The Effects of Poverty on School-Age Children

I greet Dr. Shepherd and professional colleagues!

November 28^th, 2014

     As an early childhood educator there are very important guidelines that must be met, in order to respect the nature and ethnicity of all children.  “All educators must have the flexibility to understand how various events will impact students.  This requires identifying problems early and addressing them.  At the same time, educators must provide direction, become a mentor and follow a clear set of ethical standards.  This is achieved through integrity, having strong set of principles and consistently practicing them” (NAEYC, 2005).   

     For this course project, I decided to focus on solutions to the unexpected events that young children and families experience.  Often times, many families are hit with unexpected events that can be very challenging to young children and family members too.  Such events may have a trickled down effect on the entire household.  When these types of life occurrences appear young children and family members become traumatized and very stressful.  As children and family are exposed to such risky factors it will eventually cause mental strain in various areas. 

     Hanson & Lynch (2013) write in, “Poverty is frequently associated with developmental risk because it promotes an accumulation of risk factors that compound its hardships (Hanson & Carta, 1996).  Insufficient food, inadequate housing, lack of health care, nonexistent transportation, homelessness, and neighborhood plagued by violence interact to reduce resilience” (p. 14). 

     It has been estimated that approximately one in four children will experience a traumatic event before the age of 16 (The National Child Traumatic Network [NCTSN] 2009.  After exposure to a traumatic event or stressor, the availability of support for recovery is crucial to recognizing the onset and course of post-traumatic stress disorder (PTSD).  (Bernardon & Pernice-Duca, 2010)

     As an educator, working closely with young children, the principle way is to treat children equally, “regardless of ethnicity, religion, language, gender and socio-economic status” (Hardin and Hung, 2011).

     Questions to ponder!

1.     Do you think it would make a difference if a, Black American educator assist and support the needs of a Japanese family who recently migrated from Japan to the United States?  Why or why not?

2.     How likely would it be to focus only on one school?  Why or why not?

3.     How can I target this idea?

References:

Hanson, M. J. & Lynch, E. W. (2013). Understanding families: supportive approaches to

            Diversity, disability, and Risk. (2^nd ed.).

Bernardon, S. & Pernice-Duca (2010). A family systems perspective to recovery from

            Posttraumatic stress in Children. 18(4), 349.  Retrieved from:

            http://tfg.sagepub.com.ezp.waldenulibrary.org/content/18/4/349.full.pdf+html

Hardin, B. J., & Hung, H. F. (2011). A cross-cultural comparison of services for young

            Children with disabilities using the ACEI Global Guidelines Assessment (GGA).

            Early Childhood Education Journal. 39(2), 103-114.

NAEYC Ethical Code of Conduct and Statement of Commitment, (2005). NAEYC.

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

Profoundly,

Cecelia Johnson

Young children's Identity

Greetings to Dr. Tammy Shepherd and professional colleagues!
I welcome you all with blessings of kindness, peace, love and prosperity!

Our discussion questions from the first module was very intriguing. I believe it is very important to reflect on our past experiences as a child.  It reminds me of where I came from and how I became the person I am today.  In fact, this exercise tapped into some very memorable moments that are still distinctly vivid today.   As educators, it is very important to identify both positive and negative contextual factors.  When you can identify with contextual factors in young children it helps to understand the children in whom we come in contact with.  Promoting a balance within the classroom environment is very important for both child/teacher; building positive relationships sets a positive atmosphere; and the fact that we are well into the age of technology makes a tremendous difference.

Hermon (2012) explains, "Montessori pedagogy is the perfect antidote to the frenetic lifestyle of so many technophiles.  Montessori specifically addresses the importance of sustaining concentration, focusing on one task to completion, and cultivating skills in grace, courtesy, and empathy.  Additionally, these skills are suited to the home and classroom."

Reference:
Herman, J. M. (2012) Creating balance in the new age of Technology. Montessori Life.
                Retrieved from: www.waldenu.library

Profoundly,
Cece Johnson

Eary Childhood Educator Speaks

After involving myself in numerous aspects of early childhood education for the past couple of years now, I have learned that one can actually effect social change and create positive outcomes for both young children and their families by teaching the latter fundamental principles that are necessary to contribute to a progressive society. A large part of what we as educators do is help children to utilize the emotional, cognitive, and rudimentary physical tools that they have to cope with the vicissitudes of life.  Moreover, by teaching them basic values such as temperance, patience, understanding, kindness, and consideration for others, we can actually help to mold these individuals into compassionate, intelligent, attuned people who are cognizant of themselves and of the others around them, so that they can positively affect the latter.  I have learned that the early childhood educator's approach to this goal typically works well when it is synthesized with a similar approach from parents and home connections, and when the child's family seeks the same sort of goals.
Photo relates to: "Improving Access to Early Childhood Education."  Follow the link: http://www.rand.org/topics/children-and-families.html
Mrs. Jay

Innovative and inspiring approahes for fostering learning during early childhood

Innovative and Inspiring Approaches for Fostering Learning during Early Childhood

Mrs. J

 

Europe has been a rich source of many influential educational ideas.  In elementary and early childhood education, three of the best-known approaches with European origins are Waldorf, Montessori, and Reggio Emilia.  All three are seen as strong educational alternatives to traditional education and as sources of inspiration for progressive educational reform.  Contemporary interest in these approaches leads the public and the professional community to ask many questions about their parallels and contrasts.  Many observers have noticed common themes and elements in their views of children and their development (Edwards, 2002).

 

     As an early childhood educator, one of my favorite parts of the school day is to see young learners engage in various activities during center time.  Young children simply motivate themselves at the easel, where they become mastery artist; builders; creating highways, buildings, and other interesting architect; fire fighter, mail clerk, doctor, chef, nurse, store owner, and even a teacher.  Children engaging in the sandbox enjoy creating sandcastles and play-dough; strengthening fine-motor skills.  Children learn significantly from their peers during center time. 

 

Play-dough supports children’s growth and learning in many domains.  Young children learn best through manipulation of materials in which they can see the effects they have on the world around them.  Many of these experiences come through play.  Children cooperate with peers, communicate their ideas through spoken language, express themselves through creativity and dramatic play, learn about the effects they can have on their environment (Young Children, 2005).

 

Discussion/ Question

 

1. How can we promote young children’s learning and development outside of the classroom?
2. One thought: A community walk through that relates to center time.  Children will visit the local stores, firehouse, post office, restaurant/ chef, Doctor’s office w/ a nurse, and the roads where they get to see public transportation. 

Cultural Identity on Child Development

Mrs. Jay

Spirituality in Young Children’s Temperament and Self-Control

Cultural Identity on Child Development

• Nature and Spirituality linked
• Life linked with nature
• Person develops in the context of belonging to a ‘place

 

It is reported that family placement in the UK is typically the archetypal separation of a person from their physical environment.  Yet the interaction of the person with place- both past and present has argued to be crucial for identity formation”. (Sharley, 2012, p.1) It is reported that research has derived from Maori social work literature that which is required in the exploration of the link between the individual’s identity with place and that this has been accomplished through “an application of the concept of spirituality within western social work practice models”. (Sharley, 2012, p. 1) the Maori perspective is such that holds that a deep spiritual connection exists with the physical environment in which the individual lives thereby creating a sense of belonging and attachment to that place.  Maori cultural identities are reported to be connected in a direct manner to the physical location that has been shared by many generations in terms of their history and lifestyle and coexistence, stewardship, cooperation and harmony with the natural world.

Intro of thyself

Greetings to all!

My name is Mrs. J, I have been servicing the early childhood community for fourteen years.  My educational journey began in 2002 when I graduated from Empire State College with a Bachelor's of Science degree in Child Development. Shortly after, I was hired to work for the City's public school system.  Over the course of years, I have learned much about child development in my classroom experiences.    What interest me about working in the early childhood community is meeting the needs of all children.  Learning begins the first six years and for children to develop in a normal capacity, it is very important for childcare providers and teachers to have a spirit of honesty, kindness, patience, and trustworthy for the sake of a child.  Additionally, working with parents promotes the positive outcome of a child's development.  It makes me feel good every day at work to know that I have nurtured, shaped, and mold someone's child.  There is much joy in teaching children!  The person I am can promote the person they become. 




As for now, I am well into my second semester at Walden University which is the EdD Early Childhood Program.  The values and beliefs that I am aspiring to include: a desire to be a productive member of the community, a willingness to help students and a commitment to children/ families.  Moreover, there are other principles which I am focusing on as well.  The most notable are: social justice, nurturing, love, caring, accountability, creating positive transformations and professionalism.  These areas will help me to become an effective early childhood educator.  As a result, I am aspiring to be someone who has a passion to realize my goals, dreams and hopes.  I believe that these attributes will help me to make a difference in the lives of children, families, and other stakeholders.   


Thanks in advance!
Mrs. J.

Early childhood education to extinguish poverty at the root.

Millions of children around the world lack access to early education, early education intervention given at a young age has proven to better prepare children to succeed in school. What we are aiming towards is for every kid whether rich or poor to be able to receive the same quality education taught by a skilled teacher. Why is this important? You may ask, well succeeding in education is important because it helps rid the cycle of poverty. Young families around the globe are struggling now more than ever to put food on the table let alone keep a roof over their heads. The stress that is apparent day to day tends to put the priorities to the back, meaning fear of not being able to, is what’s keeping parents from choosing early education over paying the rent. In doing so the vicious cycle begins and majority of the times never ends.

In early education children not only learn the basics like their ABC’s but motivation, an appetite to do better for their family. They’ll start to realize that poverty isn’t something that should be a norm and definitely nothing you should be satisfied with, but when you take that away from them they fall behind and education simply becomes last on their list. Programs like this should be available at all means all the way down to the transportation, another stumbling block can be the cost to travel, if we can provide a reliable source for the children to get there it would be even more of an help. Depending on the child’s living situation many of the times if they are in a single parent home they are stuck in front of a TV simply because their parent doesn't have enough time to interact with them between work and cooking dinner, so for many early education is the only source of interaction and school preparation.

In conclusion, the number one prevention for poverty is education; education welcomes all of any race, financial status, and gender the opportunity out of a bad situation. Many of the kids, teachers come in contact with have absolutely no positive role models so, the teacher not only stands as a gap to education but an inspirational figure who the kids can clearly see cares about them in a non-superficial way. Look at it this way what more does a teacher want from you then to be the best you can an to not set limitations on what you can achieve. Early childhood education is the key to ending poverty and insuring prosperity of our youth’s futures.