/nichd-28.htm

Cho. S. Early childhood education in developing countries. Children in worldwide poverty. Retrieved on 27 January, 2013 from http://sitemaker,umich.edu/356.cho/children_in_poverty_worldwide

DuPree, S. (2011). Life is stress: the impact of poverty on childhood brain development. Retrieved from http://www.languageandliteracyforall.org/activities_research/life-is-stress-the-impact-of-poverty-on-childhood-brain-development/

Engle, P. & Black, M. The effects of poverty on child development and educational outcomes. Retrieved on 27 January, 2013 from http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1002&context=psycd_fac

Overcash, D. Invest early for 2020 building the foundation for Maine’s future. Maine Children’s Growth Council. Retrieved from http://mainecgc.org/IE2020.pdf

Child Development and Public Health-Breastfeeding

            There is widespread agreement among organizations such as the World Health Organization, UNICEF, the American Academy of Pediatrics, the U.S. Department of Health and Human Services, and the Center for Disease Control that breastfeeding is best in most situations.  Numerous studies have been carried out and research indicates and supports “the use of breast milk as the optimal choice for infant nutrition, citing several health benefits to both infant and mother for breastfeeding” (Thurman & Allen, 2008).

            There are many well-known benefits to breastfeeding.  Berger, page 152, in the textbook has an extensive list of benefits to the infant, the mother, and the family (2012).  The baby benefits from nutrition balanced to its age, micronutrients and antibodies in the breast milk, experiences less illness as an infant and as an adult, higher IQ, and a lower incidence of SID’s (Berger, 2012).  The mother enjoys the convenience of and satisfaction from breastfeeding, a natural form of contraception, easier bonding process, and a reduced chance of osteoporosis and breast cancer (Berger, 2012).  Berger lists as family benefits a decreased level of paternal stress, monetary savings, and raised levels of sibling survival due to births occurring further apart (2012).

Breastfeeding raises many different emotions and responses from people depending upon their culture, education, support, and experiences.  In my personal experience I had three children and breastfeed each for different lengths of time and with different rates of success.  My first experience lasted only a couple of months.  My son and I could not seem to get the hang of it.  He had difficulty latching on and as a very new, inexperienced mother I was very concerned with if he was getting enough breast milk for healthy growth and development, so I switched to formula. 

 My second son had no difficulty at all and I was an at-home mother at the time and exclusively breastfed.  At about 9 months I tried to introduce bottle feeding and he would have no part of the bottle.  I continued to breastfeed until one year of age at which time I was encouraged by my pediatrician to take the bottle away and begin whole milk.

 I was working in a child development center when I gave birth to my third son, so worried about refusing a bottle I did introduce breast milk feedings in a bottle occasionally from very early on.  I wanted to be sure he would accept a bottle feeding while I was at work.  We both seemed to do well with this arrangement and it allowed his father to participate in feedings as well.

The rate of breastfeeding in the United States has increased over the years, but has room for improvement.  The U.S. DHHS published a Healthy People 2010 goal which includes reaching a 75% breastfeeding rate just after birth and maintaining a rate of 50% breastfeeding still at 6 months of age (Chertok & Hoover, 2009).  The United States currently recommends exclusive breastfeeding for the first 6 months of life and to continue with breastfeeding for months 6-12 with solid foods as a supplement if needed (Chertok & Hoover, 2009).

During the research of this topic I have come across several areas surrounding the subject of breastfeeding that I found to be especially interesting and relevant.  First is the concern over lack of professional support and information from healthcare providers. Thurman and Allen point out how “misinformation from health care providers and minimal discussion about the process and benefits of breastfeeding compared with formula feeding contribute to low breastfeeding rates and increase maternal frustration and confusion regarding breastfeeding” (2008).  They also state it was the end of the 20^th century before “the International Board of Lactation Consultant Examiners was formed, initiating the new professional role of lactation consultant” (Thurman & Allen, 2008).   

A study performed in Puerto Rico by Leavett, Martinez, Ortiz, and Garcia describes a “reported lack of knowledge in areas related to breastfeeding and little practical experience in the management of breastfeeding among both pediatricians and obstetricians in Puerto Rico” (2009).  Examples of this given were that physicians lacked knowledge of the benefits of breastfeeding to raising immunity levels, were known to recommend the combination of breastfeeding and formula, and of breastfeeding contraindications (Leavett, Martinez, Ortiz, & Garcia, 2009).   There is a recent AAP Policy Statement  that makes recommendations to address and correct these concerns (Leavett, Martinez, Ortiz, & Garcia, 2009).

The next study I will address concerns the level of early childhood center staff knowledge on breastfeeding and the need for education uncovered.  Manhire, Horrocks, and Tangiora have concerns over the raised number of infants in out of home childcare arrangements and the impact on the rate of breastfeeding, (2012).  There is limited research done in this area and what has been done led researchers to believe “although there was a supportive attitude by staff, there remained a need for breastfeeding to be considered the norm in terms of administration, staff, and parental expectations” and “there was a need for breastfeeding policy, education about breastfeeding and improvement in physical childcare facilities to better support breastfeeding families” (Manhire, Horrocks, & Tangiora, 2012).  Staff at the centers were open to education on breastfeeding if provided (Manhire, Horrocks, & Tangiora, 2012).  Manhire, Horrocks and Tangiora concluded that “The ideal environment  to support the breastfeeding relationship while returning to paid work needs a three pronged approach:  first, breastfeeding should be well established through a paid parental leave policy; second, there should be a flexible and supportive workplace environment to encourage breastfeeding; and finally, ECC staff who are knowledgeable about breastfeeding are essential” (2012).

There has been much concern over the risk and rate of AIDs transmission through breastfeeding and this led to research into practices to help lower the rate of transmission  (Moland, van Esterik, Sellen, de Paoli, Leshabon, & Blystad, 2010; Coovadia, Rollins, Bland, Little, et al, 2007).  It was thought not long ago that breastfeeding was not a viable choice but research has shown that “existing evidence of the superiority of breastfeeding in terms of infant survival, and the 2010 infant feeding guidelines promoting breastfeeding as the first choice of infant feeding method…replacement feeding has substantial negative unintended consequences for the individual mother, for her infant, for households and for health systems” (Moland, van Esterik, Sellen, de Paoli, Leshabon, & Blystad, 2010).  The study by  Coovadia, Rollins, Bland, Little, et al reinforces the findings supporting exclusive breastfeeding also (2007).  They state:  

Exclusive breastfeeding ordinarily protects the integrity of the intestinal mucosa, which

thereby presents a more effective barrier to HIV.  Exclusive breastfeeding is associated

with fewer breast health problems than is mixed feeding, such as subclinical mastitis

and breast abscesses, which in turn are associated with increased breastmilk viral load.

The effect that small departures from exclusive breastfeeding have on the risk of HIV

transmission is uncertain, although  predominant breastfeeding (the introduction of non-

milk fluids) was associated with reduced transmission in one study.  Why is the

addition of solids especially hazardous?  Perhaps large and complex proteins found

in solid foods precipitate greater damage than do modified cows’ milk proteins to

gastrointestinal mucosa, which ease viral entry between cells, or regulate gut receptors

differently, thereby increasing the likelihood of virus adherence and infection

(Coovadia, Rollins, Bland, Little, et al, 2007).

            Complications surrounding exclusive breastfeeding are that custom calls for the introduction of additional foods and fluids to the infant’s diet; economic circumstances require the mother to work, and there may not be social support from their peers or partner. 

The last study concerns the legislation that led to change in how breastfeeding is viewed and supported in areas of the United States (Chertok & Hoover, 2009).  Not only was breastfeeding not supported as a woman’s right, but it was considered a criminal act of indecent exposure in many states.  Chertok & Hoover list New York as being “one of the first to exempt breastfeeding from being a criminal offense in 1984, and later recognized the inadequacy of the law regarding the support of breastfeeding.  As such, in 1994, the state of New York proceeded to amend its Civil Rights Act to include breastfeeding” (2009).  Many states have gone beyond just addressing the right to breastfeed and making it legal and have passed legislation that will support it.  For example, “accommodating pumping breaks, provision of a private place for pumping, use of refrigerators for the safe storage of milk, and the definition or commendation of supportive employment setting” (Chertok & Hoover, 2009).  There are  allowances for excusal from jury duty when it would interfere with feeding requirements of the infant (Chertok & Hoover, 2009). 

            Each of these studies has looked at different aspects related to the issue of breastfeeding.  The one thing I saw repeatedly was the importance of promoting and accommodating exclusive breastfeeding for at least the first six months of a child’s life.  Each agreed upon the listed positive effects and had very little negative if any, to report.  Each has increased my level of knowledge and understanding of the very critical and personal choice that breastfeeding is.  Increased knowledge and understanding has enabled me to be more supportive and better able to articulate the positive and critical nature of breastfeeding to parents and other professionals I work with. 

 I have eight infants in my classroom at this time and three of the eight were breastfed for at least the first few months of life.  One continued until about 7 months and felt her milk supply was not enough and with her pediatrician made the decision to supplement with formula and ended up switching completely to formula within a few weeks.  I have one infant who has just turned one year old and mom continues to breastfeed.  She has decided to not continue the breast milk at the center and has introduced whole milk and that is what she receives now.  Each has their own reasons and preferences that led to their own personal decisions about breastfeeding.

The children in my care and their parents look to me and depend on me to be educated and knowledgeable about best practices and current research in the field of child development.  They need to be able to count on my using my knowledge to enhance the environment and foster development not only in their child but with them also.  I need to be able to look at issues from many perspectives and be open to new ideas.  The more informed I become, the better able I am to care for and serve the children and families that depend upon me.

References

Berger, K.S. (2012). The developing person through childhood. New York, NY. Worth Publisher.

Chertok, I., &Hoover, M. (2009). Breastfeeding legislation in states with relatively low breastfeeding rates compared to breastfeeding legislation of other states. Journal of Nursing Law, 13(2), 45-53. Retrieved from http://search.proquest.com/docview/206516990?accountid=14872

Coovadia, H., Rollins, N., Bland, R.M., Little, K., et al. (2007). Mother-to-child transmission of HIV-1 infection during exclusive breastfeeding in the first 6 months of life: An intervention cohort study. The Lancet, 369(9567), 1107-16. Retrieved from http://search.proquest.com/docview/199055199?accountid=14872

Leavitt, G., Martínez, S., Ortiz, N., & García, L. (2009). Knowledge about breastfeeding among a group of primary care physicians and residents in puerto rico. Journal of Community Health, 34(1), 1-5. doi: http://dx.doi.org/10.1007/s10900-008-9122-8

Manhire, K.M., Horrocks, G., & Tangiora, A. (2012). Breastfeeding knowledge and education needs of early childhood centre staff. Community Practitioner, 85(9), 30-3. Retrieved from http://search.proquest.com/docview/1039540520?accountid=14872

Moland,K., van Esterik, P., Sellen, D., de Paoli, M.,Leshabari, S., & Blystad, A. (2010). Ways ahead: Protecting, promoting and supporting breastfeeding in the context of HIV. International Breastfeeding Journal, 5(1), 19. doi: http://dx.doi.org/10.1186/1746-4358-5-19

Thurman, S. E., & Allen, P. J. (2008). Integrating lactation consultants into primary health care services: Are lactation consultants affecting breastfeeding success? Pediatric Nursing, 34(5), 419-25. Retrieved from http://search.proquest.com/docview/199436749?accountid=14872