Consequences of Stress on Child Development

Many children are affected by stressors in their every day lives.  Personally, I was one of many children whose parents divorced when I was young.  Prior to their separation, however, there was quite a bit of noise and chaos (both stressors) going on in my life.  My parents argued frequently, though they tried to wait until I was asleep I still heard them often.  Once they separated my life was really chaotic, bouncing between parents and homes.  I was lucky though because both my parents made a concious effort to ensure that I was happy despite the bad situation.  I don't think it had a negative impact on my life, though.  I do think that I dealt with it by trying to overachieve in school, which turned out to be a really big positive in my life.  I think it did affect how I form relationships with other people, though.  I feel like I have to be "tough" all the time and sometimes that comes off as being cold towards people.  I am not at all a "cold" person and once I get to know someone I care deeply for them.  I sometimes have trouble showing that I care though, and I think it is directly related to my parents' relationship.  I do not like to complain about the situation because I know that there are so many children who have to endure so much worse.  Some children have to go through things that I don't even want to imagine as an adult having to deal with. 

One region of the world that I feel children have to deal with a lot of stress is the Middle East.  These children have spent their whole lives living in a war zone.  Every single stressor you could think of they deal with.  Violence, war, poverty, hunger, racism, noise, chaos, etc.  They live in such an unstable world it is sad to think the kind of effects the war will have on them as adults.  They will probably grow up having negative views of certain races and cultures.  Many of the children's physical growth, as well as cognitive, could be negatively affected as well.  There are organizations dedicated to reducing the negative effects of these stressors for children.  War Child International is one of those organizations. 

War Child International implements projects in Afghanistan, Burundi, Chechnya, Colombia, DR Congo, Ethiopia, Iraq, Israel, Kosovo, Lebanon, Liberia, Sierra Leone, Sri Lanka, Sudan, Uganda, West Bank and Gaza according to the following themes:

• Child protection: to protect children and young people against the consequences of armed conflict.
• Education: to enable children and young people's access to education.
• Justice: to ensure children and young people's access to justice when their rights are violated.
• Livelihoods: to build sustainable local livelihoods that address children and young people's fundamental needs.
• Psychosocial: to stimulate children and young people's own psychological and social development.

The progragm is dedicated to helping both the short and long term needs of children living in war zones.  I love to see that there are other people out there who care about the effects this is having on children and are in a position to help make it better.

Child Development and Public Health: Breastfeeding

I chose to discuss breastfeeding because I am currently debating whether or not to do so with my expectant baby.  I did not breastfeed with my son and he had stomach issues for the first six months of his life.  I am wondering if he wouldn't have had those issues if I had breastfed.  So now that I am pregnant again I am considering breastfeeding this baby.  I know all the benefits there are to breastfeeding, but for me it is a matter of having time.  I work full time and have a toddler as well, not to mention the housework that still needs to be done.  It seems that breastfeeding (or pumping) would be time consuming and am worried about having that time.  Having never done it, I really do not know how long it takes or how often it would be done.  I am still learning.  But for no other reason than to not have a crying baby most of the day, I am highly considering breastfeeding this time around.  I have heard that formula is just as nourishing as breastmilk (and please do not bombard me with negativity on this comment, I know breastfeeding "activists" can get really bent out of shape about that lol.)  and I have to say that my son who was fed formula, grew just as healthily as a breastfed baby.  He just had stomach cramps whenever he ate and would cry afterwards, but he never refused to eat.  It took him awhile to adjust to formula.  I know that by breastfeeding there would not be an "adjustment" period.  I read in The Developing Person that the composistion of the breastmilk adjusts to the needs and age of the baby and is more digestable than formulas.  It also mentioned that it helps with the bonding process, which as I have mentioned before was an issue with my son due to the c-section and ppd.  But what about when I return to work?  I can't go pump breastmilk every couple hours so I would have to wean the baby to formula, so would it even be worth it to do it at all?  Like I said, I am still debating.  Any helpful advice would be appreciated.

According to the World Health Organization, the problem of having time to breastfeed is common around the world.  In Asia, breastfeeding is declining for this reason.  Since more women are working, it is hard to strictly breastfeed for the first six months.  This is common in other areas too according to the statistics found from WHO. 

Childbirth- In Your Life and Around the World

Personal birthing experience
For this I decided to discuss the birth of my son, not only because it is obviously the most meaningful to me but also because it is honestly the only one I have ever experienced (other than my own, which of course I do not remember).  The day I gave birth to my son I was 38 weeks pregnant and was only going into the doctor's office to undergo a non-stress test.  While hooked up to the monitor it was found that my son's heartbeat kept dropping very low.  Since I was so far along they decided to go ahead and induce me.  A few hours later, his heart rate continued to drop low.  The doctor decided to do a c-section to make sure there were no problems.  I was somewhat relieved that I would not have to push a human being out of me (which I was growing quite scared about) until they wheeled me into the surgery room.  Having never had any sort of surgery before, once in the O.R.  I was completely terrified.  The doctors were great though (especially the anestegiologist lol) and calmed me down.  I did not feel anything.  When they got him out they told me he was healthy but they immediatly took him to clean him up.  I did not get to hold him.  My husband showed him to me before walking him to the nursery, but it was hours before I got to see him again or hold him.  After the birth I suffered from post-partum depression for quite awhile.  I sometimes wonder if this was due to the fact that I didn't get to hold him or see him for hours and felt that I didn't get the immediate bonding that I should have.  I feel that my post-partum had a great impact on him.  I was always stressed and unhappy, and he always cried.  Looking back I know his crying was probably due to me not feeling joyful or relaxed while with him.  I truly believe that the experience during birth can have a great impact on a child's development for this reason.  After a few months when my depression finally subsided, his crying also did and he became a much happier and alert baby.  Had this not have happened, he may have been happy and alert from day one.  I am a firm believer that the state a parent is in during the first few months will directly affect the infant's state. 

Birthing experience from another region

For this I chose the birthing customs of Holland.  I was researching customs all around the world and Holland just stood out to me.  There, pregnant women are referred to a midwife by thier family doctor, no obstetricians.  More than half of the women give birth at home rather than at a hospital.  "All expectant mothers in Holland are required to pick up a kraampakket that includes all of the medical supplies necessary for a home birth." If you do opt for a hospital birth, it's unlikely that you'll get an epidural. Epidurals are usually only given if it's convenient for the anesthesiologist's schedule or if an obstetrician determines it is necessary. A unique part of birth for the Dutch is the kraamhulp (maternity home care). For seven days after birth a nurse visits the home providing medical care, parenting instructions, and sometimes even cleaning and cookinng!  Though we often use midwives in the US (I saw a midwife all during my pregnancy up to delivery) the process is far different. Women do choose home births here, but hospital births are far more common.  And what new mother doesn't wish they could have "Kraamhulp"?  I know I would vote yes for that if given the option!

Examining Codes of Ethics

3 Ideals from NAEYC and DEC codes of ethics that are meaningful to me:
 NAEYC
I-1.3 To recognize and respect the unique qualities, abilities, and potential of each child.
This particular code of ethic reminded me of why I enjoy my work so much in the first place.  Each child is different and unique, no two children learn or develop quite the same.  These were the things I loved about early childhood when I first began my career endeavors.  Now I am happy to say I work in a center that I am able to provide lessons and activities for each individual child, based on thier needs or interests.  I have at least one activitiy per week that was designed for each child in my room. 
I-1.8 To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities. 
I have always been passionate about inclusion.  I feel that, as long as it is the least restrictive environment, children with special needs should be included in a typical classroom.  As for my center, working with 0-3 year olds you don't often get children who have been diagnosed with special needs.  I could possibly have children with physical disabilties, but I do not currently.  However, when working with children you often are able to tell when children have needs that are not "typical."  I have a child in my room who I believe to have high-functioning Autism, though he is only 2 and has not been diagnosed.  I recognize his strengths and his weaknesses, and offer learning activities for him that will push him to succeed, but still keep in mind his needs. I try very hard to make sure he is involved in play activities with the other children and he has came quite a long way since his first few days with us.
DEC
1.6 We shall build relationships with individual children and families while individualizing the curricula and leanring environment to facilitate young children's development and learning.
In my center we are required to individualize our lesson plans, providing activities for each child in our room specifically.  We also maintain close relationships with our families by doing frequent home visits, keeping our parents up to date on thier children's developmental screenings and our observations.  We encourage parents to spend time in our rooms whenever possible and provide family activities. 

course resources

Required Resources

• Video Program: “The Resources for Early Childhood”
  Five early childhood professionals discuss their preferred and trusted resources.

Part 1: 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://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4955232/educ6005_readings/naeyc_dap_position_statement.pdf
  
• 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://www.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. 

Part 2: Global Support for Children’s Rights and Well-Being

• 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://www.worldforumfoundation.org/wf/about.php
    This link connects you to the mission statement of this organization. Make sure to watch the video 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/about/
    Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.

Part 3: 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/index.cfm
  
• 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/
     

Part 4: Selected Professional Journals Available in the Walden Library

• 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
  Part 5- Three Additional Resources
  
  • Johnson, J. E.; Christie, J. F.; Yawkey, T. D. (1999).  Play and Early Childhood Development.  Addison, Wesley , Longman, NY. 
  • Berk, L.E. &Winsler, A. (1995).  Scaffolding children's learning: Vygotsky and early childhood education.  National Association for the Education of Young Children, WA. 
  • National Head Start Association http://www.nhsa.org/ 

Words of Inspiration and Motivation

"If we want to invest in the prosperity of our nation, we must invest in the education of our children so that their talents may be fully employed.” ~President William J. Clinton

"Children benefit most from teachers who have the skills, knowledge, and judgment to make good decisions and are given the opportunity to use them." ~Susan Bredekamp, Ph.D., Author of Developmentally Appropriate Practices

"Children are not succeeding because they are not given the tools they need not because they don't have the intelligence" ~Louise Derman-Sparks

"(Education) Is not all about you.  You have to take your ego out of it and think about what's best for the child."  ~Renatta Cooper



Personal Childhood Web

1. Mom-She is a strong and independent woman.   I am her only daughter so she did special things for me, and not my brother for that reason.  She volunteered at my school, made holidays wonderful, and taught me to be independent like her. She is the reason I am so driven and goal oriented.
2. Dad- He is a caring and giving person.  He taught me to accept people as they are, was always was there for me whenever i needed anything, and was my rock growing up.  He is the reason I want to work with children and help make them feel special. 
3. Grandma Opal- She was a caring and open hearted woman.  She would do anything for anyone.  She made me feel special because she always had to make me something to eat when I visited.  She showed genuine interest in my life and always asked me about my life.  She is the kind of woman I want to be when I am old and gray. 
4. Cousin Justin- We often played together as kids becuase our mom's (who were sisters) would take turns babysitting us.  He always made sure I fit it and was included no matter what we did or where we were.  He always made an effort to play with me.  He was protective and kind of like a "big brother" to me. 
5. Mrs. Spriggs (5th Grade Teacher)-  She made me believe in myself.  She praised me more than other teachers and showed interest in me.  I never really put much effort into school before her, but after her I prided myself upon how well I could do in school.