Wendy Newby - Have I asked the right question?: May 2012

Monday, May 28, 2012

This presentation really gives me something to think about. What is my role in changing education?

Saturday, May 26, 2012

Consequences of Stress on Children’s Development

In the United States a child that is a victim of child abuse can receive coordinated services through children’s administration. A child in our program was a victim of physical abuse as a two year old, the abuser was imprisoned and the child remained with his mother. The child received counseling as did the mother from a community mental health agency. The single working mother was challenged to find childcare as the child displayed very aggressive behavior toward his peers. She accessed a birth to three screening program and the child started additional services through the public school program for developmental delays and intervention services. The child began our prekindergarten program, where behavior was observed that initiated a team approach to discovering strategies to develop pro-social behavior. The resources accessed were a mental health counselor, a classroom shadow, children’s administration caseworker and an educational coordinator.

The mental health consultant was trained to observe young children in the classroom environment and recommend strategies to improve attachment, initiative, self-control and behavior concerns. With the collaboration of the parent to have consistency at school and home, the team developed a plan to respond to the child’s inappropriate behavior. The classroom shadow worked alongside the child to coach him through social situations and problem solving. The practice reflects the influence of Vygotsky theory of private speech. Children talk to themselves and learn to control their actions. The caseworker provided a funding stream for counseling and worked with the mother to encourage follow through and home visiting services. The educational coordinator from the educational services school district provided support to the classroom teachers. The insecure attachment and corresponding lack of emotion regulation are going to continue to create great challenges as the child enters public school. Groves Gillespie stated, helping children cope with their strong emotions is a first step in helping them become self-regulated. (Groves Gillespie, 2008)

Although many nations have signed the United Nations’ Committee on Children’s Rights the follow through on legislation has not resulted in the improvement of services. One example is the worsening situation in Russia. (Roudik, 2007). The country has not been able to create a budget to support their legislation to protect children’s basic rights. Non-government agencies are restricted as service providers. In the United States many nonprofit agencies have a mission to provide family preservation services. The Russian policy has hindered the implementation of legislative goals to support young children. The situation was complicated by the dismantling of the previously existing traditional structures of social protection. (Roudik, 2007, p. 3). Health care is of particular concern. What I learned is that keeping children thriving is a community effort.

References

Groves Gillespie, L., & Hunter, A. (2008). Emotional flooding: Using empathy to help babies manage strong emotions. Young Children on the Web, 63(5), 46-47.

Roudik, R. (2007, August). Children’s rights: Russian federation. Law Library of Congress. 155-166. Retrieved from http://www.loc.gov/law/help/child-rights/russia.php

Saturday, May 12, 2012

Child Development and Public Health

Immunizations are in the news. Those terms and timelines are part of our early parenting experience. From the time I had my first child in the 1980’s to my last in the mid 1990’s the number of immunizations recommended increased to include varicella, Hep A, Hep B and booster shots for middle school, high school and college. As adults we often think we no longer need to receive booster shots. Washington State is experiencing a significant increase in whooping cough cases and is asking teens and adults to get re-immunized to protect the very young.

In a speech in France at the Living Proof in Paris in 2011, Bill Gates spoke of the progress being made to eradicate diseases through a collaborative effort of members of the Global Alliance for Vaccine and Immunizations (GAVI). He praised the efforts of France, United Kingdom, and Norway for their generosity and the collaborative efforts being supported by the Gates Foundation. Gates shared that the efforts to improve global health were two-fold: immunize children to reduce mortality and increase farmer productivity to provide adequate nutrition. There was one illustration I found particularly interesting. It demonstrates the progress being made to eradicate polio (http://www.gatesfoundation.org/livingproofproject/Pages/progress-against-polio.aspx). There are only four countries left to achieve non-endemic status.

In my research I also uncovered contrasting opinions. There are those that believe that immunizations are a way to scare people into making drug companies rich. Their argument is that reduction in disease is the result only of clean water and better nutrition. They make their case, but do not include all the influencing factors. One critical characteristic that makes immunization a global concern is the ease at which people travel to different communities and countries. The “don’t vaccinate” proponents criticize the Global Alliance for Vaccine and Immunizations (GAVI) as a mechanism for Bill Gates to earn his next million. (Child Health Safety, 2010, p. 2). From my personal experience in childcare for the past thirty years I can verify that mobility contributes to the spread of disease in healthy populations that practice good hygiene and have access to nutritious foods. Before children were immunized for chicken pox my staff and I could mark the calendar fourteen days after Winter break for the first case of chicken pox. The pattern of visiting family or friends out of the area and then returning home brought with it more than great memories. A strain of an infection that the homogenous community was not prepared to fight off. I observed this pattern for over ten years. Providing young children with the chicken pox vaccine eliminated the pattern of chicken pox spreading each winter quarter.

Young parents that have been raised in a community where there is no longer the fear of exposure to life threatening illnesses may become complacent about immunizations. As a childcare provider I have the opportunity to keep parents informed about the risks. By providing supportive documents for both positions and can enpower them to make knowledgeable choices. I live in an area with a high population of immigrants some with documentation of immunizations and other undocumented as to their vaccination status; therefore the level of understanding and common values around immunizing cannot be assumed.

Reference

Child Health Safety, (October 2010). Vaccines did not save us-2 centuries of official statistics. Retrieved from http://childhealthsafety.files.wordpress.com/2009/02/vaccines-did-not-save-us-e28093-2-centuries-of-official-statistics.pdf

Gates, B. (2011, April 4) [Living Proof speech]. Remarkable progress is being made in development. Living Proof in Paris, France. [Video podcast] Retrieved from http://one.org/livingproof/en/story/bill-gates-living-proof-paris/

Friday, May 11, 2012

Time cover mom defends breast-feeding 3-year-old son

Sunday, May 6, 2012

Argentine 'miracle baby' tiny but stable a month on

Saturday, May 5, 2012

Birth Experience

When I became pregnant with my first child, I remember the doctor telling me that pregnancy was not an illness. We took the birthing classes, practiced the breathing and positions, and visited the hospital. A month before my due date I developed preeclampsia, and was on bed rest. Shortly after midnight, a week before my due date my water broke and strong contractions started five minutes apart. I remember thinking; this isn’t like they said it would be in class. Six hours later they used forceps to bring her down the birth canal to get her out of distress and address my high blood pressure. It took an hour for them to stitch up the rip. I am thankful for medical technology that saved my life. I tried natural child birth two more times and ended up with emergency c-sections. Because of the anesthesia I received for the after birth repairs I missed the first hours of bonding with my babies. My family had to wait in a waiting room instead of experiencing the miracle of birth as part of the moment. Looking back I missed the moments of joy that I hear others speak about their births. Instead, I have memories of medical procedures. Nonetheless, I do remember the overwhelming feeling of love and attachment I felt for each of them. I had no idea I could feel love so strongly. I have three great daughters that are healthy and I am alive to enjoy them.

I read the article Childbirth and Culture: Providing services to Latin American Families in the United States, by Emily Wehby (Retrieved, May 4, 2012, from http://www.wehbycreative.com/emily/Childbirth.pdf) and reflected on the community support that the indigenous people in Latin American countries provided for mothers during the birth process. I was also intrigued by the honor and prestige given to midwives. Having multigenerational support and experience at the birth would provide emotional comfort. It sounds like a wonderful celebration of life. And a sense of community responsibility for the successful development of the infant as the community supports the la cuarentena, the forty-day period after childbirth.

Personal Childhood Web

Joanie Peterson, my mother, was very engaged in my life from birth. I was the oldest and the only child until I was five. I was loved,my mother spent time with me by including me in whatever activities needed to be done. I remember the old tile floor in the kitchen that had to be waxed regularly. When the wax dried, my mother would give me an old towel to stand on and she would put on music and we would dance the twist until the tiles were buffed. My mother was finishing her bachelor degree in psychology and English during my first three years. I had the opportunity to meet lots of people in a community of shared values. I had time to play uninterrupted and my play was very creative and complex, with hours outside. I was read to and the value of learning was instilled in me early, but not in a competitive way, to be recognized as the best, but in a very personal way. Was I giving the task or the skill my best effort? Her approach to parenting developed intrinsic motivation in me. I am a great team player, motivated and satisfied to make sure the team does well. The measure of achievement is the level to which I tried my best. I can take a risk to take on a new challenge, because I know my mother will always love me. I value personal responsibility.

Rev. Merton Peterson, my father, was finishing seminary and pastoring his first church when I was born. I remember sitting on his lap, watching him type, helping fold bulletins, turning the handle on the old mimeograph machine, and going on home visits with him, when he needed to visit families from the church. We did not have material wealth, but I never felt poor We had enough that we could share. My did believed in me, when there was something I needed to do or learn he always spoke as though I had already mastered the task. I believe he spoke with confidence, because he has prayed for me every day of my life. Being a pastor's child means you learn manners, expectations and hospitality very early. We had lots of company. I loved giving up my bedroom and sleeping in a sleeping bag so the missionaries could have my room when they visited. I would listen to stories of their experiences in different countries and how they would help build homes and schools and grow crops wile they shared that Jesus loved them. I share my family's faith in God and the value that people are more important than things.

My extended family did not live close to me as I was growing up. But my grandmothers and aunt were prolific letter writers. We visited family every holiday, making holidays feel very special. I would listen to the adults share stories about family and friends. I knew that family were there for each other. My great-great grandparents were homesteaders. There was a strong sense of work ethic practiced. There were ranchers and there were farmers. It takes commitment and self determination to make it work. The entire family has to help to get the cattle in or harvest the crops. I remember the first time I was allowed to go on a cattle drive. I was probably seven. The strong connection to aunts, uncles and cousins as we spent the day on horseback gathering the cattle that were scattered among the trees and meadows in the foothills was exhilarating—I belonged, I was given worthwhile work. The farming family was an even stronger influence on my work ethic. When we visited the farm there was always tasks I could participate in: picking fruits and vegetables to can or freeze for my families use and when I got older picking melons or driving a tractor. It was part of being a member of my family. My family values hard work and integrity.

The church community provided a foundation of belonging and strength in conviction. Looking back I can appreciate that those families made sacrifices to make I had what I needed. The children were my friends, we could discuss the roles we were in and decisions we faced from a shared set of values. I never felt alone. As a community we looked out for each other. The community demonstrated living the values they held.

School Environment, Most people cannot imagine going to a school that houses children from kindergarten through senior high in the same building. Still the school community had enough diversity of values that it was a great place to have my values challenged and for me to exercise the decisions to stand true to my values. With only thirteen in my graduate class, but still the roles and functions of any school, there was so much opportunity to try out many different tasks. There were sports, student council officers, music, drama and clubs. I tried it all, because in a school that small everyone needs to get involved to have enough participants. My work ethic and integrity rewarded me with responsibility and opportunities. The most unusual was a flight class to learn to be a pilot, which included flight hours in a small plane. In the state I was raised, schools were the hub of activity for rural communities. Everyone came to all the events. People valued being together.

Wendy Newby - Have I asked the right question?

Tuesday, May 29, 2012

KBTC - Just for Parents