Saturday, June 30, 2012

Childbirth

            It is now common place that optimal birthing environments and fulfilled mothers benefit babies about to take their first breath.  With compassionate care and understanding, mothers’ limited stress and pain welcome their progenies to this world; holding hopes they will be the most intelligent and the strongest. Understandably, this was my disposition. However, the feature documentary “Babies” left no doubt in my mind that babies anywhere in the world show the same intelligence regardless of what parents do to boost their babies’ brain development  (Babies, Thomas Balmès, 2010).
            Whenever the conversation drifted to pregnancy, I told my friends loud and clear that getting an epidural was the only way I could give birth because women did not need to give birth proving right the Bible, Genesis 3:16 “To the woman he said, "I will greatly increase your pains in childbearing; with pain you will give birth to children."  In college, I became close friends with a woman pregnant with her second child who confided that giving birth was more likely to inflict pain but the kind of pain you would feel when you exert yourself physically.  As the idea of physical challenge grew and I wanted to welcome my baby in a peaceful and friendly environment, I decided to give birth in a pool with the epidural backup plan.  At the beginning of my seventh month of pregnancy, the clinic with the pool closed down.  At this point, I was ready for the natural birth still having my backup plan as an option in case of excruciating pain.  Fortunately, the clinic where obstetricians shared this philosophy had a spot for me. I took yoga classes to help with the process and was determined to use the traditional Native American way of giving birth, standing up and squatting (Holmes Pearson E., 2012).  The midwife told me that I could choose any position that would make me feel more comfortable and explained how I should carry through with standing up and squatting.  I understood what my friend meant with intense physical effort.   When my body accompanied the contractions’ downward movement, it was comparable to pushing my already exhausted and achy body to run to an invisible finish line. My husband helped me in every contraction pulling me back up and holding me so that I could rest a moment. To better monitor the dilation, the midwife asked me to lie down on the table for the last twenty minutes.  Unfortunately too late for the epidural, I understood the unconditional choice for the epidural.  
            In each circumstance concerning their bodies, women should have the possibility to choose the way they want to give birth.  My mother in law only had a vague recollection of her two birthing experiences and with the regret of having oxygen widely dispensed to her as was widely practiced at the time.  Also, it makes sense that mothers should enjoy the beautiful moments that lead to giving life, therefore requiring some kind of pain management.
            More importantly and even if to this day I encourage women to start labor the way Native American women used to, at least some of them, with the idea to avoid unnecessary pain, good nutrition and knowledgeable midwives should provide mothers a physical and emotional safe environment to give birth.  Thanks to an experienced midwife who delivered my sister at home, my mother survived a breached birth because the midwife succeeded in turning around the baby at the last minute, safely extracting her.  Moreover, the baby turning blue was saved by the same midwife who, understanding the situation, took the necessary steps to relieve the baby.
            Curious about Africa’s practices, I came upon two websites concerning Mali.  Nicole Warren (2009) “Empowering Birth Blog” explains Malian midwives’ difficulties in responding to 60% of births that require formal training.  Malian midwives “Matrones” need training in order to successfully respond to challenging deliveries (Warren, 2009).   A horrific example of difficult childbirth can be found on Canadian International Development Agency page “Mali - Dignity, Compassion, and a Trade, 2011).  The Malian organization “Delta Survie” sponsored by the Canadian Agency works to rehabilitate women suffering from fistulae, an incredible one in three women (Canadian International Development Agency).  Clearly, trained people need to accompany women in childbirth.           
                                                            References
Babies, Thomas Balmès, Amandine Billot, Christine Rouxel, Alain Chabat , May 7, 2010 (USA), Retrieved             from You Tube: http://www.youtube.com/watch?v=1vupEpNjCuY

Holmes Pearson E., Ph.D., 2012, retrieved from Center for History and New Media at George Mason      University, http://teachinghistory.org/history-content/ask-a-historian/24097
Nicole Warren, PhD, Empowering Birth Blog, October 03, 2008
            http://empoweredbirth.typepad.com/empowering_birth_blog/2008/10/mali-midwives.html
Canada International Development Agency, Mali – Dignity, Compassion, and a Trade. 2011, Retrieved   from: http://www.acdi-cida.gc.ca/acdi-cida/acdi-cida.nsf/eng/ANN-1223115410-MTW

           





Sunday, June 24, 2012

With Gratitude

Dear Professor Morgan
Thank you for your attentive presence, your caring guidance,
And your thoughtful words

Friday, June 22, 2012

With Gratitude

Dear Colleagues,
As this class comes to an end, I would like to express my gratitude for your sharing professional ideas and thoughts. I have learned a lot about the early childhood field with your expertise.
I hope we can stay connected through blogging, email, or phone.
¡Buena suerte a todos!
Good luck!

Friday, June 15, 2012

Code of Ethics

                                                             Code of Ethics      
                                                Most beautiful and powerful
                                                       Uplifting and nurturing             
                                                                    Gifts

                I feel so lucky to have turned my focus to the field of early childhood.  It has rekindled my confidence in education because early years professionals think in terms of the big picture, and work from their passion for children.  Research drives the field and practitioners do their best to apply the results and as quickly as possible.  Contributing to this progressive group of educators is inspiring and re-energizing.

                Starting with a preamble perhaps alluding to the U.S. constitution and the fundamental importance of the text, the National Association for the Education of Young Children revised their Code of Ethical Conduct and Statement of Commitment in April 2005. 
                NAEYC’s principle 1.2, section on “Ethical Responsibilities to Children (p.3), reads:
                                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 principle encapsulates what anyone working with children must answer for.   It is up to the administrative leadership to provide regular trainings for all staff, in order to ensure best practices.
                In section II “Ethical Responsibilities to Families”, ideals I-2.4, I-2.5, and I-2.8 caught my attention because too often families, and not only from different cultural background, are criticized, judged, and belittled in schools. These ideals stipulate:
                                To listen to families, acknowledge and build upon their strengths and competencies, and learn from families as we support them in their task of nurturing children.
                                To respect the dignity and preferences of each family and make an effort to learn about its structure, culture, language, customs, and beliefs.
                                To help family members enhance their understanding of their children and support the continuing development of their skills as parents.
As children spend a great deal of their life in school, it is obvious that schools need to work in partnership with parents so that both teachers and parents learn from each other and best serve, educate and nurture children.  
                 
                 In August 2009, the Division for Early Childhood (DEC) of the Council for Exceptional Children wrote their Code of Ethics, the backbone of the organization (DEC, 2009). As my understanding of family participation has deepened, I find necessary to have the following points as mantra (DEC, III):
                                We shall respect, value, promote, and encourage the active participation of ALL families by engaging families in meaningful ways in the assessment and intervention processes.
                                We shall empower families with information and resources so that they are informed consumers of services for their children.
                                We shall collaborate with families and colleagues in setting meaningful and relevant goals and priorities throughout the intervention process including the full disclosure of the nature, risk, and potential outcomes of any interventions.
There is an urgent need to recognize, accept, and approve all facets of a human being starting at age zero. It will take local, regional, and federal policies to change obsolete outlooks on differences, physical or mental. Surely, these policies will bring about a more peaceful world.

I am in!

                                                               References
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
DEC. The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from


Sunday, June 10, 2012

Good Bye Mr. Bradbury!

Good bye Ray Bradbury, “the visionary”!
Here are two quotes attesting of Bradbury’s humanity and sensitivity:
“The best scientist is open to experience and begins with romance - the idea that anything is possible. “
“Touch a scientist and you touch a child.”

I am sure he would have liked this Plato's quote:
“You can discover more about a person in an hour of play than in a year of conversation.”
Retrieved from: National Institute for Play http://www.nifplay.org/index.html

Sunday, June 3, 2012

Precious Colleagues’ Resources

Melanie’s
The Children’s Cabinet    http://www.childrenscabinet.org/main.asp?pID=1
Special Quest                     http://www.specialquest.org/

Jill’s
The National Women’s Law Center          http://www.nwlc.org/
Child Care Aware of America                      http://www.naccrra.org/

Saturday, June 2, 2012

A Plunder of Resources

Apart from expected resources such as books, magazines, journals and articles, movies and documentaries, I intend to use Louise Derman-Sparks’ suggestion to “listen to everyone in the environment to avoid being blinded by just one aspect of the spectrum” (Course Media). My concept of resources has expanded to include paying close attention to my surroundings where I might find clues and information on how to solve certain issues.

Three New Resource Ideas:
Children develop better and learn better if they are nutritiously fed. I want to keep an eye on:

Australia is very present in education and takes a pioneer role:
Early Childhood Australia
Subscription to ECA Web Watch - webwatch@earlychildhood.org.au

An offshoot blog of “Parenting” magazine: The Parenting Post

A Plunder of Resources

Five Professionals
Below is a list of some of the resources used by five professionals in the field of early childhood. It was enlightening and refreshing to hear that these professionals dig everywhere to find information and stay current in their job. They gather information from scholarly papers to simply what they hear in their environment because it might be indicative of societal changes (Renatta M. Cooper Program Specialist Office of Child Care LA County Chief Administrative Office – Raymond Hernandez MS Ed Executive Director School of Early Childhood Education University of Southern California – Leticia Lara LCSW Regional Manager Outreach and Professional Development ZERO TO THREE – Sandy Escobido Deputy Director Los Angeles Preschool Advocacy Initiative California Foundation – Louise Derman-Sparks Professor Emeritus Pacific Oak College, CA)
Books, magazines, articles, partnerships with neighborhood organizations, state organizations, network of organizations that might be interested in a project, the community
Internal resources – family, friends, inspirational people, foster collaborative skills, critical thinking skills, education, our own growing and learning to be used as the starting for a reflection
External resources - universities, parents, hearing children experience as a resource in the classroom, media, childcare resource centers, medical professionals, libraries, ecosystem what we draw from, people from all over the world
References
Course Media. Five early childhood professionals discuss their preferred and trusted resources. Walden University

Organizations Specialized in the Field of Early Childhood
Position Statements and Influential Practices
•NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap

•NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf

•NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf

•NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf

•NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
•NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf

•Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller

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

•Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42-53
•Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf

Websites:
◦World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us
This link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage

◦World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP's mission.

◦Association for Childhood Education International
http://acei.org/

Selected Early Childhood Organizations

•National Association for the Education of Young Children
http://www.naeyc.org/

•The Division for Early Childhood
http://www.dec-sped.org/

•Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/

•WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm

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

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

•Administration for Children and Families Headstart's National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/

•HighScope
http://www.highscope.org/

•Children's Defense Fund
http://www.childrensdefense.org/

•Center for Child Care Workforce
http://www.ccw.org/

•Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home

•Institute for Women's Policy Research
http://www.iwpr.org/

•National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/

•National Child Care Association
http://www.nccanet.org/

•National Institute for Early Education Research
http://nieer.org/

•Pre[K]Now
http://www.preknow.org/

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

•The Erikson Institute
http://www.erikson.edu/

Selected Professional Journals
•YC Young Children
•Childhood
•Journal of Child & Family Studies
•Child Study Journal
•Multicultural Education
•Early Childhood Education Journal
•Journal of Early Childhood Research
•International Journal of Early Childhood
•Early Childhood Research Quarterly
•Developmental Psychology
•Social Studies
•Maternal & Child Health Journal
•International Journal of Early Years Education