My Supports
My biggest supports are my twin baby boys. They can't help me bring in the groceries. Yet. They can't help me fold laundry. Yet. They can't help me clean their room, make their beds, or even do the dishes. Yet. But they truly are the force that drives me everyday. They not only get me out of bed everyday, but they are what keeps me on track to finish my master's degree. I know that one day it will be all worth it and I will be able to provide them with the life that they deserve. Of course, if they did not exist, I would go on. However, they are what completes me as a women. They have made me the best thing in the world: a mother.
Another big support is my boyfriend. He pushes me everyday to finish my master's degree to show our boys that having a higher education is essential in this day and age. He supports me by picking up the slack in regards to my boys when mommy has to do homework or even take a nap because she is sooooo tired. He is my friend and helps me see the bigger picture of life. I think that if he didn't exist, I would be heartbroken. He is a great father and tries everyday to show them how to be little men. Without him, I know that my boys would suffer and so would I.
A practical support is my obsession with making lists. I have one for the grocery store. I have one for my life goals. I have one for my daily activities. I even have one for my monthly budget. I use lists to "dumb" things out of my head. If I do not write things down, not only do I forget things, I can also become obsessed with details. Inevitably the mental lists of things to do, things to buy, or things to pay keeps me up at night. Obviously if I did not have the ability to make lists, I would be more and more confused. I think I would go around trying to remember what it was that I forget!
My Chosen Challenge
This task is hard. I could imagine being deaf. Blind. Not have legs. Not have arms.With any of these, the needed supports in my life would be great. Somehow though I know that I would hate to have to rely on others for help. I'm stubborn. (lol) However, I know that I would need someone to teach me sign language if I was deaf or someone to drive me around if I was blind. Yet, I would want to set an example for my children and show them that anything is possible, even with challenges. I think the benefit of any support is that it makes a person feel "normal" when they live with challenges. I have seen many documentaries on disabled people where they suggest that they wish to just be seen as normal and not known for their disabilities. I feel that I would want the same respect.
Saturday, February 16, 2013
Saturday, February 2, 2013
My Connections To Play
Quote 1: "In every real man a child is hidden that wants to play." - Friedrich Nietzsche
Quote 2: "A child who does not play is not a child, but the man who doesn't play has lost forever the
child who lived in him and who he will miss terribly."- Pablo Neruda
During my childhood, my parents encouraged me to play with all sorts of toys. I grew up with a brother, so he had lots of "boy" toys and I had lots of "girl" toys. However, we traded off toys and played together all the time. Toys were never separated into boys/girls toys in our household. Although I have to admit, I never really did get into playing green army men outside in the dirt. Either way, my brother was a big support in my quest for play. He was always way more imaginative than I in terms of finding ways to play.
I have to admit that I do not remember how play was in a classroom setting during my childhood. In my experiences of working at day cares or preschool programs, I have found that play is more encouraged and allowed. However, I have seen the difference between good quality and poor quality early childhood programs. I have noticed that good quality programs have designated areas for all different types of play. Yet, as children begin to enter kindergarten, it is my experience that the time for play is lessened and replaced with academics for state assessments. I hope that in the future this type of practice will change.
Growing up, I was not discouraged from playing. However, I think that my shyness kept me from doing imaginative play with other people in my class. Furthermore, I played by myself at home a lot and when my friends came over I was always a little selfish with my toys. Now as a parent, I try to encourage my boys to play openly and without reservation. I try to teach them to share their toys with each other and to use their imagination when playing. In all, I try to play with my boys often. I hope to encourage them to not be shy and to partake in activities with their peers.
Quote 2: "A child who does not play is not a child, but the man who doesn't play has lost forever the
child who lived in him and who he will miss terribly."- Pablo Neruda
During my childhood, my parents encouraged me to play with all sorts of toys. I grew up with a brother, so he had lots of "boy" toys and I had lots of "girl" toys. However, we traded off toys and played together all the time. Toys were never separated into boys/girls toys in our household. Although I have to admit, I never really did get into playing green army men outside in the dirt. Either way, my brother was a big support in my quest for play. He was always way more imaginative than I in terms of finding ways to play.
I have to admit that I do not remember how play was in a classroom setting during my childhood. In my experiences of working at day cares or preschool programs, I have found that play is more encouraged and allowed. However, I have seen the difference between good quality and poor quality early childhood programs. I have noticed that good quality programs have designated areas for all different types of play. Yet, as children begin to enter kindergarten, it is my experience that the time for play is lessened and replaced with academics for state assessments. I hope that in the future this type of practice will change.
Growing up, I was not discouraged from playing. However, I think that my shyness kept me from doing imaginative play with other people in my class. Furthermore, I played by myself at home a lot and when my friends came over I was always a little selfish with my toys. Now as a parent, I try to encourage my boys to play openly and without reservation. I try to teach them to share their toys with each other and to use their imagination when playing. In all, I try to play with my boys often. I hope to encourage them to not be shy and to partake in activities with their peers.
Saturday, January 19, 2013
Relationship Reflection
My relationship with my boyfriend is special because we try everyday to keep our family together. We communicate, share our feelings, solve problems, talk things out and basically try to keep our relationship strong by maintaining our friendship. We are both first time parents. Needless to say, the pregnancy took us by surprise. We work together each day to raise our sons in a stable environment, riddled with encouragement, love, understanding and lots of kisses. We partner together to teach our sons about respect for others, manners and the ability to express themselves with love and understanding for each other. My boyfriend and I do not have a lot in common. Yet, the love of our boys and the determination to be a family has brought us closer together.
My sons, David and Andrew, are my whole world. I worried, even as a teenager, how I was ever going to afford to stay home with my children. I can say today that I am blessed to have the opportunity to raise my children in a healthy, happy and stable environment. They have taught me patience, love beyond a capacity that I had ever known, understanding and the ability to see the study of child development in a whole new way. By having children, I have become a stronger advocate for early childhood care and education. At this point, in California, preschool is not mandatory. Therefore, I am concerned everyday with whether or not I will find a good, quality early childhood program for my boys.
My sister is another strong relationship in my life. She has taught me a lot about being a mother. She has been there for me whenever I have questions, need advice, or just need a shoulder to cry on. She is a strong, stable individual that has taught me to be independent and to face life head on. Her children are now school age, which encourages me to advocate for education beyond early childhood. They currently attend a Charter school that envelopes the children in an environment of learning, without the hassles of having to "teach to the test."
Monday, December 17, 2012
When I Think of Child Development...
"Be who you are and say what you feel,
because those who mind don't matter,
and those who matter don't mind." --Dr. Seuss
I love this quote because it teaches children to be themselves and to not worry about what others think of them. Sometimes during childhood, life can be tough. Tough questions, touch answers. But I believe that if you teach a child to stay true to themselves, this is the best gift that we can bestow upon them. During the ages of 4-11, many changes are taking place. Quite a few changes are cognitive, yet some are physical and emotional, as well. However, I feel the biggest change is that of the social environment. School begins at age 5 and so does the importance of friendships, peer interaction and social skills that will carry us through a lifetime. I find it crucial that as a child comes into their own and begins to find themselves, we as teachers and parents need to nurture their likes and dislikes, encourage them to try new activities and to listen and be there when they need a friendly ear.
because those who mind don't matter,
and those who matter don't mind." --Dr. Seuss
I love this quote because it teaches children to be themselves and to not worry about what others think of them. Sometimes during childhood, life can be tough. Tough questions, touch answers. But I believe that if you teach a child to stay true to themselves, this is the best gift that we can bestow upon them. During the ages of 4-11, many changes are taking place. Quite a few changes are cognitive, yet some are physical and emotional, as well. However, I feel the biggest change is that of the social environment. School begins at age 5 and so does the importance of friendships, peer interaction and social skills that will carry us through a lifetime. I find it crucial that as a child comes into their own and begins to find themselves, we as teachers and parents need to nurture their likes and dislikes, encourage them to try new activities and to listen and be there when they need a friendly ear.
Saturday, December 8, 2012
Testing For Intelligence
Testing For Intelligence
I have to admit that I am partial to the approach that the ASCD, the Association of Supervision and Curriculum Development, uses called The Whole Child. According to their website, ASCD is the global leader in developing and delivering innovative programs, products, and services that empower educators to support the success of each learner (http://www.ascd.org/). This assessment tool, The Whole Child approach, which ensures that each student is healthy, safe, engaged, supported, and challenged, sets the standard for comprehensive, sustainable school improvement and provides for long-term student success (ASCD, 2012). I recently learned about this approach during a class in my post-graduate work. The Whole Child approach is, in my opinion, the complete opposite of the standardized testing that takes place now in most schools. In order to test for intelligence, I highly agree that the child's social, emotional, physical, and cognitive development should be included in the assessment. Using standardized tests to pigeon-hole children has been detrimental to children for years now. No two children are alike. No two children come from the same family background or socio-economical background. No two children are raised with the exact same values, morals and ethics. Furthermore, most of the time, teachers are instructed to "teach to the test" because their job depends on it. I can remember taking tests as a child in elementary school. However, never did my parents receive a notice that said our school may be taken over by the district and shut down because our test scores were so low. How does this help the children of this school? What if it just happens at the next school? I'm highly convinced that The Whole Child approach used by ASCD is more beneficial to the child, parents and teachers of any school.
Oddly enough, the ASCD has affiliates around the world. Places such as Canada, the Caribbean and even Japan. I was curious to see if this platform would show up in a brief search on the Internet. Sadly it did not. However, I did find that Japan does in fact have assessment tools not unlike the U.S. Conversely, I was surprised to find that children do not take these tests in Kindergarten or Elementary school. Also, curriculum for each school is based nationally by the Japanese Ministry of Education, unlike the U.S. in that we allow each state to decide what curriculum should be taught in our schools.
Reference
Association of Supervision and Curriculum Development. (2012). Retrieved from http://www.ascd.org
I have to admit that I am partial to the approach that the ASCD, the Association of Supervision and Curriculum Development, uses called The Whole Child. According to their website, ASCD is the global leader in developing and delivering innovative programs, products, and services that empower educators to support the success of each learner (http://www.ascd.org/). This assessment tool, The Whole Child approach, which ensures that each student is healthy, safe, engaged, supported, and challenged, sets the standard for comprehensive, sustainable school improvement and provides for long-term student success (ASCD, 2012). I recently learned about this approach during a class in my post-graduate work. The Whole Child approach is, in my opinion, the complete opposite of the standardized testing that takes place now in most schools. In order to test for intelligence, I highly agree that the child's social, emotional, physical, and cognitive development should be included in the assessment. Using standardized tests to pigeon-hole children has been detrimental to children for years now. No two children are alike. No two children come from the same family background or socio-economical background. No two children are raised with the exact same values, morals and ethics. Furthermore, most of the time, teachers are instructed to "teach to the test" because their job depends on it. I can remember taking tests as a child in elementary school. However, never did my parents receive a notice that said our school may be taken over by the district and shut down because our test scores were so low. How does this help the children of this school? What if it just happens at the next school? I'm highly convinced that The Whole Child approach used by ASCD is more beneficial to the child, parents and teachers of any school.
Oddly enough, the ASCD has affiliates around the world. Places such as Canada, the Caribbean and even Japan. I was curious to see if this platform would show up in a brief search on the Internet. Sadly it did not. However, I did find that Japan does in fact have assessment tools not unlike the U.S. Conversely, I was surprised to find that children do not take these tests in Kindergarten or Elementary school. Also, curriculum for each school is based nationally by the Japanese Ministry of Education, unlike the U.S. in that we allow each state to decide what curriculum should be taught in our schools.
Reference
Association of Supervision and Curriculum Development. (2012). Retrieved from http://www.ascd.org
Monday, November 26, 2012
Consequences of Stress on Children's Development
War
I come from a long line of family that were in the Navy. My mother. My father. My paternal Uncle. My paternal Grandfather. My maternal Grandmother. My maternal Grandfather. Although I did not grow up with my parents being in the Navy, when "war time" comes, you can bet that our household was buzzing with talk of politics. I am not comparing myself, by any means, to the children that grow up in countries where war is a daily part of life. However, I can remember when I was about 12, in 1992, when the Gulf War began. I have a distinct memory of seeing the bombs that were released over Baghdad, each night on the television. I did not understand why. I did not understand what we were fighting over. I did not even understand why we had to write to soldiers in the military in my 6th grade class.
But then, September 11, 2001 happened. Now I was 21. Now I understood what was going on, why we were bombing another country, and what we were fighting over. I, like so many people, remember that fateful day. Yet the days following it are even more vivid. The fear lasted for days, weeks, and even months. I was living in a town with a military base. Night after night, I was worried that it would be bombed. We lived in an area where the only way out of town was to go over bridges, which were all closed, at the time. I felt like a sitting duck. I remember going outside, after 3 days of staying in, to run to the store. The town was eerily quiet. It seemed as though 90% of the town had left. Being a military town, this may have been true, but I was not expecting the quiet and desolation that I saw driving down the main street in the town.
If I was honest, I would have to say that I'm not over 9/11 yet. I have a hard time looking at pictures or watching specials on television about the events of that day. However, I think one image is burned into my brain permanently: people jumping from the windows of the World Trade Center. So sad.
War in Syria
I have friends who are from the country of Syria. In fact, they still have relatives living there today. I have avoided looking into the crisis that is taking place in the country of Syria because I hate to see people dying and children effected so harshly during war time. However, I decided to look up the Syrian crisis because it is my job to defend the rights of children and to help when ever I can.
I was able to find an organization called War Child, UK, that directly deals with the Syrian conflict. The website revealed a paper written on the effects the conflict in Syria is having on children who not only live there, but have also fled to refugee camps.
This quote sums up the problem entirely:
"The treatment of children has been undeniably callous. Children and young people have been summarily massacred; illegally detained; sexual abused; used in combat; abducted and tortured, denied schooling and access to humanitarian aid; and deliberately targeted in violent attacks" (Williams, 2012).
The article goes on to explain how the organization, War Child, UK wants to help these children in Syria. They speak of community outreach in Syria and in Lebanon, where most refugees are heading. There is a component of sustainability needed, as well as psychosocial support. Furthermore, there is an extreme need for a supportive education component because most children are not receiving their education in refugee camps or are afraid to go to school due to becoming a target of bombing attacks.
References
William, R. (2012, July 22). Syria: A War on Childhood. Retrieved from War Child, UK website: http://www.warchild.org.uk/sites/default/files/Syria%20-%20War%20on%20Children%28final%29.pdf
I come from a long line of family that were in the Navy. My mother. My father. My paternal Uncle. My paternal Grandfather. My maternal Grandmother. My maternal Grandfather. Although I did not grow up with my parents being in the Navy, when "war time" comes, you can bet that our household was buzzing with talk of politics. I am not comparing myself, by any means, to the children that grow up in countries where war is a daily part of life. However, I can remember when I was about 12, in 1992, when the Gulf War began. I have a distinct memory of seeing the bombs that were released over Baghdad, each night on the television. I did not understand why. I did not understand what we were fighting over. I did not even understand why we had to write to soldiers in the military in my 6th grade class.
But then, September 11, 2001 happened. Now I was 21. Now I understood what was going on, why we were bombing another country, and what we were fighting over. I, like so many people, remember that fateful day. Yet the days following it are even more vivid. The fear lasted for days, weeks, and even months. I was living in a town with a military base. Night after night, I was worried that it would be bombed. We lived in an area where the only way out of town was to go over bridges, which were all closed, at the time. I felt like a sitting duck. I remember going outside, after 3 days of staying in, to run to the store. The town was eerily quiet. It seemed as though 90% of the town had left. Being a military town, this may have been true, but I was not expecting the quiet and desolation that I saw driving down the main street in the town.
If I was honest, I would have to say that I'm not over 9/11 yet. I have a hard time looking at pictures or watching specials on television about the events of that day. However, I think one image is burned into my brain permanently: people jumping from the windows of the World Trade Center. So sad.
War in Syria
I have friends who are from the country of Syria. In fact, they still have relatives living there today. I have avoided looking into the crisis that is taking place in the country of Syria because I hate to see people dying and children effected so harshly during war time. However, I decided to look up the Syrian crisis because it is my job to defend the rights of children and to help when ever I can.
I was able to find an organization called War Child, UK, that directly deals with the Syrian conflict. The website revealed a paper written on the effects the conflict in Syria is having on children who not only live there, but have also fled to refugee camps.
This quote sums up the problem entirely:
"The treatment of children has been undeniably callous. Children and young people have been summarily massacred; illegally detained; sexual abused; used in combat; abducted and tortured, denied schooling and access to humanitarian aid; and deliberately targeted in violent attacks" (Williams, 2012).
The article goes on to explain how the organization, War Child, UK wants to help these children in Syria. They speak of community outreach in Syria and in Lebanon, where most refugees are heading. There is a component of sustainability needed, as well as psychosocial support. Furthermore, there is an extreme need for a supportive education component because most children are not receiving their education in refugee camps or are afraid to go to school due to becoming a target of bombing attacks.
References
William, R. (2012, July 22). Syria: A War on Childhood. Retrieved from War Child, UK website: http://www.warchild.org.uk/sites/default/files/Syria%20-%20War%20on%20Children%28final%29.pdf
Saturday, November 10, 2012
Child Development and Public Health
SIDS or Sudden Infant Death Syndrome is a topic dear to my heart because a close family member lost her daughter almost one year ago. The little girl was only a month younger than my twin boys, so needless to say finding out about her daughter passing away made me hug my boys a lot tighter. The child was only 2 months old. She was primarily healthy but was suffering from a bit of a cold at the time. Without explaining personal aspects of the case, I am sad for the family, but some things could have been avoided to help the child. One, she was laying tummy down on her mom when she passed away. Two, both parents are avid smokers. Both aspects are known to aide in the cause of SIDS.
According to Berger (2009), there are notable differences in ethnicity in regards to SIDS. Before a worldwide campaign to refuce the risk, only 1 baby in 3,000 in Hong Kong died of SIDS, compared with 1 baby in 200 in New Zealand (Berger, 2009).
This statistic was alarming to me. However, after the campaign Back is Best began, the SIDS rate in New Zealand fell by more than 70%. Another campaign regarding wrapping the child's mattress with a special polyethelene cover to prevent the emitting of toxic fumes was also helpful in reducing SIDS.
I believe that in my working environment, I will definitely share statistics and the risks of SIDS. I am a strong advocate for putting children on their backs to sleep, as well as having the infant in the same room as the caregiver.
References
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
According to Berger (2009), there are notable differences in ethnicity in regards to SIDS. Before a worldwide campaign to refuce the risk, only 1 baby in 3,000 in Hong Kong died of SIDS, compared with 1 baby in 200 in New Zealand (Berger, 2009).
This statistic was alarming to me. However, after the campaign Back is Best began, the SIDS rate in New Zealand fell by more than 70%. Another campaign regarding wrapping the child's mattress with a special polyethelene cover to prevent the emitting of toxic fumes was also helpful in reducing SIDS.
I believe that in my working environment, I will definitely share statistics and the risks of SIDS. I am a strong advocate for putting children on their backs to sleep, as well as having the infant in the same room as the caregiver.
References
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
Subscribe to:
Posts (Atom)