Sharing Resources II

Zero to Three, 2016

As I explored the Zero to Three website I discovered much information that will help me stay abreast issues and trends in early childhood. Zero-Three includes information and webinars about public policies regarding infant and toddler issues at the federal, state, and community levels. Their work is informed by the science of early childhood development and guided by our infant and toddler policy agenda—good health, strong families, and positive early learning experiences. With the needs of the whole child in mind, they are working to build comprehensive services that allow families with infants and toddlers to thrive. The documents in this section orient you to ZERO TO THREE’s overall policy agenda and other comprehensive policy resources, including the infant-toddler policy and systems framework and a place to get started. The tool kit includes The tool-kit includes the  Early Experiences Matter Policy Guide which is a set of tools for taking action and improving public policies that impact the lives of infants, toddlers, and their families. All of the materials in the toolkit are accessible online, and they encourage us to use them in our work and disseminate them widely. The Early Experiences Matter Policy Guide offers you a wealth of policy options and strategies to use in your efforts to affect policy change for infants, toddlers, and their families. It includes mini policy briefs, practical tools, in-depth policy papers, and more.

I also explored the webinar section and found a webinar on Supporting Babies Through QRIS: A Self-Assessment Tool for U.S. States & Other Jurisdictions, which struck my interest because my center is presently undergoing Georgia’s quality rating process. Supporting Babies Through QRIS is a series of documents developed by ZERO TO THREE’s Policy Center to help ensure that Quality Rating and Improvement Systems (QRIS) are supporting the unique developmental needs of infants and toddlers. The documents present a national review of states’ and jurisdictions’ QRIS that have been implemented statewide and illustrates some examples of QRIS standards and supports that have been included across the nation to help programs promote young children’s development and learning. A recording of the webinar is included.

This current issue of Zero to Three journal offers highlights from the ZERO TO THREE National Training Institute (NTI), held in Seattle, WA, December 2-4, 2015:  Connecting Science, Policy, and Practice: ZERO TO THREE’s National Training Institute, 2015 and includes the latest research about brain functioning during the first 3 years of life and the important role of early social interactions for later school readiness and lifelong learning. It discusses how toxic stress caused by adverse childhood experiences (ACEs) is having an impact on the health and development of children; a summary of what has been learned about early development during the past 15 years; and examples of how communities are using federal funding opportunities and partnerships to build more coordinated, effective early childhood systems.

It is evident that babies, toddlers, and families are facing many of the same challenges across our nation and need support from early childhood professionals such as low wages, poverty, physical and mental health issues, and lack of quality childcare.  We are in need of a comprehensive system of supports for children and families that will promote health, strengthen families, and positive learning experiences. The voices from the fields of science, economists, and politicians are critical in achieving comprehensive services that will allow families with infants and toddlers to thrive. It is important to the future of our world.

Reference

Zero-Three. (2016). Retrieved from http://www.zerotothree.org/public-policy/

Professional Global Contact-Save the Children-East Africa

Save the Children is an organization with a rich and long history that invests in childhood every day, in times of crisis, and for our future around the globe including United States. They give children a healthy start, the opportunity to learn, and protection from harm.  Eglanyne Jebb founded the Save the Children Fund in England in 1919 to aid children in war-ravaged central Europe. Today the organization and its members  worldwide help children in 120 countries, providing support for health and nutrition, education, protection, disaster relief and so much more giving children in the United States and around the world what every child deserves -- a healthy start, the opportunity to learn, and care when disaster strikes. They often save children’s lives. Their target areas of focus include Nutrition, Maternal and Reproductive Health, Newborn Health, Child Health, Adolescent Sexual and Reproductive Health, and Health and Nutrition in Emergencies. In 2014, Save the Children helped 166 million children in 120 countries and led to 7.5 million lifesaving health interventions for children in 34 countries. Their education programs  reached 11.8 million children around the world. I found this awe-striking and quite inspiring.

As  I explored their blog, I came across Ethiopia: "It's Heartbreaking to See my People Suffer Like This" by Seifu Asseged, Communications Coordinator, Ethiopia's Somali Region, February 18, 2016. Mr. Asseged talks about “the stench of rotting animal carcasses, spread across the barren land.   I remember watching large animals - cows and donkeys - take their last gasping breaths as they grew weak from nothing to eat or drink.” He talks about his experiences as he travels across the communities that have been hit the hardest by the worst drought in 50 years assessing the needs of his people. After one assignment last August, his team discovered an entire community in desperate need of water. Within days, they had organized for large quantities of water to be trucked to that area, reaching thousands of people. Now the challenges are different, and the needs even more pressing. Six months ago (August, 2015) the number of people in need of food aid in Ethiopia was 4.5 million, but that figure had increased to more than 8 million by October, 2015). Now it stands at 10.2 million. Furthermore, 400,000 children could fall prey to severe malnutrition in 2016. Seifu Asseged states, “It is heartbreaking to see my homeland, and my people, suffering so much right now. I have never experienced anything like this drought before. Sometimes telling these stories can bring vital, practical outcomes for people in need. Sometimes they change the world. I hope this story will fall somewhere between the two.” This broke my heart as I tried to put myself in his shoes. I cannot imagine such an experience even though I know it happens around the globe.

News releases state that millions of children are at risk going hungry as the result of a worsening food crisis in Ethiopia. Schools are closing, livestock are dying, and wells are drying up. The child hunger crisis has been brought about by a severe drought across normally green and productive regions making this among the worst disaster natural disasters in recent history. At least 350,000 children are already severely malnourished, which if left untreated, can cause stunting, physical and mental delays in their development, or death. The issues that children in Ethiopia face are some of the most challenging in the world. Even in an "average" year, the education, health and economic situation for millions of Ethiopian children can only be described as a crisis. Frequent food shortages and periodic drought-like conditions continue to put children at risk. With inadequate health care services, many children die before reaching the age of 5. Of those that survive, only a fraction of children attend primary or secondary school. Save the Children is working in over 70% of the worst-affected districts, providing food, water, medicine and crucial support to children and families. Save the Children has implemented cross-cutting strategies that focus on education, health, food security, HIV/AIDS prevention/education and saving newborn lives. There is a link for people around the globe to make donations to help fund and broaden their relief efforts as well as a link for sponsoring a child.

Poverty is an issue world-wide that negatively influences the health and development of all children and influences society as well. I was just thinking that if everyone in the world that is financially capable could continuously sponsor one child through Save the Children, what a difference that could make.

Reference

Save the Children (2016). Retrieved http://www.savethechildren.org/ site/c.8rKLIXMGIpI4E/b.6115947/k.B143/Official_USA_Site.htm

Shelia

Sharing Web Resources

Zero to Three, 2016

The website I have chosen to explore is Zero to Three.  The link to their website is http://www.zerotothree.org/.  They are a national nonprofit organization committed to providing parents, professionals, and policymakers the knowledge and the expertise to nurture early development.  Their mission is to ensure that all babies and toddlers have a strong start in life.  I am interested in this organization because it will support my work with infants and their families.

I did subscribe to the organization’s e-newsletter “Baby to Big Kid,” which is a resource for parents that offers science-based information on how children learn and grow each month from birth to age three.  The monthly e-newsletters include the following:

·         Age-based information about child development

·         In-depth articles on common child-rearing issues and challenges

·         Parent-child play activities that promote bonding and learning

·         Frequently asked questions

·         Research on child development and what it means for parents

I will be receiving the newsletter in about two weeks.  Until then, I will explore various aspects of the website sharing information and ideas learned.  This week I have chosen to explore the organizations public policy center.  I am sharing information gained from the State of America's Babies in 2015 PowerPoint presentation.  The issues relate to diversity, poverty, and health.

I found the statistics somewhat surprising and some of the facts are distressing.  There are more than 12 million infants and toddlers (children under age 3) in the United States.  They represent 16% of the total child population under age 18 and they are particularly vulnerable because they are disproportionately in low-income and poor families.  Nationally, almost half (48%) of children under age 3 live in low-income families with an income less than 200% of the Federal Poverty Level (FPL), including 25% that live in families in poverty with an income less than 100% of the FPL .Overall, about 2.3 million infants and toddlers have at least one parent who works full-time year round, whose wages still can't pull the family above the low-income level.  Research shows that poverty at an early age can be especially harmful, affecting later achievement and employment.  Our babies reflect the growing diversity of our nation.  In 2011, for the first time, more than half (50.4%) of our nation’s population under age one were minorities, up from 49.5% the previous year.  Black and Hispanic infants and toddlers are much more likely than White infants and toddlers to live in poverty, placing them at greater developmental risk.  Furthermore, 23% of children under age 3 experience residential mobility, 21% of households with children under age 6 are food insecure, 12% of children under age 3 have parents with no high school degree, and 27% of child maltreatment victims are under age 3.

Good health is the foundation from which young children grow and develop physically, cognitively, emotionally, and socially.  Quality medical care and adequate nutrition are key building blocks for this healthy development.  Yet, 12% of babies are born preterm, 8.2% of babies have low birthweight, only 75% of 2-year-olds are fully immunized, 8.3% of children under age 6 do not have health insurance coverage, and 26.4% of children under age 5 are at moderate or high risk for developmental or behavioral delays.  This distressing facts show the widespread lack of adequate resources needed for the healthy development of all infants and toddlers.  While there are state and federal programs in place, federal funding for children’s programs declined overall from 2010 to 2011 and is expected to continue on a downward trajectory over the next 10 years.  Children are falling through the cracks of our system and our nation’s prosperity is jeopardized when the future of young children is compromised.

Young children in America lag behind those in other developed nations.  The condition of children in the United States is reflected in our standing among other nations.  Our country ranks last for relative child poverty among 20 economically advanced countries and 38 countries performed better than the United States on their under age five mortality rate, a critical indicator of the well-being of children.  Among 34 countries, the United States ranks 31st for infant mortality.  In addition to these issues, these conditions create for children in our nation; our ability to compete in a global economy is undermined when our children fare so poorly.

Across our country, too many babies are growing up in families under great economic stress without the resources to provide what is necessary for healthy development.  Each of these supports whether it’s adequate health care, ample food, housing security, or positive early learning opportunities play a crucial role in nurturing a young child’s development and helping all children realize their potential.  When essential programs that buffer young children against multiple hardships fail to reach all of those in need, not only are their individual opportunities to reach their full potential jeopardized, so is our nation’s ability to build the strong, competitive workforce it will need in the future.

The state of America’s children is very sad and distressing.  The implications for early childhood professionals and the field are many and we are in prime position to make a difference in children’s lives through providing positive learning experiences for children in our programs, parent-education programs, and through reaching out to policy makers and advocating for funding, high quality care, and more.

References

Zero to Three. (2012). National baby facts: Infants, toddlers, and their families in the United States. Retrieved from http://www.zerotothree.org/public-policy/pdf/national-baby-facts.pdf

Zero to Three. (2015). State of America’s Babies: 2015. Retrieved from http://www.zerotothree.org/public-policy/state-community-policy/baby-facts/related-docs/state-of-america-s-babies-4-15-final.pdf

Establishing Professional Contacts and Expanding Resources

First, I would like to say that I am very much looking forward to communicating with early childhood educators from around the world. Also, if anyone knows an early childhood educator in another country that would like to network, please let me know.  I found the following addresses for possible contacts at https://oldweb.naeyc.org/globalalliance/ through internet search using Google and the   resources provided in Blackboard. I have emailed each of them but I have not received any replies. If I have not received replies in a few days, I may need to explore the alternative assignment.

Africa

The National Early Childhood Development Alliance
Mr. Eric Atmore
P.O. Box 2363
Clarinch, 7740
South Africa
Tel: 27 21 683 2420
Email: cecd@iafrica.com

Canada

Canadian Child Care Federation
Yvonne Dionne
Email: ydionne@cccf-fcsge.ca

Singapore
Association for Early Childhood Educators
Jane Lim
Email: jane@aeces.org

Spain

World Association of Early Childhood Educators
Juan Sanchez
Email: jsm@waece.org

Part 2

Since I work with infants/toddlers and their families, I choose to study the website and resources at  Zero To Three: National Center for Infants, Toddlers, and Families retrieved from
http://www.zerotothree.org/ (May have to use http://www.zerotothree.org/about-us/ )
(Newsletters: http://zttcfn.pub30.convio.net/child-development/from-baby-to-big-kid/ and
http://capwiz.com/zerotothree/mlm/signup/). I have signed up to receive their newsletter. If anyone can offer any suggestions regarding locating someone in the field from another country, feel free to share.

Shelia

My Support System

My daily supports often consist of emotional support, financial support, and the up-keep of my home and car from my adult children and brother.  My adult children and brother support me with words of encouragement and offer advice during stressful times and times when my morale is low.  They provide financial support if I lose time out of work or have an unexpected need or illness.  They also help with the up keeping of my home at times.  Most of all, they make me feel loved, valued, and respected.  They also make me feel needed because they often confide in me and ask for advice.  My church family also provides support in the form of spiritual guidance and by praying for me.  My friends support me emotionally by encouraging me to be involved in recreation and relaxation opportunities that they often plan. My co-workers provide support and encouragement for my work.  I am a person that manages to get a lot on my plate at times and I am a natural born worrier.  Without these supports, I would feel very alone and my life would be much more stressful and I am not sure that I could cope as well as I do, especially when my asthma, COPD, and arthritis flares.

The challenge I choose to discuss is losing eyesight or blindness.  With this disability comes many challenges and more advanced support is needed in addition to the ones I am fortunate enough to already have.  I would have to learn to function in my home and other environments.  Many supports would be needed.  Training, relearning how to care for myself and how to maneuver around my different environments would be necessary.  Perhaps a walking cane or seeing-eye dog would be possible.  I would no longer be able to drive so I would need support in getting to the places that I needed to go including the doctor, grocery shopping, and more.  I would need more physical support with house cleaning and yardwork.  I am sure a job change would be necessary or I would have to qualify for social security.  I would need support in learning braille and in learning to use assistive technology with the computer.  Living independently and continuing to work would definitely be a challenge and additional financial support would be needed.  Losing my sight is my most dreaded fear because glaucoma is a side effect of the daily medicines I have to take contain inhaled steroids.  I know my family, church, and friends would be there to support me, but I know that much of the training, learning, and supports that I would need are also costly and time consuming; therefore, I would also have to find additional financial support.  I have never wanted to be a burden to anyone.  I also cannot imagine going through the rest of my life without seeing my children and grandchildren’s beautiful faces or the beauty in the world; so I am sure I would need professional emotional support as well.  This disability is definitely life changing; however, with the support I already have and the support I would be able to find, I would eventually accept the disability, learn to be as independent as possible, and cope with all the changes the best that I could.  Without the needed supports, functioning somewhat independently, continuing to work, maintaining emotional/social health, and being productive would be impossible.

Shelia

My Connections to Play

When Your Child Comes Home Messy 

Red paint in the hair? Blue paint on the jeans? Sand in the shoes? Peanut butter on a favorite shirt? White socks that look brown? Sleeves a bit damp?

YOUR CHILD PROBABLY......

worked with a friend

solved a problem

created a masterpiece

negotiated a difference

learned a new skill

had a great time

developed new language skills

YOUR CHILD PROBABLY DIDN'T.......

feel lonely

become bored

do repetitive tasks that are too babyish

do worksheets that are too easy

do sit down work that is discouraging

YOU PROBABLY......

paid good money for those clothes

Will have trouble getting the red paint out

are concerned the caregiver isn't paying enough attention to your child

YOUR CAREGIVER PROBABLY......

was aware of your child's special needs and interests

spent time planning a challenging activity for the children

encouraged the children to try new things

was worried you might be concerned

Young children really learn when they are actively involved in play.....not when someone is talking to them. There is a difference between "messy" and "lack of care." Your caregiver made sure your child was fed, warm, offered new skills and planned messy fun things to do because that's how young children learn!

Send your child in clothes that can get dirty! Keep extra old clothes at the site for times when the child gets really messy. But remember, young children need time to be kids.

~author unknown

Children learn as they play. Most importantly, in play children learn how to learn.

O. Fred Donaldson

Contemporary American martial arts master

Toys that I was most found of during my early childhood years were all types of dolls, housekeeping toys, paper dolls, coloring books, story books, playing my toy piano, riding my trike/bike, and such. I enjoyed water coloring and playing with dough. I loved to pretend play most of all. My friends or siblings and I often played house, school, beauty parlor, grocery store, cowboys and Indians, GI Joe, and such. We lived fantasies through our paper dolls.  We also played outdoor games such as drop the handkerchief, mother may I, 1-2-3 redlight, chase, hide and seek, red rover, hula hoop games, jump rope, soft ball, roller bat, and a basketball game called H-O-R-S-E. Our parents often played with us. My mother and father taught me to play many of the games I so enjoyed playing as a child at home, in my neighborhood, and during recess at school. Times were very different during my childhood. Technology as we know today did not exist. We used our imagination and we actively played. My mother did not work; she  cared for our home and family. My father worked, however, back then, companies and businesses closed on Sunday. The town stores and offices also closed at 6 pm daily. Families seemed to spend more time together working and playing. There seemed to be a stronger focus on family and I believe life moved at a slower pace. Today, in most families, both parents work. The work week is now 6-7 days and there is no down time. Everyone seems to be busy juggling various schedules and moving in different directions. Life moves at a much faster pace for most.  Educational policy now has a stronger focus on standards, accountability, and high stakes testing, so recess is disappearing. There is less time for purposeful play and when you consider technology, it is easier to let television, computerized games/media, and the internet entertain and teach our children many of the skills that children learned through play in the past. Play as I experienced it and have described is becoming something found only  in the past. Today's children are missing out on enjoyable play experiences that build imagination, creativity, social/emotional, and cognitive skills while fostering their overall positive health and well-being. We are already seeing the unfortunate consequences through a rise in  health and obesity problems, problems with social/emotional skills, language skills, and cognitive issues in many children. It is time that parents and educators recognize the importance of purposeful , imaginative and creative play and put in back into the lives of children.  

Relationships Reflection

As I reflect upon my current relationships, I can identify several that are important to me and they are central to my life, happiness, and overall well-being.  Currently, my relationships include my experiences and interactions with God, my children, my brother and sister-in-law, my friends, and those that are part of my professional life such as my director, co-workers, parents, and children in my classroom.  Even though we do not always agree, I cannot imagine my life without these relationships.  They each play a role in shaping the person that I am and who I want to be as I grow.

I find unconditional love, peace, and joy in my relationship with my Lord and Savior even in troublesome times.  As I pray and read his word, I always find comfort, purpose, direction, guidance, and encouragement.  In my relationship with my children, I find love, trust, respect, purpose, and encouragement.  I find that I am needed.  Even though they are grown, they are my world and I strive to be a good example for them while respecting their right to live their own life.  The relationship between my brother and his wife is one of support, encouragement, and family dinners and celebrations.  We each know we can call on each other and that each will be there, this holds true for my children.  My relationship with my present friends is one of getting together to just relax, fellowship, and enjoy ourselves.  I recently lost my best friend to cancer.  For years, we shared secrets, tears, laughter, and saw each other through some hard times.  I really miss her.  In my professional relationships- director, co-workers, and parents, we have a partnership committed to fostering the positive development of the infants in my classroom.  Just yesterday, I had a first time mom tell me as we were talking about her son meeting developmental milestones early, “ I also want my son (he’s 7 months old) to grow up to be a good man.  I want him to have good manners, be gentle, kind, respectful, and a good husband and daddy.  I need you all to help me accomplish this too.  What can I do at home?”  This really touched director, as well as my co-workers and me.  

A relationship is a connection, association, or involvement.  Relationships can be positive or negative, build one up, or tear one down; they can create or destroy.  I have learned that healthy relationships are built and maintained through reciprocal interactions, communication,  experiences, trust, respect, dedication, and commitment.  A degree of loyalty in some relationships is required.  Relationships are not always easy and can come to an end.  Relationships have to be worked at and those involved have to work at it together.  

youngest daughter on right

middle daughter and her family

middle son and his family

oldest daughter and her family

youngest son