Impacts On Early Emotional Development

Impacts On Early Emotional Development

 

Latin America and the Caribbean: This region is of interest to me because I consider myself part of the struggles as a Caribbean immigrant and want to bring awareness to others who have little or no idea of the region and the challenges our children are facing daily. Most often we hear about the bigger world and their challenges on the news but hardly about Latin America and the Caribbean, except in times of natural disasters. My research was done through the UNICEF website about the state of world’s children 2012, children in an urban world (UNICEF, 2012).  

Challenges children in the region are confronting:

The kinds of challenges children of Latin America and the Caribbean are confronting include; Disparities, Social exclusion, HIV/AIDS, Chronic malnutrition, Violence, and Emergencies.  This blog will however focus on Disparities, Social Exclusion, HIV/AIDS, and Emergencies. 

Disparities: About 60% of children under 12 years of age and 50% of adolescents between the ages of 13-19 live in poverty. In Latin America and the Caribbean, 44% of the population lives in conditions of poverty. This represents 220 million people.   Fifty-two million people do not have access to sufficient food, 7.3% of boys and girls under-five years of age are underweight for their age, and about 20% show signs of stunted physical and developmental growth.

                                                                                        

Social Exclusion affects young people living with HIV/AIDS, and those with disabilities, and dramatically affects indigenous and Afro-descendent communities. As one of the most culturally diverse regions in the world, there are 40-50 million indigenous and 150million Afro-descendants living here, close to half of which are under 18 years of age. Children in these communities have lower levels of nutrition and limited or non-existent access to basic services.

HIV/AIDS: Some 2.1 million people are living with HIV/AIDS, 48 000 are children under 15 years old, and 740 000 are adolescence and between 16 and 24 years of age. young adults.  The Caribbean has the 2nd highest prevalence of AIDS in the world, after sub-Saharan Africa, and has an increasingly adolescent female face.  

Emergencies are common and harsh, with natural disasters such as flooding and hurricanes occurring yearly. Invariably these days of havoc create years of distress. The many natural disasters are some of the reasons for the cause of poverty in the region.    

Effect on Children's Emotional Development and well-being 

Because they are still developing, children are especially vulnerable to poor living conditions such as poverty,  HIV/AIDS, Emergencies and Disparities. The affects of poverty threaten the future of children and therefore the future of the societies in which they live. In terms of HIV children are marginalized through stigma and discrimination and thus may isolate themselves, due to their feeling neglected, alone, and hopeless. Natural disasters can severely impact the mental and emotional development of young children. When children develop fear and trauma due to natural disasters their intelligence, personality and social behavior can be affected.

Insights: Young children who experience extreme stress are at greater risk for developing cognitive, behavioral or emotional difficulties.  These impediments can have lasting effects on children's readiness for school and later on their performance in school.  For disadvantaged children like some of those from the Latin America and the Caribbean region, the initial deficit of interventions for development has a multiplying effect: children raised in poverty complete far less education than middle class children, due in part to their lowered ability to learn in school. The opportunity to help disadvantaged children attain a more equal start in schooling is in the earliest years of life, when children’s brains are developing most rapidly, and the basis for their cognitive, social and emotional development is being formed.  A commitment to reducing poverty and increasing the chances of success for all children requires investment in the earliest years (UNICEF, 2012).

  

Personally, I think it is very unfortunate for our children to have to go through those trying times. Some children do not even have a chance to survive.The statistics showed that millions of children around the world are still being denied the right to reach their full potential. Every child must be ensured the best start in life – their future, and indeed the future of their communities, nations and the whole world depends on it.  Professionally, as an early childhood educator it is my hope that one day the children of Latin America and the Caribbean would find the best start in life and there would be equitable investment on behalf of all children. I have a part to play in laying this foundation  for it begins right here in our classrooms. 

References
 UNICEF, (2012). Information by country/region: Latin America and the Caribbean.  Retrieved from http://www.unicef.org/infobycountry/latinamerica.html

 

Sexualization of Early Childhood

Sexualization of Early Childhood

Young kids are talking about “blow jobs” and girl’s Halloween costumes now look like they came from a Victoria Secret show (Levin & Kilbourne (2009). Children are being bombarded with messages in the advertising and media industries linking physical beauty and sexual attractiveness with happiness. Young children’s exposure to an overly sexualized environment plays a significant role in undermining their healthy gender and sexual development and negatively impacts their sense of self worth. Sexualization in early childhood is a big problem because children are still developing themselves (Levin & Kilbourne, 2009).  Parents are growing up their children too fast and are not providing opportunities for them to be children. Some children are missing out on their childhood days because they are too involved in what the media and society put out there.  Some parents see the behaviors of their young children as a matter of growing up and add ‘fire’ to it by buying the provocative clothing, the make-up kits, the hair extensions, and the low cut breast cuts tops to show cleavage. Children now learn to associate physical appearance and buying the right products not only as being sexy but also with being successful as a person (Levin & Kilbourne, 2009).

 

 Four year old male and female kissing mouth to mouth. Remarked; mom does it all the time to her boyfriend. Then in the dramatic play area you sometimes hear statements like; "she looks hot and sexy. Girls are given bra-like outfits to lift their chests. Children pick up the message from advertising and popular culture that "sexy" equals "cool". Games like modeling, makeovers and imitation of pop stars can lead to the displacement of interest in, and engagement with, a full range of age–appropriate activities—physical, social, creative and so on. A major department store is selling under wares and shorts in small sizes that suit young children; boys as well as girls with the slogans – ‘nice, touch me, bite this, sexy.’ Look at some children’s outfit. Slogans are also written on T-shirts for young children. “Mr. Asshole”, “losers”, “all daddy wanted was a blow-job.” This is outrageous!  

As a society, we need to replace all these sexualized images with ones showing girls in positive settings. Parents need to speak out and stop buying into a sexualized culture. Corporations need to be held accountable, or face strong consequences, for delivering sexualized imagery and merchandise which directly impacts children. Our children are suffering, they need protection. As early childhood professionals, we can counter the messages that children are receiving with positive ones; modeling is very important; the way we dress, the language we use and the way we portray ourselves in and out of the classroom. It is important to teach children that beauty comes in many different forms, showing them positive role models in the media, and in the environment and not allowing inappropriate behavior, language, or clothing in the classroom, and having age-appropriate discussions about gender and sexuality. Building relationship and educating parents about positive child development will help to break the sexualized stigmas that are placed on our young children. Children should be treated like children and not like adults.

 References

Levin, D. E., & Kilbourne, J. (2009. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1–8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating Impact on Professional Practice

Evaluating Impact on Professional Practice

Describe in detail the consequences you might expect for children and families with whom you work while you experience specific “-ism(s)” in your own life. In specific examples either those you have and /or are experiencing or ones you would anticipate.

As early childhood educators experience “-ism(s)” particularly; racism, and discrimination in our daily lives the consequences can be positive as well as negative. 

 Positively, there is a greater opportunity to open the minds and hearts of children and families to equality that necessitates our building classrooms and schools in which change is empowering, where work is meaningful, and where community is genuine. Then children and parents can know, through the teacher’s experience, that alternatives are possible to what society offers people today.  The teacher sharing first hand experiences of racism and discrimination can provide opportunities for children and families to talk about their lives, struggles, and what they are willing to do to break those barriers.  This opportunity will empower children and families to understand and work to change their lives and the world around them (Shneidewind,  & Davidson, 2006).

Also, the first hand experience of discrimination can be used to help young children and families learn about ways in which discrimination affects people different from themselves and how inequality is perpetuated in society. They can discover how people work together to promote equity and social justice. Children’s experiences in the classrooms where teachers strive to create fair relationships and equitable structures enable them to envision what a just society could be (Sparks, & Edwards, 2010).

Negatively, let us take for example a Caribbean immigrant teacher living in a white neighborhood as a minority there may be a denial of personal identity to avoid those racial attacks. Therefore, he/she may not want to model and discuss behaviors that value diversity. Also, if I am not proud of my identity how can I teach children and families to be proud of their identities and secure in their own culture and have positive acceptance of others? Another negative consequence is ignoring differences in class. A teacher who experience issues of classism may have to leave to find better paying jobs. Thus, this puts at risk deep bonds and consistent relationships with children and families; ongoing, integrated curriculum, and strong family-school relationships (Sparks, & Edwards, 2010, p. 110).

References
Shneidewind, N. & Davidson, E. (2006). Rethinking schools: Open minds to equality. Retrieved from http://www.rethinkingschools.org/publication/omte/OmteIntro.shtml

Sparks, L. D., & Edwards, J. O. (2010). Anti-Bias education for young children and ourselves. NAEYC Washington, DC 20005-4101

OBSERVING COMMUNICATION 

During the week I observed many communications between adults and children; some positive, others negative. I stood in the hallway of the building overlooking the playground and I overheard a parent screaming, “Come over here!" This caught my attention so I moved closer to get the gist of the communication.

The parent just had a Parent Teachers’ Conference together with the child and was talking to another teacher in the hallway. The child tried talking to the parent by tapping her thigh but was cut off each time and ignored. The child not waiting on the parent walked away and ended up in the playground. The parent not seeing the child around was concerned. Another teacher mentioned that the child went out the back door. Now the parent and other teachers walked out to find the child and there she was; on the playground.

The parent walked up to the child and yelled, “What the heck is wrong with you?” The child replied, “I was just here, just here.”  The parent screamed again, “Be quiet, be quiet!” “You were talking too long.” The child continued. “Just shut up! Do you know what you did?” The parent asked. “Well you will do nothing when you get home. You are grounded.” The parent continued. Each time the child tried answering she was cut off. The child cried, and cried as the parent grabbed onto her left hand. Then the child screamed, “Leave me alone, I hate you!” The parent paid no attention to her as she screamed louder. "I hate you!" The parent with child’s hand held tightly walked out the building. 

Children have needs and we should look beyond our own needs and focus on the child’s individual needs. I learned that it is important to pay attention to children’s safety in and around us and this should be communicated to our children.  Also it is important to listen to our children and not interrupt (Laureate Education, Inc., 2012).   Simultaneously, it is important to communicate to children in soft tone of voice and not express anger. The communication brought out fear in the child and showed the child that it is okay to communicate in this way. Our choice of words is very important. It is critical that we use words to support children’s learning and development (Rainer, & Durden, 2010). All in all, stepping back; that is; listening with openness, focusing on what the child said, and understanding the child’s perspectives, may have helped the parent to hear and consider the unexpected message (Stephenson, 2009). The unexpected message may have been, “I need to communicate more effectively with my child.”

To make the communication more affirming the parent could have spoken in a softer tone and not scream. Screaming can bring out fear in children and hamper communication.  Also, going down to the child’s level when communication; asking the child questions could have helped the child in thinking; “Oh I did something that was not okay.” Listening to the child before she went to the playground is sign of showing respect and appreciation of what the child had to say. The communication on the part of the parent was embarrassing and this may affect the child’s self-esteem/concept.  The parent should at the same time have mutual communication; shared power, taking turns with the child in solving the problem by asking open ended questions and providing opportunities for the child to learn by that mistake and to learn social as well as communication skills.

There were very little connections to the way the parent communicated and the way I communicate with the children.  The parent was very aggressive and loud while communicating her displeasure to her child and was not able to see beyond her own feelings.  I am very aware of children's feelings and understand that whatever we communicate positive or negative can have an impact on them and on us. The only incident I can honestly testify to is screaming out when it comes to safety issues so as to help children not harm one another and themselves. This is not really a regular practice.

I can improve this communication by using the Personal Doll to review safety rules at all times.

References

Laureate Education, Inc., (2012). Communicating with Young Children. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6488776&Survey=1&47=8295579&ClientNodeID=984650&coursenav=1&bhcp=1

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74–81. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site 

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90–95. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=37131016&site=ehost-live&scope=site 

Creating Affirming Environments

Creating Affirming Environments

 Setting: The idea about having a walkway from Adriana Castillo from our video resource would be applicable for my setting(Laureate Education, Inc., 2012). There would be a walkway as the entry to the main door so we can see who in coming in and out and as a safety net for crossing and transportation. The indoor and outdoor environments would be safe, clean, attractive, and spacious. The floors would be carpeted of course. There would be a little room where parents can communicate with staff as well as to observe the children at work and play.  In the doorway there would be a bulletin board with signs welcoming families in different languages. On entering the classroom, there would be children’s sign in sheet as well as parents’ volunteering sheet to be completed before and after class dismissal. There would be an area for quiet time with pillows, stuffed toys and books to provide opportunity for privacy and solitude. There would be a multipurpose room for physical activities as well family time activity like dad’s night or family night or cultural night. The amount of indoor space would vary according to the number of children in the program. More space than the minimum would be preferred, although too much space can be a problem if not properly arranged. The key word is usable--space that would cater for interactions between children and involvement of children in activities. The environment would be attractive, colorful, and have children's work and other pictures displayed at children's eye level. Individual spaces for children to hang their clothing and store their personal belongings would be provided in a variety of ways.

The outdoor environment would have child-sized play things like; basketballs, bats, hoopla hoops, low spinners, and jungle gym to cater for all children including those who are physically challenged. There would be chalk boards, paint boards, and an outer sand pit for outdoor interactions and play.

Elements: Activity areas would be defined clearly by spatial arrangement. Space would be arranged so that children can work individually, together in small groups, or in a large group and self-regulate. Space is arranged to provide clear pathways for children to move from one area to another and to minimize distractions. The defined areas would include; block building, socio-dramatic play, art, music, science, math, manipulative, and quiet book reading. A great way to implement anti-bias materials into your program is using a variety of books, puzzles, dolls, games, and music (Sparks, & Edwards, 2010). Other activities such as sand/water play and woodworking would also be available on occasions. Children would be provided separate space arranged to facilitate a variety of age-appropriate activities and permit sustained work on projects. Children who are physically challenged would have resources available for use at all times. Sturdy child-sized furniture would be made available in defined areas. Materials for each area would cater for individual differences, culture, diversity and social justice. Books from different cultures would be included in all areas and there would be music from all over the world. Age-appropriate materials and equipment of sufficient quantity, variety, and durability would be made readily accessible to children and arranged on low, open shelves to promote independent use by children. Materials would be  rotated and adapted to maintain children's interest and to provide continuity and visibility in children’s culture. There would be cultural consistency for the children and families (Sparks, & Edwards, 2010).

 Feelings of Respect: On the first home visit with families I would establish family partnership. This would help me in learning about different children and their families’ home culture. There would special celebrations where children and families can bring in images from their culture to share and discuss with other families. This would help with the avoidance of bias, stereotypes and prejudice. I would like to have cultural nights where children and families can share their culture in food preparation, music, dance, dress, language and artifacts. Children and families need to feel respected and thus the environment as well as the activities should be able to make children and families feel respected and a have a sense of belonging.  It is vital to children’s healthy developments and the future life success to develop healthy and respectful relationships and interactions with all kinds of people (Sparks, & Edwards, 2010).

References:
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Laureate Education, Inc. (Producer) 2011. Welcome to anti-bias learning community.