This is me!

This is me!

Wednesday, December 17, 2014

Week 8


     On my first day of this course I was very apprehensive as I knew the bare minimum about research. Over the past eight weeks I have learned about ethics and equity in research, different types of research, and how to read a research paper.
      I have always looked at conducting research as a daunting task as it needs to be very precise. I have found this to be true as I have taken this course, but the task is no longer as daunting to me. The knowledge I have gained from this course has eased my anxieties and shown broken down the pieces of research for me in a way that I understand.
      Throughout this course we have conducted three research simulations. As I created these designs based upon my research topic I have learned about the ways in which one needs to plan, design, and conduct research. Research needs to begin with a general idea in mind and from there one needs to plan out the variables, possibly write out a hypothesis, define who or what will be studied etc.
      The biggest challenge I faced during this course was understanding the difference between qualitative and quantitative research. I was able to understand what the textbook said, but when I applied it to my research I had a difficult time figuring out how it applied. Once I broke it down step by step I was able to complete my research simulations.

      As a result of this course I have grown as an early childhood professional. As I receive research articles at work I am able to read them without getting confused with the “big words” and understanding what the research means to my work in the early childhood field.

Saturday, November 29, 2014

Research Around the World EDUC 6163

This week I chose to take a look at the following website: http://www.ecdvu.org/ssa/major_reports.php
This website has the links to major reports and thesis of students of the “School of Child and Youth Care University of Victoria”. There were many different topics; integrated early childhood development, the status of coordination and supervision in Ghana, improving the quality of child care, using community resources in curriculum development, and so much more.
            As I read the paper titled “The Status of Coordination and Supervision of Early Childhood Education in Ghana” The study found that policy’s work better when there is a team collaborating and making decisions (Amponsa, 2003). It was found specifically in Ghana there is a gap of the absence of policy statements for coordinators and supervisors (Amponsa, 2003). It was concluded there must be more training and support offered to these coordinators and supervisors in order to decrease the gap and provide quality child care (Amponsa, 2003).
            Taking a look at these reports and thesis of students at the University of Victoria helped me to see how countries can support one another with the research they conduct for their early childhood programs. The research which is conducted is specifically focused towards that one country, but the results can be taken into consideration for early childhood programs around the world. I was surprised by the number of topics that were reviewed that I have read studies on here in the U.S.
            It was very beneficial for me to look at this website this week to see that countries can help one another through research to provide high-quality early childhood programming.

References


Amponsa, M. (2003). The Status of Coordination and Supervision of Early Childhood Education in Ghana . University of Victoria.

Thursday, November 13, 2014

EDUC 6163 Week 3 Option 2

If I could choose any topic in the early childhood field to conduct research on I would have to choose to research health in early childhood education. My experience in the early childhood field has led me to believe that there needs to be a greater partnership between public health officials and early childhood providers. I believe that research should be conducted to see what more can be done to prevent health concerns such as childhood obesity, the effect smoking has on children etc. If one were to conduct research on this topic one would be comparing results of programs that partner with public health officials and the effects it has on the children and families of that program compared to one that has not partnered with public health officials.

Saturday, November 8, 2014

EDUC 6163 Week 2

I put a lot of thought into my research topic for this course. I wanted it to be meaningful for the early childhood field, but even more so I wanted it to be meaningful for the Head Start program. I work for. As I prepared for the topic I spoke to the executive director of my program who is my supervisor as well about my thoughts and we discussed what direction would be best to take this research in. I chose to research the topic of cultural experiences in the classroom and best practices for keeping continuity between home and school.
As I become more familiar with the research of this topic I would like to answer three questions.
1.      What are some way’s to keep a family’s culture alive in the classroom?
2.      What can we do to respect a family’s discipline techniques while ensuring developmentally appropriate practice both at home and school?
3.      Are there cultural differences amongst people of the same ethnic background who live in the same community?
Question number three I am not completely satisfied with. I want to find a way to reformat this question to have deeper meaning for the research I will be conducting. As I worked on the “Understanding Research” chart this week I began to reflect upon the type of data I would collect with this. I believe I would be researching quantitative approaches.
One of the resources I used in part two of our first assignment this week talks about this topic very well. You can find it in the Walden Library. It had some great insights on this topic.

References


Cheatham, G. A., & Ostrosky, M. M. (2013). Goal setting during early childhood parent-teacher conferences: A comparison of three groups of parents. Journal of Research in Early Childhood Education 27(2), 166-189.

Tuesday, October 21, 2014

This is my last blog for the course “Issues and Trends in the Early Childhood Field”. The blogging has really helped me to learn about issues and trends all around the world. Below are three things I have gained from studying international websites.
1.      New Perspectives: As I studied international websites I was able to learn about the different cultures. I gained new perspectives on poverty, standards, school readiness, and many other issues and trends in the early childhood field. The main perspective that I gained was that each country is working towards something different in early childhood education. Some are focusing on academics while others are focusing on crisis and child maltreatment.
2.      Deeper Understanding: From studying the international website I learned that each country has an area in early childhood education. For us here in the United States we are working towards academic success, even more specific we are working on school readiness. By taking a look at what other countries our working towards I now understand why here in the U.S. we have a strong focus on school readiness.
3.      Poverty is everywhere: Before studying the international websites I was aware that poverty existed everywhere, but having reflected on these sites I have learned that poverty is everywhere, but it can take many different forms. Poverty isn’t always income level. Poverty can also look like deprivation. Deprivation is similar to poverty, but it takes into considerations a child’s shelter, sanitation, drinking water, health, food, etc.

In lieu of my increased knowledge from studying international websites I have set one goal for the field of early childhood when it comes to international awareness. The goal is for early childhood educators to partner with early childhood professionals from around the world to best meet the needs of all children.

Saturday, October 18, 2014

Week 7 UNESCO Website alternative assignment

After viewing the UNESCO website I learned a lot about limited government funding for early childhood programs. As I study the field of early childhood education I learn about the importance of funding for the field and the limited amount that is available. One of my professional goals is to raise awareness about the funding for many early childhood programs.
The UNESCO website offers information about how there must be an evenly distributed amount of resources for all populations, but there is a greater focus for those who are living in disadvantaged regions (UNESCO, 2009-2014). There is a policy called “universalization”, when it is targeted appropriately can decrease the inequities where governments are looking to reach universal access, but at the same time it makes the poor a priority (UNESCO, 2009-2014). I learned that early childhood education is not always the primary focus in education though. Many resources end up going to other priorities such as primary education (UNESCO, 2009-2014). Even though it is important for resources to go to primary education it is even more so important to make sure that early childhood education is a foundation of basic education and a part of it (UNESCO, 2009-2014). Finally, there is a strategy of private sector involvement that supports the funding of early childhood programs (UNESCO, 2009-2014). It is important to be aware when using this non-profit funding that it is being used for those who cannot afford early childhood care and education (UNESCO, 2009-2014).
After having learned much more in depth information from the UNESCO website I find myself comparing it to early childhood education where I work. We are very fortunate for the government funding and support we are receiving. There is the need in the community for greater awareness of the importance of early childhood care and education, but at the same time I realize how far our community has come with this awareness. The importance of early childhood education is a more recent discovery and communities are working towards making early childhood a foundation for educational experiences.

References


UNESCO. (2009-2014). Early Childhood Care and Education. Retrieved from UNESCO: http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

Saturday, October 11, 2014

Sharing Web Resources Week 6

This week I decided to explore the maltreatment link on the zero to three website. I have not really looked at this area as it has not pertained to the topics we have talked about thus far. In this section of the site one can learn more about child abuse and neglect, impact of trauma, and safe babies’ court teams. Safe babies court teams is a project that began in developmental science. Their aim is to “1.    increase awareness among those who work with maltreated infants and toddlers about the negative impact of abuse and neglect on very young children; and,
2.    change local systems to improve outcomes and prevent future court involvement in the lives of very young children.” (Zero to Three, 2014).
When I researched the site about the issue of equity I was lead to a power point presentation titled “Implementing Strengths-Based Initiatives to Achieve Equity” (Mayoral, 2014). The power point showed a few different graphs. One showed childhood poverty in the US broken down by race and ethnicity and the other showed an early language gap which increases dramatically from ten months of age to thirty six months of age (Mayoral, 2014). The presentation discusses the inequity of children who are facing severe disadvantages when they begin school (Mayoral, 2014). The way this presentation talked about inequities really opened my eyes to the challenges that children are facing to succeed academically. I was always aware of the types of inequities that were out there, but the graphs really helped me to visualize the high numbers of children who are facing inequities and how it appears to be increasing. On the eighth and last slide of this presentation there is a list of seven strengths based policy and systematic changes Below are these strengths based policy and systematic changes.
1. Focus on strengths.
2. Empower and support communities.
3. Shift from family involvement to
culturally competent family engagement.
4. Reduce language barriers by providing materials in
native language.
5. Increase culturally and linguistically competent and
measures and services.
6. Increase supply of qualified, bilingual and bicultural
birth-to-three professionals.
7. Provide information and empower parents by helping
them understand child development, ways to promote
learning, and how to become their child’s advocate
(Mayoral, 2014).
The Zero to Three website offers some really great resources of articles to read in regards to inequities in the early childhood field. I recommend taking a look at some of these articles as they really put everything into perspective with research to back up the findings.

References

Mayoral, M. V. (2014). Implementing strengths-based initiative to achieve equity. Washington, D.C.: Zero to Three.

Zero to Three. (2014). The safe babies court teams project. Retrieved from Zero to Three: http://www.zerotothree.org/maltreatment/safe-babies-court-team/

Thursday, October 2, 2014

Global Children's Initiative

For the blog assignment this week I am taking a look at the Harvard University website on “Global Children’s Initiatives”. Early childhood around the world can look very different than it does in America. Recent years in America our focus has been on standards and school readiness. After reading about the “Global Children’s Initiatives” I am able to see that this is not always the focus in other countries. Children and crisis is one of these topics. For example in Haiti and Chile post-earthquake child status is something that is being looked at closer (Harvard University, 2014). Child mental health is being looked at more closely in China and child maltreatment is being looked at more closely in three of the Caribbean nations (Harvard University, 2014). As you can see each country has something that is a primary focus. As we talked about in past discussions it is important to take care of a child’s well-being in order to provide the best education for a child. From the information from the Harvard website one can see the various ways this can look in each individual country. When these needs are addressed or met a child will be more likely to thrive in their education.

References


Harvard University. (2014). Center on the Developing Child. Retrieved from Global Children's Initiatives: http://developingchild.harvard.edu/index.php/activities/global_initiative/

Saturday, September 27, 2014

Week 4 Sharing Web Resources

I have been studying the zero to three website. Based on our discussions this week I decided to take a closer look at the public policy tab on this website. Zero to Three is a research based resource for federal and state policy makers (Zero to Three, 2014).  The policy center is there to promote good health, strong families, and positive early learning experiences for all infants and toddlers” (Zero to Three, 2014). In the fiscal year of 2014 there is a grant availbale to EHS programs to expand partnerships with child care centers in the community (Zero to Three, 2014). This is an example of efforts policy makers are making to expand quality early childhood programs in communities.  
When I browsed the website this week I found a section on discipline. One of the recommendations for parents was to comfort their babies whenever they cry. I feel this can be a controversial topic, because the way one comforts their child or how long they let their child cry for varies by culture. I believe that what the website is offering is simply recommendations, but some cultures may disagree with the suggestions for discipline. I found that many topics on the website such as this can be considered controversial based on culture. Each culture has a different perspective on child rearing and the website is promoting child rearing techniques for child care centers rather than individual cultures.

References


Zero to Three. (2014). Public Policy. Retrieved from Zero to Three: http://www.zerotothree.org/public-policy/

Saturday, September 20, 2014

Poverty in Vanuatu


For this week’s assignment I have gathered my information from the UNICEF website. I have chosen to take a closer look at child poverty in Vanuatu which consists of 65 inhabited islands (UNICEF, 2012). By using the basic needs poverty line, seventeen percent of children are living in poverty in Vanuatu (UNICEF, 2012). The number of people living in a home and the amount of education the adults had in the home impacted whether or not a child was living in poverty (UNICEF, 2012). Due to the poverty level in Vanuatu I was surprised to learn that they also needed to look at deprivation (UNICEF, 2012). Deprivation is similar to poverty in the matter that it looks at the child’s shelter, sanitation, drinking water supply, health, food, education, and information (ex. telephone) (UNICEF, 2012). During a study in 2007 deprivation appeared to be more of a problem than poverty (UNICEF, 2012). There are broad policies in Vanuatu that are in place to promote child well-being, but due to the island location it is difficult to provide adequate resources to those who need it (UNICEF, 2012).

By studying poverty in Vanuatu this week I have learned that poverty will look different in each part of the world. This is because each location has different struggles. As you can see the biggest struggle with improving poverty in Vanuatu is the island location, because they are surrounded by 700,000 square kilometers of ocean (UNICEF, 2012).  I am interested to see what these challenges are for other locations around the world.


References



UNICEF. (2012). Global study on child poverty and disparities. Suva, Figi Islands: United Nations Children's Fund Pacific.


Saturday, September 13, 2014

Sharing Web Resources

·     
I chose to study the zero to three website. This is the link to the website:
I will not receive my first newsletter until the first of the month. For this assignment I will be gathering my information specifically form the zero to three website. As I looked closely at the website I found the issue of money. Often times in the society today a parent is looking to provide a better life for their child than what they might have had. On the zero to three website there is a chart titled “Juggling Jobs and Babies-the Challenges of Young Working Families” (National Center for Infants, Toddlers and Families, 2012). Below is the chart from the website. The chart shows the issue of families losing the quality time spent with their child (National Center for Infants, Toddlers and Families, 2012). The issue here is that families are unable to make enough money to provide for their family (National Center for Infants, Toddlers and Families, 2012). Work sites according to this chart do not appear to provide a high percentage of paid time off to new parents (National Center for Infants, Toddlers and Families, 2012). Finally, the chart shows the percentage that is taken out of a parent’s income to pay for child care (National Center for Infants, Toddlers and Families, 2012). I believe this issue can stem into other issues. For instance a parent who is struggling to pay for child care and making ends meet is most likely a stressed out parent. My question is what is the effect of this stress the parent has on the child?
· 

Working Families Infographic

(National Center for Infants, Toddlers and Families, 2012).

References

National Center for Infants, Toddlers and Families. (2012). Working Families Infographic. Retrieved from Zero to Three: http://www.zerotothree.org/public-policy/working-families-infographic.html

Saturday, September 6, 2014

Establishing Professional Contacts and Expanding Resources

Part 1:
This week I have e-mailed many early childhood professionals around the world to try and touch base with someone to begin communicating about the project for this class. I am disappointed to say I have not received any responses to my e-mails. I e-mailed all of them explaining that I am a graduate school student looking to expand my professional contacts and I explained to them the assignment for this course.  Some of the e-mails I sent were sent back to me as they were no longer valid e-mail addresses. For this assignment I believe I will need to use the alternative resources, unless I receive a response during this week.
Part 2:

I have chosen to study the zero to three website. There are two newsletters for this site, but I was only able to access the “Baby to Big Kid” newsletter. I will try and access the other newsletter again this week, because it looked as if it was temporarily inactive. The zero to three website is broken up into six sections; home page, behavior and development, maltreatment, care and education, public policy, and about us. Each section is broken down more specifically and contains a lot of information about each topic. I am excited to gain knowledge from this website and use it as a resource for the future weeks in this course.

Wednesday, August 6, 2014

My Supports

Support in my opinion is anything that helps you accomplish your daily tasks. When I first think about the supports I have in my life I think of transportation. I think about the use of my legs and my vehicle. My legs and my vehicle get me to places that I need to be. I then begin to think about the support I need to know where I need to be each day and how to get there on time. In this case I need my phone. My phone serves as a clock, alarm clock, a calendar, and a place where I can store notes. When I don’t have my phone, for instance at work, I use a clock on the wall and sticky notes. I also have a computer at work where I input a lot of documentation into each day. I find my family and friends to be supports to me. They are always there to share my thoughts and feelings with and for me they help to keep me mentally healthy. All of these supports benefit me to complete my daily tasks to the best of my ability. They help me with timeliness, reflection, organization and movement. If I did not have just one of these supports life would become much more difficult. For example if I did not have an alarm clock I might not be on time to work in the morning. If I did not have sticky notes at work I would become forgetful and unable to complete some of my tasks. It is very concerning though how much my phone is a support to me it serves as many different purposes. I did not mention before, but it is also a means of communication. Without my phone to communicate I would not be able stay in touch with family and friends or schedule appointments as often as I do. My phone saves me time in my day.
I believe I could find other ways to manage without all of these supports, but a challenging one to imagine not having would be the use of my legs. Not having the use of my legs would change my thought process for getting from place to place drastically. Without the use of my legs I would not be able to walk up stairs, drive a vehicle, or simply move to any location I choose. If I did not have legs a wheelchair, elevators, ramps, and public transportation would be vital supports for me. If these supports were not available I would not have a sufficient means of transportation. It would make each daily task more difficult and I may not be able to do everything I needed/wanted to do.  

As you can see by reflecting upon my daily experiences there are many different people and things I depend upon to accomplish my daily tasks and experiences. If one support were taken away my outlook would change dramatically. What support would be the most difficult for you to go without?

Wednesday, July 23, 2014

My Connections to Play

“Play gives children a chance to practice what they are learning.”
-Mr. Rogers
“We are never more fully alive, more completely ourselves, or more deeply engrossed in anything than when we are playing.”
-Charles Schaefer

When I was a child I remember being surrounded by all kinds of toys, but the three pictures I posted were my favorite! I was very fortunate as a child to have many adults to support my play. My parents were my biggest supporters. My mother was a stay at home mom and spent her days with my brother, sister and I. She took us to the playground and library and spent time playing at home with us. My father, even though he worked full time, always found time to play with us. I can remember whenever he came home from work my brother, sister, and I would run over to him and ask him to play with us. He always joined in our play no matter how long of a day or how tired he was.
Today as I visit families at their homes and have families join in play in my classroom I am disappointed by the interactions. I find a lot of the time in the home there is a piece of technology the child is using or the parent is not joining in with their child’s play. From my own personal observations play has been centered around technology or a parent wanting their child to know their 1,2,3’s or A,B,C’s. I hope to see play at home to go back to the way it was when I was a child. A child’s playroom is one of the greatest learning environments! (I know mine was!)

            Throughout my life play was an opportunity for me to express myself. It ranged from acting out school and playing teacher, to dressing up my dolls, to making up a new game with my brother and sister. As I learn about play now as an adult I see the vital importance of the early experiences of play and why the play in my childhood was so important!



Friday, July 11, 2014

Relationship Reflection

This photo is included in this post as an example of the nurturing relationships I have in my life.

Relationships have always been a very important aspect in my life for as long as I can remember. It began with my parents, siblings and pets. This has expanded to friendships and professional relationships. Currently I have very positive relationships with my family, my many pets (cat, dog, goats, and chickens), my friends, and I have recently created a new professional relationship with a classmate at Walden University.
I would like to begin by discussing why I included my pets as part of my relationships. My many pets that I have had over the years have taught me compassion, the importance of building trust, observation skills, and how to understand a feeling without words. As a caretaker of animals there is no true verbal communication one needs to care for an animal with the use of non-verbal communication. In order for one to meet the needs of an animal they need to know how to identify the signs of the needs to be met. I feel these relationships that I built with animals at a very young age have taught me how to communicate with compassion through non-verbal communication. Animals have taught me the importance of nurturing a relationship; which in many circumstances is showing affection and meeting basic nutritional needs of the animal.
Family and friends over the years have taught me about the work that goes into a relationship. My family and friends have always been there for me no matter what and I have always found I can count on them. They have taught me how to maintain a relationship. Positive relationships with friends and family means being an active part of a person’s life, staying up to date on recent events, effectively communicating with one another, and expressing to that person why their relationship means something to you.
My professional relationships have taught me the importance of having a professional network. By creating a professional network I have been able to use these people as a resource to expand my knowledge and grow as a professional. For example, if I were to have a question about how to handle a new situation that I had not encountered before I could talk to the people in my professional network. By talking to the people in my professional network I would be able to appropriately assess the best way to handle the situation that I had encountered based on their experiences, knowledge, and expertise.
I am most excited about my new professional relationship with a student at Walden University. The relationship has been formed based on the common ground of both being new to a leadership role in the early childhood field. Together we will share ideas, questions, and concerns. We will then collaborate with one another and build upon our leadership skills. I am very excited to see where this new relationship will take me.

As you can see each of the relationships I have discussed has helped me to become the early childhood professional I am today. I believe these relationships have made me a valued professional in the early childhood field, because I have learned how to effectively communicate, understand the importance of diversity, and show compassion towards others. It is not to go without saying that any relationship can be challenging to maintain. There will always be circumstances that make it difficult for one to continue a relationship, but if you truly want a relationship to work out no distance, time, or circumstance can get in the way. 

Friday, June 27, 2014

A note of special thanks to Sherria and Kara

Sherria Green and Kara Cashwell,
I would like to take this time to thank you for your feedback and support during our time spent in the course Early Childhood Development. Your blogs and discussions each week have helped me to gain a deeper understanding of the materials we have studied throughout this course. Thank you for helping me to expand my knowledge and grow as a professional in the field. I know you will both go on to do great things.
Sincerely,
Lisa Brownell

Quote by Dr. Seuss

A person is a person no matter how small.
~Dr. Seuss
Dr. Seuss is someone who I have always believed to be a very wise and to speak the truth in such simplistic ways. In this quote I believe Dr. Seuss is pointing out that even at a very young age a person or child has feelings, ideas, and knowledge to share with the world around them. It is important for one to acknowledge this for children and to inspire them to expand upon there current feelings, ideas and knowledge.

dddDD

Wednesday, June 11, 2014

Holistic Development Assessment


Having been a part of assessing children for the past six years, whether it be through my undergraduate work or employment, I have found two main advantages. First, when looking at the holistic development of a child one can assess and see how the child is doing developmentally. Are there areas that a child needs to improve on? Is there an area that a child excels in? Assessing a child’s holistic development gives the teacher assistance with creating lesson plans. A teacher can individualize lesson plans for an individual child or for the whole class. Secondly, assessing a child’s holistic development at a young age can help one to find developmental delays or disabilities. When this is identified at a young age the child can begin receiving the necessary supports and services to possibly decrease the severity of the delay.
In Sweden when looking at a child’s holistic development and assessing it they look at language, literacy, numeracy, and personal and social development (David, 1998). They use the assessment for diagnostic purposes and to assess a school’s value (David, 1998). This assessment begins at the primary school age (David, 1998).  
In comparison American holistic assessment and Sweden holistic development have a few things in common. When looking at a child’s holistic development in America one is evaluating social, physical, cognitive, language, literacy, math, science, social studies, and the arts. The criteria for these areas are varied by age. Both American and Swedish assessment focus on language, literacy, social development, and mathematics. It appears based on my research that American assessment looks at all spectrums whereas Sweden development is more specific.
I believe that there are many different ways in which a child can be assessed for development, but it is more of a matter of what is done with that assessment. It is important to make sure the assessment is to benefit the child and not label the child. For example one might do an assessment and say a child is below average, average, or above average. By placing this label I do not believe there is an advantage. The data should be used to benefit a child’s learning experience as described above.

References


David, T. (1998). Researching Early Childhood Education: A European Perspective. Thousand Oaks, California: Sage Publications Inc.

Friday, May 30, 2014

Childhood stressors




For this assignment I spoke with my close family. I started with my parents and I went through the list of stressors. They said they did not feel they grew up during a time where they experienced any of these. I then went on to ask my grandparents (both maternal and paternal). They responded very similarly. They said they did not feel they grew up during a time of poverty, but they may have been classified as poverty. My maternal grandmother said that she grew up on a farm and even though they were considered to be poor she never went without a meal. They always had just enough. She always had enough food to eat and had clothes on her back (even if they were hand me down clothes). My paternal grandfather said something very similar. He said again that he would not have considered himself poor his parents made enough to put food on the table and provide them with necessities. Both of my grandparents said that they did not feel they had to cope/survive during these times, because family was there for them and they may not have had everything they wanted, but they had everything they needed. It was a time where a neighbor lent a helping hand and family was always there for one another. Therefore, as adults looking back, there were no ramifications for them growing up.

            As I researched poverty for children in a foreign country I came upon a book called Mandela’s Children Growing up in Post-Apartheid South Africa. As I read on I came upon their definition of poverty “the poor are those whose income comes below what is required to meet basic needs such as food and shelter” (Barbarin & Richter, 2001). The book goes on to discuss what the ramifications are for children who grow up in poverty and the ramifications (Barbarin & Richter, 2001). There was a study done on children ages between two and six who suffered from poverty, based on five principal poverty indicators (Barbarin & Richter, 2001). The study was done to see what the effects were of psychosocial development on the children (Barbarin & Richter, 2001). The results of this study were as follows:

·         Age two feeding and speech problems

·         Ages four and five bladder, feeding, speech, and behavioral problems.

·         Age six feeding, motor and speech, behavioral problems, emotional disorders, and social competence

(Barbarin & Richter, 2001).

As a result of this study research is being conducted to figure out what the direct impact is for the specific problems and what can be done to help minimize the above named problems (Barbarin & Richter, 2001). For example the research showed that the feeding problems were associated with material well-being (Barbarin & Richter, 2001). Therefore further research is being done to figure out the direct cause and triggers of poverty that impacts the children’s psychosocial development (Barbarin & Richter, 2001).

References



Barbarin, O. A., & Richter, L. M. (2001). Mandela's Children Growing up in Post-Apartheid South Africa. New York, NY: Routledge.

Saturday, May 17, 2014

Nutrition/Malnutrition: American Society vs. India


As a Center Director/ Family Worker at the Head Start program I work for, Nutrition/Malnutrition is a common topic I work with my families on. For the families I work with the most common difficulty is buying healthy meals while on a budget. The more healthy foods out there are typically a lot more expensive than the frozen or canned items one might find at the store. We have had guest speakers come in and attend our parent groups to speak about ways to eat healthy while on a budget. I have found these programs to be very effective. I was interested in learning this week to see if this is a common trend or something that is seen more within American Society.

As I furthered my research I discovered some interesting insights about India from the book, Wasting Away: The Crisis of Malnutrition in India (Measham & Chatterjee, 1999). In India more than half of the children under four years old are moderately or severely malnourished (Measham & Chatterjee, 1999). About 30 percent of newborns are significantly underweight and 60 percent of women are anemic (Measham & Chatterjee, 1999). These numbers were taken right after India claimed their independence in 1947 (Measham & Chatterjee, 1999). Since then India has set new goals and programs to decrease the amount of malnutrition in India. Some of these programs are “Integrated child Development Services Program”, “National Mid-Day Meal Programs”, and a “Health Sector” (Measham & Chatterjee, 1999).  

As I read about the details of these programs they reminded me of some of the programs we offer in the United States such as WIC, Planned Parenthood, Public Health, and Head Start. There was many more details about the programs that India offers and there were more detailed statistics about how India has progressed since 1947 in the area of malnutrition. I was surprised by the statement that the programs provided did not make drastic changes in the numbers for those who suffer from malnutrition (Measham & Chatterjee, 1999).

As a Family Worker/ Center Director I have always valued the helpful programs we have to offer for families. Part of my job is to make sure the families are receiving as many services as they need and qualify for to sustain their quality of life or support them during a critical time of need. After learning about the impact of the services India offered and the changes it made for their society, I am more aware of the importance of measuring the true outcomes of the services we provide in America. I will continue offering these services to my families, because I believe they are helpful, but I would be interested to know the effectiveness of each individual program, which is research I may conduct in the future.


References



Measham, A. R., & Chatterjee, M. (1999). Wasting Away: The Crisis of Malnutrition in India. Washington, D.C.: The International Bank for Reconstruction.

 
 
 

Tuesday, May 6, 2014

Comparing and Contrasting a Birth in the United States and Sweden


Abstract

For this blog posting I will be comparing and contrasting the birthing process in Sweden and my own birth. I was born in 1989 and the book I used for my research on Sweden births was written in 1993.

Sweden Birthing Process

I had a little trouble researching a story about a specific birthing experience in another country, but I did find a book titled “Birth in Four Cultures: A Crosscultural Investigation of Childbirth in Yucatan, Holland, Sweden and the United States”. I chose this book, because it was written in 1993 and I will be comparing this birthing experience to my own in 1989. In Sweden all births take place in hospitals and are managed by midwives (Jordan, 1993). It is commonly found in Sweden that sedatives, medications for induction, and artifical stimulation are used (Jordan, 1993). The birthing experience  in Sweden is described as an “intensely personal and fulfilling achievement” (Jordan, 1993).

My Birth

Personally I have not had any personal birthing experiences nor have I witnessed one. I thought for this assignment I would get a little bit creative and interview my Mom, Heidi Brownell, about what she remembers about carrying me in the womb, when she gave birth to me, and what happened immediately after birth.  

My mom said she was very nauseous during the first four and a half months of pregnancy. Her OBGYN offered her to take the anti-nausea drug emitrol, but this did not help with the nausea, she took it for about a week during the first trimester. She said the emitrol did not help, so instead she ate small meals. She began her days eating saltine crackers and ginger ale or diet Pepsi, eventually working her way up to a full meal by dinner time. The one food she did crave were subs at any time of day. During the second trimester she developed varicose veins in her legs and vaginal area. These were so bad her OBGYN prescribed compression stockings. During the second trimester my parents moved from an apartment to a house. This was a stressful period as my mother describes it, because she was still suffering from morning sickness. She then went on to explain at five months she began to engage in daily physical activities such as biking and walking until about 8 months. During the third trimester my mother said she experienced a lot of movement that would begin at about 10pm each night (this remains true to this day). During the 8 month of pregnancy my mother said she cut back on the exercise, because she felt a lot of pressure and was extremely fatigued. At 8 months and two weeks my mother said she was five centimeters dilated. She carried me like that for two and a half more weeks.

During the prenatal period my mother had a midwife and had two ultrasounds. One ultrasound was during the first trimester and the other was during the third trimester. She was extremely fatigued during the entire pregnancy. As my mother describes she had a very “normal” pregnancy and carried to full term. She said having a midwife was like having a good friend deliver your baby.

On November 7th around 4am my mother woke up to what she describes as “very hard labor”. She woke up my father and called grandparents to stay with my older brother. Once my grandparents arrived my mother said she remembers walking out the door doubled over saying “I can’t do this”. Once in the car my father was running red lights and doing everything he possibly could to get my mother to the hospital in time. They entered the emergency room and a woman approached my father asking “what was wrong with her” (During pregnancy my Mom only gained 18lbs so she did not look like she was in her third trimester). My father got a wheelchair and brought my Mom to the maternity ward, but my mother was dry heaving at this time as well. There were no nurses or doctor’s attending to my mother at this time. By the time they reached the snuggery the nurses took one look at my mother and quickly set up, because my mother was ten centimeters dilated and ready to push. The midwife assisted with the birth and massaged the perineum to prevent the need of an episiotomy. Just a few minutes later in the prep room at 6:34am I was born.

Immediately after birth I was placed on my mother’s stomach. My father cut the cord as I was laying on my mother’s belly and then my mother nursed me. The nurses then took me to clean me up and do all the procedural testing. I then nursed again and this time I turned blue in the face, because I was choking. The nurses took me immediately, tipped me upside down and ran out of the room with me. My mother describes feeling very panicky at this time, because she did not know what was going on. A few minutes later the nurses brought me back and I was fine. They did not know what had happened. Following the birth both of my grandmothers came with my brother to see me. During the first night the nurses had trouble settling me down, they brought me to my mother and “as soon as she spoke and coddled me I settled down.”

What I learned

After learning about these two birthing experiences I was intrigued by the fact that both experiences included midwives as a part of the birthing experience. Both birthing experiences were described to be a positive experience for the mothers. I learned both cultures, value childbirth and the importance for care during the birth. Both cultures provide quality care for the mothers during the delivery process. I would be interested to learn more about the options my mother would have had in regards to helping along the birthing process. From what I could tell the use of induction was not explored for my mother’s birthing experience, but it is common amongst births in Sweden. This study showed me that the birth of a child on two separate continents can share similarities and truly value the miracle of giving birth.

 

 

 

References



Brownell, H. (2014, May 06). My Own Birth. (L. Brownell, Interviewer)

Jordan, B. (1993). Birth in Four Cultures: A Crosscultural Investigation of Childbirth in Yucatan, Holland, Sweden and the United States. Long Grove, IL: Waveland Press Inc.