During the course, "Building Research Competencies", I have learned a great deal. Perhaps the most compelling information involved the potential ethical issues that are inherent in research. The power relations that can occur between researcher and participants make me feel wary of conducting research. Issues of informed consent relating to children and parents and the potential unknown and unforeseen risks to children who participate in research, later in life send my head spinning. However, I do feel more informed about these issues. I have a new appreciation for the amount of pre-work that goes into the planning of a research study. Additionally, I have learned about the massive amount of analysis that is necessary after the data has been collected. I now understand what is meant by quantitative, qualitative and mixed methods research design. I feel that mixed methods research, although it requires versatility on the part of the researcher, encompasses the benefits of both qualitative and quantitative research methods and therefore, yields the most comprehensive results.

Among the challenges that I encountered, the greatest was formulating a research question. I had difficulty narrowing my interests and questions about my interests into a suitable research question. Also, I found it challenging to write a hypothesis from my research question. I overcame this challenge by consulting as many sources as possible, in addition to the course readings, to increase my understanding of the qualities of research questions versus the qualities of hypotheses.

Truthfully, this course did not change my impressions of early childhood professionals as I already work in the field. I understand that early childhood professionals must be knowledgeable, insightful, intentional and ethical in their practice, their research and their lives.

Many thanks to all of my colleagues for your thoughtful feedback, friendly words, the work that you do and are preparing to do for children and their families as well as for taking this educational journey with me.

International Early Childhood Research Website

I chose to explore the European Early Childhood Education Research Journal (http://www.eecera.org/).

The article, “Introducing Children’s Perspectives and Participation in Research”, contains the work of seven authors from 6 different countries. The authors offer abstracts of their studies in which their attempts to understand some aspect of children’s learning and social interactions also shed light on the importance of obtaining children’s views and input into decisions regarding the best methods for maximizing their learning experiences (Harcourt & Einersdottir, 2011).

 In “The dynamics  of early childhood spaces: opportunities for outdoor play?”, the authors delve into the recent trend of diminished opportunities for outdoor play for children, its causes and results. The authors point to unsafe urban neighborhoods, more advanced and available recreational techonology, social and educational factors as the causes for this new definition of childhood. The article also discusses the ways in which different cultures have varying attitudes regarding outdoor play. For example, in Australia, a common concern among teachers is legal action resulting from a child’s injury incurred during outdoor play. In order to lessen the likelihood of this, outdoor play has been watered down. This results in the compromise of the children’s outdoor play experiences. On the other hand, Scandinavian preschool teachers, who mirror their cultural values of weather-hardiness and risk taking, are more likely to be less apprehensive about children’s outdoor adventures (Waller, et al., 2010).

I found a great deal  of interesting perspectives about early childhood education in European countries on the European Early Childhood Education Research Journal’s website. I found it especially interesting that the articles indicated the researcher’s country of origin. This was helpful in understanding the variation in paradigms across Europe.

References

http://eecra.org/

Harcourt,D.,  Einarsdottir, J. (2011). Introducing Children’s Perspectives and Participation in Research. European Education and Research Journal. 19(3), pp 301-7.

Waller,T., Beate, E., Sandseter,H., Wyver,S., Ärlemalm‐Hagsér, S.,  Maynard, T. (2010): The dynamics of early childhood spaces: opportunities for outdoor play?, European Early Childhood Education Research Journal, 18:4, 437-443

A real life example of the benefits of research with regard to children and families

An example of research that is beneficial to children and families that has personal relevance involves my neighbor, Rhonda, her daughter Madi, and Rhonda's father Paul. When I first met Rhonda, my son, Blue, was nearly two years old and her daughter, Madi was about one year old. Madi was a tiny, adorable bundle in her stroller. I had my son by the hand, walking to the corner store. We walked the 100 yards to the convenience store together and engaged in introductory small talk the way that new neighbors do. Rhonda had grown up with my husband and our children were about one year apart in age.Rhonda and her mother owned a dance studio. I remember thinking that Madi, judging by her size at the time, would probably grow to be beautiful and petite dancer like her mother. What I did not know at the time, was that Madi had (and still has) severe congenital scoliosis that caused her spine to grow in a "C" shape, restricting her breathing and the function of her organs.

While she was in elementary school, Madi was chosen to participate in the VEPTR (vertical expansion prosthesis titanium rib project). Madi has had 40 surgeries to date. These surgeries allow Madi to grow while minimizing the curvature of her spine. Madi is now a freshman in high school. She dances, acts, sings, excels in school, is a drummer and participates in athletics. The VEPTR (along with her zest for life) has allowed Madi to grow and thrive. This project is the result of a great deal of research and Madi's participation in the project is part of the resesarch process. Research has positively affected Madi, her mother and her grandfather (Madi and her mother are the lights of his life) as evidenced by the improved quality of life for the entire family.

For a comprehensive account of Rhonda, Madi and Paul's journey, please visit Rhonda's blog at
http://www.madimay.blogspot.com/ .

Topic for Building Research Competencies Research Simulation

I have an enduring interest in the experience of young children in non-Western cultures. The three subtopics that I chose to explore are early education in non-Western cultures, parenting practices in non-Western cultures and attitudes toward young children in non-Western cultures. I have chosen to focus on parenting practices in non-Western cultures. This topic is of interest to me because a young child's experience is shaped by their parents. Parents are a child's first teacher. Most children bond first with their parents or main caregiver who does the parenting. Parenting practices affect a child well into the adult years. On a personal level, I am the mother of two teenage boys and often wonder about a better, different or more effective way to approach my role as a parent.

I am open to ideas, links, or resource suggestions related to this topic.

As a result of learning about international issues and trends in early childhood education:

1-I have a greater understanding of the importance of nurturing relationships and developmentally appropriate stimulation on early brain development. This is due to the material that I read about the effects of institutionalization on young children in Romania. The children were warehoused and tended to like cattle, with little or no nurturing or stimulation. There were lifelong ill effects for the children.

2- I can now comprehend the effect of decisions made by governments on the lives of individual families and children. This is a result of reading the articles about budget cuts in education, the waiting lists for childcare assistance and other social service subsidies, the taxing of people who produced fewer than 5 children during the reign of Ceausescu in Romania (resulting in extreme poverty and the warehousing of children in public institutions).

3- I have a better idea of the effects of discrimination based on race, ethnicity, regional residence, age, appearance or any other factor on the life and outlook of victims. This is from reading material about bias against female children in India and the plight of the Roma in Eastern Europe.

4- I now know that finding quality, affordable child care is a challenge that is present all over the world.


A goal that I have for myself and my colleagues is to effect positive change in our communities and the world via a united effort toward a culture of peaceful activism. May we start with ourselves and extend our message to the families with whom we interact, the children we teach and our offspring. May we network with others to achieve this goal. None of us can do it alone. May we spread our message by example and, in the spirit of Ghandi, "be the change that [we] want to see in the world".

http://www.childhoodpoverty.org/
http://www.quotationspage.com/

Nelson, C., Furtado, E., Fox, N. Zeanah, C. (2009) The Deprived Human Brain. American Scientist.Retrieved from http://developingchild.harvard.edu/search/?cx=001599101917928556767%3Acfzjkqwnev8&cof=FORID%3A9&ie=UTF-8&q=The+Deprived+Human+Brain&siteurl=developingchild.harvard.edu%2Findex.php%2Factivities%2Fglobal_initiative%2F#510

http://www.unesco.org/

http://www.unicef.org/ 

The Plight of Roma Children and Another Attempt to Make Contact with International Early Childhood Professionals

Previous efforts to reach out to early childhood professionals from other countries have proved fruitless. While researching the plight of Roma children on the Unicef website, I found email addresses for two early childhood professionals. I emailed both with questions about the historical roots of the discrimination and segregation of the Roma as well as the prognosis, in each of their opinions, for the Roma culture regarding accessibility to social services and education. I've not yet received responses, but I am optimistic.

sophie.kammerer@coe.int

belgrade@unicef.org

On the UNESCO and Unicef websites, I read about efforts to assist Roma children in the area of education. It is estimated that 50% of Roma children do not complete a primary education. Further, Roma children are less likely than non-Roma children to complete a secondary education. UNESCO and the Council of Europe are working together to the end of the assurance of the right to quality, basic education for Roma children. Access is a common obstacle to education for Roma children (http://www.unesco.org/). Roma people experience difficulty accessing healthcare, education and social service programs as a result of prejudice, stereotypes and discrimination. This discrimination results in physical segregation and the cordoning of the Roma population to the periphery of society. These factors fuel the unending cycle of poverty and exclusion that is passed to subsequent generations (http://www.unicef.org/). The terrible triad of exclusion, discrimination and segregation inhibits Roma children's potential to contribute to the social and economic development of their culture and country of residence. Awareness is the key to discontinuing the effects of this triad of factors. A campaign, launched by the Council of Europe and European Commission, called "Dosta! Go beyond prejudice, discover Roma!" seeks to achieve the acknowledgement of the Roma as complete citizens of their country of residence, and the appreciation of the contribution made by Roma culture to Roma heritage (http://www.unicef.org/).

The plight of Roma children relates to my newly formulated professional goal: To work toward the provision of quality early education for young children everywhere through participation in political and social campaigns.

http://www.unicef.org/infobycountry/media_39677.html

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

Quality Child Care Settings & the High Cost of Quality Care

While perusing the Zero to Three website, I came upon the Child Care tab. This lead me to several topics including an article, "Choosing Quality Childcare", that conveyed the hallmarks of a quality infant-toddler program. Among these qualities were caregivers that "are loving and responsive", respectful of the baby's individual identity, provide a stimulating and developmentally appropriate environment. Additionally, the article mentioned accreditation by the National Association of Child Care Resource & Referral Agencies as a desirable trait of a child care program (Zerotothree.org). I followed the link to the NACCRRA home page. On that home page, I clicked on a link to an article titled, "Parents and the High Cost of Childcare: 2011 Update".

In the article, "Parents and the High Cost of Childcare: 2011 Update", the author asserts that the price tag for high quality childcare programs that emphasize health, safety and school readiness is out of reach for many parents during this tough economic time. This results in parents removing their children from high quality center based or family childcare programs to informal, unlicensed programs where caregivers are less likely to have had training in health, safety or child development, usually have not been cleared via a background check, and less likely to engage in activities that promote school readiness. It is also noted in the article that higher academic achievement levels among children of all income levels is associated with the attendance of a high quality early childhood program up to ten years after the child has left the childcare setting. Some of the recommendations made by the article include a call for the Department of Health and Human Services to define and make public "minimum quality acceptable childcare for children from low income families". Additionally, the author requests that the National Academy of Sciences study the actual cost of childcare so that recommendations can be made to Congress for ways to make quality care affordable to all. The author also calls for the reauthorization of the Child Care and Development Block Grant with new, more stringent staff training requirements, mandatory background checks and quarterly site inspections built within the program (www.naccrra.org).

I enjoyed searching through the policy briefs and recommendations in the Public Policy tab to see what is being done by Zero to Three representatives to improve the lives of those between birth and three years of age. I learned additional information about the Child Care and Development Block Grant and Title I and how they can help improve the quality and affordability of childcare.

www.naccrra.org
www.zerotothree.org

The Effects of Institutionalization on the Development of Young Children

Since I have received no response from the first 3 people who I emailed in an attempt to initiate contact with early childhood professionals from other countries, I have emailed the following people.

Regina Sabaliauskiene (Lithuania)

Yvonne Dionne (Canada)

Carmin Lica (Romania)

Sarah Klaus (Netherlands)

As of now, I’ve received no responses, but I am hopeful.

I followed a link on the Harvard University Global Children’s Initiative website to the reprint of an article, “The Deprived Human Brain”. The article told of the plight of institutionalized children in Romania during the rule of Ceausescu and the revelations that were made after Ceausescu’s execution and the country’s subsequent revolution (Nelson, et al.,2009).

In 1966, Nicolai Ceausescu, the communist dictator of Romania determined that the best way for Romania to gain power on a global scale was to increase its economic production. This required a greater amount of human capital. In order to increase the population of Romania, Ceausescu, made contraception and abortion illegal and taxed families who had produced fewer than five children.  As a result, families produced more children than they could support. The number of abandoned children increased and the country’s system of state-run institutions grew. The handing over of children to state-run institutions no longer held a negative stigma in Romanian culture, in fact the government endorsed the practice. The babies in the orphanages were confined in their cribs, often with filthy bedding and minimal sensory stimulation. The staff to infant ratios were, at best, 1:15. The staff had little education and no knowledge of child development. As the children grew, they experienced a very strictly scheduled lifestyle with many children in a group toileting together, wearing the same clothing, scheduled meals and identical haircuts regardless of gender. After the revolution, some children were adopted by westerners. They were found to be suffering from the effects of malnutrition and neglect:  subpar physical development, low cognitive and language development, behavioral challenges including hyperactivity, attachment disorders, and difficulty regulating attention and emotion (Nelson, et al., 2009).

The plight of the children in Romanian orphanages spurred studies regarding the effects of institutionalization on young children. It was determined that the length of a child’s stay in an institution is directly proportional to the likelihood of the child incurring developmental delays. The authors make the point that, while genetics are key in postnatal development, a child’s experiences have the greatest effect on development.  Brain synapses are mass produced in the infant brain. Brain synapses must be used or they will be lost via pruning. If an infant receives less than average stimulation, those synapses will be pruned. Development occurs during specific times in a child’s life. If the stimuli are not present during those times, the moment will pass for that specific type of development.  Institutionalized children receive less tactile stimulation because they are less likely to be held and are less likely to develop a lasting relationship with an adult caregiver. Attachment disorders, cognitive and language disorders along with behavioral challenges and delayed physical development are the most typical effects of a child’s institutionalization. These conditions improved steadily after the child was placed in a quality foster or adoptive home (Nelson, et al., 2009).

In 2006, it was estimated that eight million children were living in institutions worldwide. The news of the children in Romanian orphanages and subsequent studies precipitated efforts to buffer the existence of young children in institutions. In Sudan, an organization called Hope and Homes for Children has created a foster care and adoption system that is compatible with Muslim culture and customs. In Bulgaria, Worldwide Orphans Foundation employs retired women who have education and experience in healthcare, childcare or elementary education as professional Grannies. The Grannies work with one or two individual children living in institutions for five hours per day, five days per week. The Grannies also work with psychologists to best plan how to meet needs of the children and seek advice. The Grannies also keep records of the child’s growth, accomplishments and activities. In China, Fuling Kids International’s goal is to have every institutionalized child placed with a trained foster family until he is adopted. The group raises money and sends volunteers to provide individualized care for children in orphanages. First Hugs Infant Nurture Program, also in China, employs trained Aunties to work eight hours per day caring for specifically assigned babies in a room that is tailored to the infants’play and skill development (Nelson, et al., 2009).

Reference

Nelson, C., Furtado, E., Fox, N. Zeanah, C. (2009) The Deprived Human Brain. American Scientist.Retrieved from http://developingchild.harvard.edu/search/?cx=001599101917928556767%3Acfzjkqwnev8&cof=FORID%3A9&ie=UTF-8&q=The+Deprived+Human+Brain&siteurl=developingchild.harvard.edu%2Findex.php%2Factivities%2Fglobal_initiative%2F#510

Further Exploration of the Zero to Three Website

   I really enjoyed reading the article, "Make the Most of Playtime". It provides background information about all of the great skills and understandings that are developed during child-guided play. At work, we are frequently bombarded with accusations from parents that their children are not learning anything, just playing. This is a great resource for parents and early childhood professionals. It is important for early childhood professionals to share their knowledge with parents in order to get the parents' buy in to the program and curriculum.
   The Baby Brain map feature is an example of neurologists' influence on the early childhood field. It provides information about the parts of the brain, their function and how it affects development. The new Policy videos, accessed via the home page, provide information and inspiration about how to advocate for children and early childhood programs with legislators. I'd always thought that influencing policy was not within my reach, but these videos provide enough information and inspiration to allow me to begin to become active in this area of my profession.
    I found the sidebar of questions about specific situations written by parents and caregivers along with  answers from professionals to be very informative. The questions, ranging from how to manage a toddler's behavior in a blended family to a parent's concern about a child who has begun to stutter, are great resources for parents and caregivers.
    I downloaded the Policy Guide from the Zero to Three website. It provides the background information required to lobby for funding for quality early education programs. The Policy Guide also provides information about brain development, Human Capital Investment in terms of early childhood programs and early medical care, information required to influence policy in early care adn education, steps to assessing and changing policy. There is a tremendous amount of information contained within this policy guide. It should be required reading for those in the early childhood field.

http://www.zerotothree.org/

Childhood Poverty in India

    Since my attempts to make contact with early childhood professionals from other nations have, thus far, been fruitless, I will share what I have learned about childhood poverty in India from the website http://www.childhoodpoverty.org/ .

India has the greatest population of children participating in the labour force in the world. One-third of children under 16 years of age work. Most child-workers are female due to the low enrollment of girls in the school system (CHIP).

A cultural preference for male children exists in India. Male children are of greater value based upon their earning potential and the perception that males are permanent members of the family This bias toward male children contributes to the neglect of female children. As a result of the low value of female children, there is a higher rate of mortality for infant and young girls. Consequently,the number of girls per one thousand boys aged 0-6 is steadily declining (CHIP).

In the last 50 years, India's government has made concerted efforts to reduce the poverty rate through attempts to increase economic growth. Efforts include reforms in land and tenancy policies, programs that empower and encourage active participation in the economy including those that promote self-employment and the creation of jobs in rural areas. Food subsidy programs are targeted to rural areas where accessibility to resources is severely limited. The development of villages and local government systems are an integral part of the distribution of resources in less populated areas of the country (CHIP).

An increase in the population of India, the country's industrialization and the globalization of the economy in India in this information age make it difficult for the schools to remain competitive on a world scale. This, in turn causes hiccups in the country's development efforts. Education is an important factor in development (CHIP).


Reference
www.childhoodpoverty.org/index.php?action=countryo#11

Professionalism and Parenting

I chose to explore the website http://www.zerotothree.org/ . The focus of Zero To Three, a not for profit organization, is to educate and assist those Early Childhood professionals, politicians (and others who create and vote regarding early education legislation) and families in their quest to enhance the experiences of infants and toddlers. The mission of Zero to Three is to advocate for the health and development of infants  and toddlers from birth to three years of age.

The balance between parenting and professionalism can be difficult to achieve. While perusing the Zero to Three website, I was drawn to an essay, "Parenting and Professionalism: The Myth of Having It All"  by Robin B. Thomas, PhD. RN. that relayed her experience with this issue. Thomas writes of her struggle to come to terms with having to give up some aspects of her career in order to spend more time with her family. Thomas makes the important point that, "professionals and institutions need to become more supportive of the transition to, and the experience of, parenthood among professionals need to become supportive of the transition to and experience of parenthood among professionals" (Thomas, 1990). 

Reference

Thomas, Robin B, PhD. RN (1990). Parenting and Professionalism: The Myth of Having It All. retrieved from http://www.zerotothree.org/early-care-education/child-care/parenting-professionalism-myth.html

Attempts to Establish International Contacts and Exploration of a Site to Expand My Knowledge of the EC Field

In an attempt to establish contact with EC professionals in other countries, I consulted the NAEYC site. I have reached out to the following professionals via email:
Mr. Eric Atmore of South Africa
Nives Milinovic of Croatia
Lucie Rastocna of Czech Republic
Iryna Lapitskaga of Belarus
In the emails I explained my relationship to the field and the assignment. I asked each of the professionals if they would be interested in participating in this activity. Hopefully, I will receive responses from at least two professionals. If I receive no responses by Wednesday, I will contact other professionals from the lists.

      I chose to explore the website http://www.zerotothree.org/ . I've subscribed to the newsletter and become a member of the site. I chose this site because I have been studying infant/toddler brain development and developmentally appropriate practice for  infant-toddler age groups as a part of my job as curriculum coordinator for an early childhood center. This site will be a great resource for this area of interest. Zero to Three's mission statement:

ZERO TO THREE is a national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers. Our mission is to promote the health and development of infants and toddlers.

   

 The homepage of the site is chock full of information. The tabs at the top of the page enable quick and easy navigation of the site. The headings for the tabs are Behavior and Development, Maltreatment, Care and Education, Public Policy and About Us. My two favorite features of the Zero to Three homepage are the Infant Brain Development Map and the Download of the Week. The Infant Brain Development Map allows one to explore the functions of the infant brain by age and area of interest. Questions and Answers are available as well as what can be done by caregivers to facilitate  healthy development. The Download of the Week for this week is "Healthy Eating Strategies for Young Children", a handout geared toward parents of young children about what they can do to help their infants/toddlers develop healthy eating habits.

The Value and Nature of Relationships

Relationships are comprised of  repeated interactions between two or more people.The more the interaction is repeated, the more significant the relationship. The significance may have a positive or negative flavor. For example, a  relationship that I once had with a negative significance was an elderly lady who would shout insults at me as I ran by with my children in a jogging stroller. She would yell from her porch how  I was "jumbling up my [toddler sons'] brains" by running with them in the stroller. This relationship was significant because her rantings were a daily occurrence. Our tiny village only has sidewalks within its limits and she lived on one of the two main streets in the village. I would vary my run times to avoid her criticisms, but she always seemed to be sitting on her porch! I stopped once to explain to her that my sons were safe in the stroller, but her rantings became louder and her tone acrid, so I ran away and ignored her for the rest of her days.

Positive quality relationships share the main components of trust, time, consistency, commitment and availability. Relationships are the basis for work, social and family life. Without relationships, it would be impossible to get anything done in the home, school, or out in the world. Healthy and strong relationships are built through listening, the empathy, the expression of respect and concern, clear and open communication between the participants.Without relationships, we would all be hermits living in close proximity to one another.

Quotes about Children and Childhood

"If life were measured by accomplishments, most of us would die in infancy". - AP Gouthey

I love this quote because it speaks to the amount that humans grow during the prenatal period and early infancy.

"Children are like wet cement. Whatever falls on them makes an impression".- Dr. Haim Ginott

This quote refers to the amount of information that children can absorb and process during childhood.

The Whole Child

When one considers the whole child, it is important to consider the parts that comprise the whole. Organic elements of a child including temperament, physical and cognitive affinities and challenges. Environmental factors such as culture, family structure, social class and income level must also be considered. No two children are completely alike. Therefore, comparisons are invalid. Children should only be compared to themselves. Their progress and current state should be assessed based on their previous state. All assessments should be considered within organic and environmental factors.

A Different Kind of Normal

   During my Preschool and Elementary School years, I grew up in a lower income neighborhood in a small city. The neighborhood was full of children and we played outside endlessly. For all of us, the environment outside of our houses was preferable to that within. We all had difficult home lives, although I don't ever remember thinking at the time that our situations were good or bad- they just were. We all had a definition of normal life that was slightly different than our neighbor's, but overall the same. 
    My parents' marriage was a trainwreck caused by the conception of my twin sister and me- the result of a drunken one night stand between two teenagers. As a result, my father chose a profession that caused him to be away from home all week. My mother, who blamed my sister and me for her tortured existence, spent evenings after work drinking and using prescription drugs. We quickly learned to be neither seen nor heard.
   Our next door neighbors were four girls whose father was a pastor of a church. Their father would easily fly into rages and beat the girls and their mother. He was calm on the outside, but stormy within. These girls also sought refuge outside of their home.
  Across the street lived a boy and girl who attended parochial school. Their father was an alcoholic who would sometimes leave the privacy of their home to inflict chaos on the neighborhood. Next door to them, lived two boys much younger than most of us whose father was incarcerated. Their mother walked through life as if in a dream. Her young sons were very much an afterthought. Children in the neighborhood would smuggle crackers out of their houses on the days that the young boys' mother hadn't thought of making dinner for them.
  Further down the block lived a very skinny, tall girl whose best friend was her mangy cat. Her mother had a series of boyfriends who moved in and out of her life. Her mother often wasn't home. The most constant person in her life was her grandmother who spent her days watching television in a dark living room while hooked up to an oxygen tank. This child's main function was seen as helping her grandmother by performing household chores and making meals.
  Each of us had a different way to gauge normalcy in our lives. We never lamented our situations. We worked within them. We had no expectation that things should be different or that anyone else's situation was much better until later in life. Children are masters at adaptation. They learn how to survive in less than optimum situations. Growing up, I never thought that my situation was better or worse than the situations of my peers. It was different in some ways, but also the same. We all  had parents who were not up to the task of parenting whether this derived from resentment, apathy, stress, chemical dependency or a poor example passed down from their parents.

The Benefits of Breastfeeding

    The benefits of breastfeeding are numerous. I breastfed each of my two sons for at least two years. Many factors influenced my decision. Primarily, I breastfed in order to ensure excellent health for my sons. I felt that the antibodies that I would pass through my breastmilk to my babies could only benefit them. The second factor was economic. My first son, Blue Sky was born while his father and I were both finishing up our BAs. Money was tight and breastfeeding is free. Twenty three months later, breastfeeding my second son, Jem Moon, in spite of our slightly better economic status was a natural and logical decision that required no forethought. After nearly two years of nursing Blue, I tandem nursed both boys until Blue was ready to wean. The benefits of breastfeeding that suprised me were the convenience (I became well practiced at the art of discrete public breastfeeding), weight loss (it takes hundreds of extra calories per day to produce enough breastmilk for one child, nevermind two), the calming effect that nursing the boys had on all parties involved, and the intense bonding that occurred between each of the boys and I.
       I recently read a journal article about a study that was conducted over a five year period that measured the effects of breastfeeding on a child's vocabulary. The findings indicated that breastfed babies had a more extensive vocabulary at 5 years of age as indicated by the child's score on the Peabody Picture Vocabulary Test Revised Assessment (PPVT-R). Additionally, the longer that a child was breastfed from birth, the higher the child's score on the PPVT-R ( Quinn, et al, 465-66).

       In India, breastfeeding is both "universal and prolonged". Cultural practices that are influenced by ideas of purity, food restriction and avoidance, the perceived pollution that is brought on by childbirth,  ritual seclusion of mother and child effect breastfeeding practices. For example, colostrum, the yellowish, nutrient-dense fluid that precedes the coming of breastmilk immediately after giving birth, is considered to be unhealthy for the newborn, according to Hindu and Muslim cultures. Therefore, the colostrum is expressed and discarded. The newborn is given hot water for the first 24-48 hours after birth until the mother's breastmilk comes in. Newborns miss out on the nutritional  and immunological jumpstart that is provided by colostrum (Bandyopadhyay).

       Ritual practices involving the post-natal nourishment of mothers also affect breastfeeding practices. Mothers are required to avoid certain foods in order to protect the health of their newborn as well as their own. Some foods that must be avoided are acidic citrus fruits, spices, bananas, fibrous vegetables, yogurt and melons. Mothers must eat only once per day during their post-natal period of confinement-up 40 days. Some foods that are desirable for new mothers to eat are garlic, ghee, milk and some types of fish. Dry foods such as rice crisps are eaten to promote the contraction of the uterus. The avoidance of food in general (except for 1 meal per day) and the types of food that are allowed inhibit lactation and the nutrients that are passed via the breastmilk to the newborn ( Bandyopadhyay).

References

Bandyopadhyay, M. Impact of Ritual Pollution on Lactation and Breastfeeding Practices in Rural West Bengal, India. International Breastfeeding Journal (2009), 4(2).

Quinn, P; O'Callaghan, M., Willliams, G., Najman, J., Andersen, W. The Effect of Breastfeeding on Child Development at Five Years: A Co-hort Study. Journal of Paediatrics and Child Health (2001) 37 (5): 465-9.

My Birthing Experience

After visiting with some friends who had just had their first baby, my husband and I returned home. While cooking dinner, I suddenly felt very uncomfortable.  I was pregnant with my first child and 5 days past my due date.  Over the next 24 hours the pain increased and became more frequent. The next 12 hours brought contractions that were one to two minutes apart.  While laboring, I had been examined by my obstetrician who had determined that I was still in the early stages of labor as my cervix had not dilated and my amniotic sac was still intact. He also noted that I was still carrying very high.  By the next morning, I had been without sleep for more than 44 hours and was exhausted from enduring the fruitless pain. The obstetrician admitted me to the maternity ward in the hospital where I labored in the hallway on a gurney while awaiting a bed. Eventually, I was blessed with an epidural and was able to sleep. We also opted to begin a pitocin drip in order to accelerate the dilation of my cervix. At some point, the anesthetic that was keeping me comfortable ran out and the pain returned full force. I woke up screaming. Upon examination the obstetrician determined that the baby had not descended, my cervix had not dilated and my amniotic sac was still intact. At this point, I had been in active labor for 55 hours. It was decided that I would have a Caesarean section. Within two hours, I gave birth to my dear son, Blue Sky.

I chose this example because it was an epic experience in my history that was all made worthwhile by my son’s arrival. I think that the conditions under which one is born can affect one’s development. I was lucky enough to have a completely healthy, normal child after enduring an extended atypical labor. My sisters in law are both developmentally disabled adults. Complications during the birthing process are blamed for both of their current states. One of them was separated from the placenta during labor. The other’s  skull may have become compressed when her mother’s pelvis fractured while birthing her. Had my sisters in law had normal, uncomplicated birthing experiences, perhaps they would have led normal lives.

Birthing customs vary around the world. In the Netherlands, women contract with an obstetrician only in the case of difficult or high risk pregnancies. Most women are cared for by a midwife.  Women also choose whether to give birth at home or in a hospital.  Many Dutch women opt for a home birth. Midwives make house calls to check on their patients’ progress.  Most Dutch mothers aspire to give birth without anesthetics or other medications. Epidurals are only granted when the anesthesiologist is readily available or when an obstetrician feels that it is absolutely necessary.  Mothers who give birth early in the day and without issues may go home with their infants two hours after giving birth.  Maternity home care is a great feature of the Dutch birthing customs.  A nurse visits the new family for 7 days after the child is born. Maternity home care nurses provide medical services, clean and cook for the new family as well as provide parenting classes(Parents).

Reference

Schalken, L. Birthing Customs Around the World. www.parents.com/pregnancy/giving-birth/vaginal/birth-customs-aroundtheworld         

Professional Ideals in the Early Childhood Field

Following are a few ideals from the NAEYC's Code of Ethical Conduct and Statement of Commitment that resonate with me on a professional level.

I-1.3—To recognize and respect the unique qualities,abilities, and potential of each child.
This is a great reminder that our job as professionals is to meet children where they are developmentally and to work with them at their level rather than expect them to meet a standard so that we may work with them in a way that suits us. We tailor our style to the needs of the child. For example, an active child may need something to manipulate constantly with his hands in order to be able to be attentive to a story.

P-1.2—We shall care for and educate children in positive emotional and social environments that are cognitively stimulating and that support each child’s culture, language, ethnicity, and family structure.
This reminds us that we must consider the child's family and culture in order to understand the whole child. A generic teaching approach will not honor all children. We must work to create an environment that is comfortable and respectful of the religion, customs and cultures of all of the children in our care. We have children at our center who were adopted from other countries. We take care to accomodate their unique needs.

From the Divison of Early Childhood's Code of Ethics:

3. We shall be responsible for maintaining the appropriate national, state, or other credential or
licensure requirements for the services we provide while maintaining our competence in practice
and research by ongoing participation in professional development and education activities.

One never reaches a point of omniscience. Learning is a lifelong process. In order to do the best that we can for the children in our charge, we must keep abreast of the most current information, trends, research and practices in the field. To do any less that this would be irresponsible. This is part of the reason that I am pursuing an MS in Early Childhood Education.

7. We shall be responsible for protecting the confidentiality of the children and families we serve by protecting all forms of verbal, written, and electronic communication.
Every effort is made to ensure the confidentiality of the records that I handle at work from locking file cabinets, frequently changed passwords, privacy screens on computers, etc. I work in an open reception area and constantly deal with the personal information of children and families. Billing, the keeping of records and court documents are all in my job description. Respect for the privacy of families is of paramount concern.

Here's to Remembering What's Important

Below is a beautiful piece of art drawn by my best friend's daughter, Jenna. Jenna's mother and I have been friends for 12 years-longer than Jenna and her brother have been alive. We live two houses away from one another, which has certainly helped to foster a close friendship. Our families get together at least once per week for dinner, games, or just to catch up. Although our children are 8+ years apart, they enjoy one another's company as if they were cousins. I love this drawing because it depicts the closeness of the relationship between our families. Each person is smiling and holding hands in friendship. I hope that Jenna always remembers the great times that we've all  had (and are yet to have) together.

The Mindfulness of "The Snowy Day"

My favorite children's book is The Snowy Day by Ezra Jack Keats. The simple illustrations first caught my eye. Who can resist a little boy in a snowsuit with a pointed hood? The boy amuses himself on his own. He makes footprints in the snow going this way and that. He also thumps a tree trunk with a stick ("thwack, thwack, thwack"). The boy requires no fancy equipment, technology, or even other children to be completely engaged and in the moment. His play is completely child guided, process oriented, open-ended and spontaneous. This boy is a symbol of the mindfulness of young children. And did I mention how adorable he is in his little pointed hood?

Young Children Are in the Now

"Childhood is measured out by sounds and smells and sights, before the dark hour of reason grows".
- John Betjeman

I like this quote because it speaks to the in the moment, sensory based existence of young children. Information is gained through the senses, first hand, rather than via what has been read or discussed with another. I have long contended that, at birth, infants know about all of those things that we ponder endlessly-life, death, human nature, the secrets of the universe, etc. I think that they forget all of these truths when they begin to learn to crawl, walk, and speak. The mention of the "dark hour of reason" refers to adult humans' endless need to analyze, plan, worry, criticize, and judge. Young children generally do not worry. Nor do they analyze every aspect of life. They are not beleagured by prejudices and plans for the future. They are truly present.

I have very few photos of myself as a child and none of only me. I am the child on the left and my twin sister, Dany, is the child on the right. A boy called Richie is seated between us. I was 4 years old in this photo. I like this snapshot because all 3 of us had a look of unbridled happiness on our faces. We were truly present.

Silent Sitting

Recently, while re-reading the November 2010 issue of NAEYC's  journal "Young Children", I re-visited an article that I had previously dog-eared. In "Meditation, Rangoli and Eating on the Floor: Practices from an Urban Preschool in Bangalore, India" by Jennifer Keys Adair and Lilly Bhaskaran,  I read an account of preschool children in India who engage in guided meditation as a class for 8-10 minutes daily. The children spread out mats, sit with their hands in their laps, eyes closed and breathe through their noses while listening to music. The teacher may narrate a scenario or simply suggest an open ended line of thought. At the end of the silent sitting sessions, the children and teacher chant and practice asanas tailored for children.

Guided meditation is a practice that I would like to introduce to the children in the early childhood center where I work. Many of the children are exposed to technological stimulation for much of their time outside of the center. I believe that the benefits of silent sitting would be numerous for modern American children.