When I Think of Child Development

"Safety and security don't just happen, they are the result of collective consensus and public investment. We owe our children, the most vulnerable citizens in our society, a life free of violence and fear." Nelson Mandela

Thanks everyone for your knowledge and support through this semester. I wish everyone much success :-)

Pro-Social Skills Assesments

Childhood aggression is the best-known behavioral predictor of future social adjustment difficulties. Children with early onset aggression are likely to engage in aggressive behavior throughout the life course . Early aggressive behavior is also strongly associated with later criminal behavior and deviant peer relations, poor school achievement, school dropout, and unemployment. Recently, researchers have focused on determining the positive behaviors that could potentially stop aggressive situations from progressing. These helping behaviors are defined broadly as prosocial skills. Prosocial skills help children make friends and maintain healthy relationships. The ability to behave in prosocial ways is also referred to as social intelligence.

When children interact in a way that is safe, pleasant and inviting to others, they are using prosocial skills and social intelligence or in layman’s terms, “people skills”. Children who are able to get along with others most likely have learned a variety of prosocial skills and have a high level of social intelligence.

Although the typical brain of a child develops more perspective taking ability after the second year of life, children won’t automatically acquire the ability to get along with others. Learning social interaction skills takes practice. The lack of hands-on practice is one of several reasons why it’s hard for two-year-olds to share toys.

If childcare providers and parents want to help children develop social skills such as sharing and taking turns, they must first help children develop empathy and perspective taking skills. When adults read books to children, they can ask children how the characters in the book feel. Playing with puppets is another way to help young children learn about different points of view. Children also learn from watching adults so parents and childcare providers can teach social skills through modeling perspective taking, empathy, self calming skills, etc.

Children need prosocial skills in order to form healthy friendships and other types of relationships. Learning to get along with others and developing social intelligence begins in the first three years of life. The social skills acquired in childhood lay a foundation for adult relationships with coworkers, managers, friends, spouses and children.

How Violence Effects Our Children

I know several children  who have witnessed violence, either at home or elsewhere. Children may be exposed to violence at home, in the community, and in the media. This children I’ve known who were exposed to violence  had significant effects on their development and  forming their own intimate relationships throughout childhood and adulthood. Risk factors are cumulative; the risks for negative outcomes multiply, placing some children in "double jeopardy" (eg, the child exposed to domestic and community violence). Children who are victims of direct assault or who witness repeated episodes of violence are more likely to have significant negative outcomes compared with children who are exposed to a single instance of violence.

In Islam  children are greatly impacted by witnessing abuse between their parents, or by growing up in a home where the victim may be experiencing depression as a result of the abuse. The damage to children is long-term and can affect their personality, their ability to study, and their future relationships. It is more important for children to live with a healthy parent who can be a good role model than to grow up in a climate of fear and anxiety when one or both parents are abusive.

As an advocate for children it is important that , I promote resilence  in children. Resilience is a basic human capacity in all children. Parents and other care givers promote resilience in children through their words, actions, and the environment they provide. Adults who promote resilience make family and institutional supports available to children. They encourage children to become increasingly autonomous, independent, responsible, empathic, and altruistic and to approach people and situations with hope, faith, and trust. They teach them how to communicate with others, solve problems, and successfully handle negative thoughts, feelings, and behaviors. Children themselves increasingly become active in promoting their own resilience.

Breastfeeding Importannce

1.      Breast milk is easier to digest – For most babies — especially premature babies — breast milk is easier to digest than formula. The proteins in formula are made from cow’s milk and it takes time for babies’ stomachs to adjust to digesting them.

2.      Breast milk fights disease – The cells, hormones, and antibodies in breast milk protect babies from illness. This protection is unique; formula cannot match the chemical makeup of human breast milk. In fact, among formula-fed babies, ear infections and diarrhea are more common.

3.     Breastfeeding benefits society

The nation benefits overall when mothers breastfeed. Recent research shows that if 90 percent of families breastfed exclusively for 6 months, nearly 1,000 deaths among infants could be prevented. The United States would also save $13 billion per year — medical care costs are lower for fully breastfed infants than never-breastfed infants. Breastfed infants typically need fewer sick care visits, prescriptions, and hospitalizations.

Breastfeeding also contributes to a more productive workforce since mothers miss less work to care for sick infants. Employer medical costs are also lower.

Breastfeeding is also better for the environment. There is less trash and plastic waste compared to that produced by formula cans and bottle supplies.

Breastfeeding in other countries

Traditionally, Japanese women gave birth at home and breastfed with the help of breast massage. Weaning was often late, with breastfeeding in rare cases continuing until early adolescence. After World War II Western medicine was taken to Japan and the women began giving birth in hospitals, where the baby was usually taken to the nursery and fed formula. In 1974 a new breastfeeding promotional campaign by the government helped to boost the awareness of its benefits and its prevalence has sharply increased. Japan became the first developed country to have a baby-friendly hospital.

Childbirth In My Life and Around the World

A month before my aunts due date, I went to the hospital and visited her, she had just given birth to my baby cousin.  Once I was at the hospital I  realized how exhausted and overwhelmed she looked.

She was able to tell me her unique birthing experience. She explained that once her contractions subsided, she went to bed. A couple of hours later, she awakened by a huge gush of water between her  legs. Immediately my uncle called a car service to take them to the hospital.

Once they arrived at the hospital , my aunt went to the Labor and Delivery floor on her own two feet. There, she was examined by a nurse who was just as surprised discover that she was nine centimeters dilated!!!! She even suggested that my aunt continue labor without an epidural since she had already made it so far.

My aunt grabbed her wrist hard and demanded drugs.

The relief was instant. She was so happy to be without pain.I spent the time talking to my uncle and my parents and chatting on the telephone with friends. Half an hour later, my aunt gave birth to a beautiful girl named Abigail, who weighed in at a whopping nine pounds, two ounces!

 I'll never forget the day when I walked into the room and she was holding my little love bug Abigail. The experience was one of the most life changing and rewarding experiences of my lifeJ

Unlike the United States ,the majority of Japanese women strive to give birth without the use of painkillers. This relates to the Buddhist perception of suffering: There is a belief among Japanese that labor pains act as a kind of test that a woman must endure in preparation for the challenging role of motherhood.

 Another interesting facts, is that fathers are permitted to be present at the birth only if they have taken prenatal classes with the mother-to-be; if a c-section is performed, they must go to the waiting room. In general, hospital stays in Japan tend to be longer than in the U.S.; mothers can expect a minimum of a five-day stay for a vaginal birth and 10 days or more for a cesarean delivery.

After leaving the hospital, mother and baby often stay at the mother's parents' home for a month or sometimes longer -- it is a cultural tradition that women stay in bed with their baby for 21 days.

NAEYC & DEC Code Of Ethics

1.2 -To base program practices upon current knowledge and research in the field of early childhood education, child development, and related disciplines that are intended to direct practitioners to those as well as on particular knowledge of each child.(NAEYC)

To open a non-profit based on evidence based practice is one of my biggest  goals. I truly believe that every program should be based upon evidence based practice. This ensures that the child in the program will receive beneficial results.

1.3—To recognize and respect the unique qualities, abilities, and potential of each child. (NAEYC)

Each child is special and unique. Despite circumstances each child can reach their fullest potential

1.10—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program. (NAEYC)

 Working in urban communities, I saw the importance of the children’s culture. This helps the child form their identity, and feel connected.  It is important that child care providers respect language,  ethnicity ,  and family structure of  each child.

We shall demonstrate, in our behavior and language, respect and appreciation for the unique value and human potential of each child." (DEC)

Uplifting and encouraging children  helps them reach their potential. Children need a caring nurturing enviorment so that they can feel comfortable to flourish.

References

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved October 18, 2013, from

http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

The Division for Early Childhood. (2000, August). Code of ethics. Retrieved October 18, 2013 from http://www.dec-sped.org/

Collection of Resources

·  Media: "The Resources for Early Childhood"

·        
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, fromhttp://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, fromhttp://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, fromhttp://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.

·         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

·          

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

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

o    Association for Childhood Education International
http://acei.org/
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/

·        
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

Geoffrey Canada is my role model in the Early Childhood Field.Geoffrey Canada has become nationally recognized for his pioneering work helping children and families in Harlem and as a passionate advocate for education reform. 

Below is a movie, and 2 books on some of his work on the Harlem Zone