Saturday 24 December 2011

When I Think of Child Development …


QUOTES: About Children

"Children are great imitators. So give them something great to imitate."

                                                                                                Anonymous


"Hugs can do great amounts of good, especially for children."

                                                                                Princess Diana, Princess of Wales


 "Children are the living messages we send to a time we will not see."

                                                John W. Whitehead, founder, Rutherford Institute

Friday 9 December 2011

Testing for Intelligence?

Measuring / Assessing “the whole child”

In order to view young children holistically, I believe that the following measurement or assessment should be carried out: 1) Naturalistic assessment: where all those who interact with the child on a regular basis watch the child at play or gives the child a direct test in various environments to bring out the variations in the social interactive behaviour of the child.  2) Focused assessment: this is obtain behaviours usually displayed within a familiar context.  3) Performance assessment: This is necessary in order to allow chidren display their knowledge and apply it, e.g. telling story, climbing a ladder, etc (Notari-Syverson and Losardo).  4) Dynamic assessment: this is to weigh an independent performance of the childin relation to dependent performance in order to determine the learning potential and responsivity to instructions in the child (Notari-Syverson and Losardo).  5) Curriculum based language assessment: this is used to discover and study the gaps between the actual curricular context and the child’s competence.  This will equally show the corrective measures necessary, where and how needed.  These are carried along with whatever measure/assessment already in place.  These will be used on individual basis with models adopted to suit the child that is being assessed. (Notari-Syverson and Losardo).  In Nigeria, for example, the school-age children are assessed on general current affairs, aptitude test and skills assessment.  These are done to know the speed at which the child can learn and how easy learning is for the child. 
Additionally, some children are good in all except in linguistical expression, this should have been taken care of if such children were correctly assessed – the challenge would have been detected and corrected before then.
Reference
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
Notari-Syverson, A. and Losardo, A.  Alternative Approaches to Assessing Young Children. Brookes Publishing.  Retrieved from http://www.brookespublishing.com/onlocation/topics/AltApproach.htm

Friday 25 November 2011

Consequences of Stress on Children’s Development

The body reaction to physical or emotional situation that affects normal balance in any way is termed stress.  Some describes it as a “pressure on the outside that causes pressure on the inside” (The Medicine Chest, 2006).
As a child, one stressor that I experienced was the feeling of unlovable.  This was a feeling I usually sensed from my mum since I was a young child.  I always got seriously beaten at the slightest opportunity, even for things not really my fault. There was a day that I was beaten until I developed cramps and could not move again, “die if you want to die”, she said as she continued beating.  This treatment continued throughout my developing years.
I was able to cope with it because in this part of the world, Yoruba – Nigeria, it is a taboo for children to look their parents in the face or talk back at them, though changing now.  I guess this helped me because all throughout I held on to the believe that my mum could not do better and it was for my good. It affected my studies greatly and I became sickly.  Once I was taken to hospital after check up, I was asked to wait outside, leaving my parents with the doctor and on the way home, mum was fuming and asked, “how can that be the cause? Even if it is I don’t want to talk about it”, and dad just said, “well, you’ve heard it all”. I did not know what it was. A child’s own parents often maltreats the child through abuse and neglect (Berger, 2009). However, recently, I was reminded of one of my statements then, I was said to have told my dad not to worry, “we would buy a new mummy for daddy”. How babyish! There was no resource used and no support obtained.
I would like to know more about Nigeria and the type of stressor that impact the development of the children.  I am choosing Nigeria because I am looking forward to establishing a pre-schooler educational outfit very soon and I would need every information that I can get about young children in Nigeria.  Hypertension, a notorious adult disease now takes on children as victims (Osobu-Asubiojo, 2011). Many stressors were highlighted for this but most  highlighted was Genetic, which means it runs  in the family; or excess in daily activities especially these days that children wakes up by 4 a.m. to get ready for school in order to beat the trafick jam and get back home by 8 p.m.  to complete their assignment, have dinner, shower if possible and go to bed; routine in daily activities, that is doing the same thing over and over; or change in life style and diet, taking too much of fast foods. In order to reduce this risk, there is need to educate parents and caregivers on the danger in eating fast foods and children not having enough rest.  Balanced diet including fruits and vegetables is essential.  Eating of food with low sugar, fat and salt was highly recommended. Regular day sleep was also suggested with a 30 minustes exercise at least thrice in a week. Alcohol should be strictly avoided.  At the national level, nothing is being done yet, but doctors advise is being given to parents and caregivers as necessary, however, it is not nationwide yet. I hope this will go round faster.
Reference
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.

Osobu-Asubiojo, O. (2011). Hypertension: Killer of Nigerian Kids. Retrieved April 25, 2011, from http://thenewsafrica.com/2011/04/25/hypertension-killer-of-nigerian-kids/

The Medicine Chest. (2006). Stress In Young Children. Retrieved February-March, 2006, from http://www.healthychild.net/TheMedicineChest.php?article_id=339

Friday 11 November 2011

Child Development and Public Health

IMMUNIZATION
Immunization is meaningful to me because it prents deathand various diseases in children if taken as schedule.  Unfortunately, most parents do not get their children immunized accordingly and this leads to various preventable diseases like whooping cough, malaria, Hepatitis B, etc. in children and at times may lead to death.
In South Africa, immunization is given to children in order to prevent diseases.  However, in order to reduce the mortality rate of children under age five, South Africa has now introduce two more vaccines; Pneumococcus conjugate and Rotavirus, to the conutruy’s immunization programme. Pneumococcus conjugate vaccine is to protect against diseases such as pneumonia, meningitis etc, while the Rotavirus vaccine is to protect against diarrhoea among infants under five years.  The South Africa health department is working to have the vaccines available to the East this year and nationally by March next year.  It is estimated that the introduction f these vaccines will save the lives of about 14 children each day or more than 4,700 deaths per year from pneumococcal pneumonia and viral diarrhea.
With this information about the importance of immunization, once I start the educational outfit, I would include the immunization reminder on the newsletter every school term and also include it on the discussion list on every Parents/Teachers Forum (PTF).  
 

Friday 4 November 2011

In Your Life and Around the World

The personal birthing experience I want to talk about is that of my first child.  It was the first birthing experience for me and it was highly spectacular.  There was a heavy noise early that morning from a blown transformer not far from my residence; I got up sharply from sleep and as I stood up the water broke.  After some hours I was at the hospital.  There was no contraction then I was given an injection to induce labour, then the doctor left.  The pain started with contractions at intervals.  I got to the hospital about 9.00am and at about 6.30pm the contractions had become severe and there was no doctor or nurse around.  I was in that pain all alone in the room till the doctor on ward-round came at about 7.30pm.  He asked who was detailed to stay with me, I said none.  I was examined and he brought a nurse with an instruction “stay with her” while he continued the ward round.  The nurse peeped outside to be sure the doctor was no longer around, turned to me and said “it’s not time yet, just stay”, and she left.  The doctor, understanding the system, came back after about 8 minutes to check on me, “where is the nurse?” he asked, “I don’t know”, I responded.  He went out to get another nurse.  This happened about three times before he finally came back to take the delivery himself.
The actual delivery was another episode because the baby was distressed having stayed longer than required.  The doctor then tried to use a ventouse (vacuum extractor) to pull the baby, but with head full of hair it did not work.  He changed to Forceps and had to do a large cut because by then, it was rather too late.  Finally, the baby was out, the doctor rushed to resuscitate the baby while the Intern doctors (supporting) attended to me.  This is in a nut shell, but it was a sordid experience, even after birth I carried the remnants of placenta for months with each day in pain as if in labour. 
I choose this example to highlight the essence of proper prenatal medication as this helped to sustain me and the baby throughout the ordeal and after (doctor confirmed).  The impact could make the victim run from birthing and might even loose the baby.  Some mothers might be hostile to the baby as if it was the baby’s fault which will definitely affect the child’s development.
In Nigeria generally, especially in the General Hospitals, that is, government hospitals, once pregnant, you must register for prenatal care, you would have appointment dates when there would be proper check up, register your complaints and drugs would be given with required injections.  On delivery date, which would have been confirmed during the previous prenatal appointment, be at the hospital with the necessary items for both mother and child.  Doctors would be around to attend to you and support as the birthing progresses.  However, if you do not register with any of the general hospitals and you had course to go there to resolve complications, the patient would either not be attended to amidst series of abusive words or left to bleed for several hours, after giving birth on the bench where seated, before being attended to, still with series of abusive words.  It was a bit different from the personal example provided because I registered there from the beginning, hence I was ushered into a room where I eventually put to bed.  The situation was still similar in that there was no sign of care at all, more so, the elderly doctors were aware this but nothing was being done.   The experience interfered with the bonding process because I was hospitalized for some a week in order to evacuate the remnants of the placenta.  Also, these other women left on the bench to bleed were left while the babies were carried inside.  I must submit that the health care workers, like the early childhood professionals, are supposed to be the custodian of adequate care.   

Friday 21 October 2011

Examining Codes of Ethics


To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.
This is significant to my professional life in that it shows the need to go into the foundation of the field to be able to speak boldly and authoritatively on issues relating to early childhood and the need for continuous learning in order to remaing informed and current.
To welcome all family members and encourage them to participate in the program.
This points out the need to involve families and to encourage them to participate in the daily activities of the children.
To promote cooperation among professionals and agencies and interdisciplinary collaboration among professions concerned with addressing issues in the health, education, and well-being of young children, their families, and their early childhood educators.
This is meaningful to my professional life because there is need to work in unity and harmony as professionals to be able to share ideas and information that will help to take the early childhood field to greater heights.

Saturday 8 October 2011

Additional Course Resources

Additional resources
Alliance for Childhood. (n.d.). Play resource list. College Park, MD: Author. Retrieved June 2, 2010,

Davidson, R. (2007). The heart-brain connection: The neuroscience of social, emotional, and
academic learning. Edutopia. The George Lucas Foundation. Retrieved June 2, 2010,

Website

Infomine: Scholarly Internet Resource Collections:
            http://infomine.ucr.edu/

Course Resources Section

Video Program: “The Resources for Early Childhood”
Five early childhood professionals discuss their preferred and trusted resources.


NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from

NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from



NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010,  

Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy  


FPG Child Development Institute. (2006, September). Evidence-based practice empowers early  
 Childhood professionals and  families. (FPG Snapshot, No. 33). Retrieved May 26, 2010,
            from  http://www.fpg.unc.edu/~snapshots/snap33.pdf

Note: The following article can be found in the Walden University Library databases.

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.
       Use the Academic Search Complete database, and search using the article's title.
 
 
Global Support for Children’s Rights and Well-Being

Selected Early Childhood Organizations
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/


Harvard Education Letter
            http://www.hepg.org/hel/topic/85

FPG Child Development Institute
            http://www.fpg.unc.edu/main/about.cfm

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//AM/Template.cfm?Section=Home

Institute for Women’s Policy Research
            http://www.iwpr.org/index.cfm

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.preknow.org/

Voices for America’s Children
            http://www.voices.org/

The Erikson Institute
            http://www.erikson.edu/
   
Selected Professional Journals Available in the Walden Library
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.) 
  • 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