Research that Benefits Children and Families

Uplifting Stories

Hello everyone,

My niece and her husband have four children. Their first child was a healthy baby girl. Then about four years later they had a healthy baby boy, so they thought. As time went on my niece started having concerns about how her son acted at age three comparing him to the other small children within our family around the same age. We all just kind of blew it off, but she had that mother instinct to know something was different. Time went on and he started pre-k, and they labeled him with a behavior problem. She even asked his teachers for information on how to have him tested, but they said she just needed to help him have better self-control. As all this was going on my niece was going on the internet putting in the different things her son was doing and re-acting to different situations. What she found was unreal to her, but at the same time made some sense as well. Then by the time he was enrolled in kindergarten she asked if she could speak with someone about her child before he started school. They agreed and this led her to the school social worker. My niece explained her concern and asked if he could be tested for Autism. She told the social worker that the only information she knew about autism was what she had found online and it seem to fit her son. The social worker asked if she had talked with her doctor. My niece said yes, but the doctor at that time said her son needed to be around four or five to be tested, and he was only three. The doctor said they would also need more information from someone like a professional or teacher observation to compare information. The school said they would observe him for the first six to eight weeks and then hold a meeting on what they thought. After all the waiting, observing, and doctor visits, my niece finally had her answer, her son was diagnose with some forms of autism. By this time it was around mid-winter and he had been placed in a different classroom and did an awesome job in school. However through all this my niece, and her husband had another child which was a girl and everything was good. But later they had another boy and he too way diagnose with autism at the age of three because this time the doctor did not wait to test him because of the research my niece had done online.

But the moral of this true story is that through research on the internet my niece found some symptom’s that favored her son temperament and she would not give up on realizing that something was different even though she did not know what. Moreover both boys are doing great thanks to the determination of their mother not giving up, and online research leading her to a real condition with her son’s.

The Personal Research Journey

Hello everyone,

The topic I chose to do my research on is “Child behavior in the early childhood years”. My choice for this topic came to me when speaking with other professionals within the early childhood field who felt more, and more children are entering early childhood programs with some type of behavioral problem. Therefore my journey is to research information on child behavior relating to parenting. The reason for searching out this area of child behavior is because when modeling desired behavior, and re-directing un-wanted behavior some children in our class followed through with great surprise, and glad to do so even modeling good behavior for other children in the classroom. On the other hand some of the same children seem like totally different children when their parents were present as if their parents have no control over their behavioral actions.

Furthermore, in thinking of subtopics for my main overall topic was harder than I thought. Although early childhood behavior is an enormous topic, I feel I needed to narrow my research down to subtopics that explain how, or if some parents can be a possible cause to their child’s behavior unintentionally. Therefore this is some ideas I had for subtopics, however any other suggestions are gladly welcomed.

1. How to identified different types of early childhood behavior.
2. How to re-direct child behavior relating to parenting as a professional.
3. In what ways can professionals within the early childhood field help support families in modeling good behavior for their children?
    
    

Final Blog Assignment

 My first consequence in learning about the international early childhood field through the many resources, was that other countries face similar situations within the early childhood field as we do teaching within the United States. Such as acquiring funds to run quality programs or hiring quality staff that understand the benefits of helping young children develop effectively through a well-organized program. Another consequence was learning that it is just as hard as it is in the United States as it is in other international countries to reach all families. Some of these issues are families live in communities without resources about early childhood programs, or lack of effective communication due to differences in languages spoken.  The last concern is acquiring one set of standards in assessing all children on an individual level that will benefit each child through their development stage, and can also could be followed not only statewide but in every country in order to help all children receive a fair start in developing in every early childhood program.

 
My goal is to stay informed within the United States, and internationally on the progress of how staff communication improves in reaching all families to ensure that all children and their families are reached through their native languages in order that all children, and their families have someone to communicate with effectively when entering an early childhood program.


Also in conclusion of this course I would like to thank Dr. Myers and all of my classmates for their shared resources, and feedback that I know will help me in my future courses to come. Therefore I hope you all continue to progress onward and always remember you are not without help in strengthening the early childhood field.

Getting to Know Your International Contacts—Part 3

In exploring the UNESCO’s Early Childhood Care and Education webpage and connecting information to my personal goals I believe professionals should have a relationship with families and the communities they work in. As teachers we should provide resources and information to help everyone in a child’s life have a greater understanding of the importance of quality early childhood programs and the positive benefits children can gain form such programs.  “Active involvement from parents and communities and relevant play and learning materials ensure that early childhood services remain relevant to the needs of the children and all other stakeholders and increases sustainability”.

 

I also found more surprising information in an article from “The Early Childhood Workforce in ‘Developed’ Countries: Basic Structures and Education” about “Restructuring the workforce around a ‘core’ profession will increase costs, both for the education of workers and their employment. Once early childhood workers are educated at the same level as school teachers, there is a compelling case for comparable pay and conditions. The question hanging over all countries is who will pay for a properly qualified workforce?” The reason I found this interesting is because in the state of Georgia, teachers working in the public school system working with prekindergarten’s pay is higher, and offered more benefits than a teacher with the same degree working with the same age group but work in a childcare center. I believe the pay of the qualified teachers should be the same no matter which environment they choose to work in. Therefore this could be one reason for constant teacher turnover in the childcare environment.  

 

The last information I found insightful was the information on allowing children to develop at their own pace. In the article from the “Curriculum in Early Childhood Education and Care” it states, “because of the learning patterns of young children, social-emotional and cognitive progress will be at the child’s own pace, and take place through play and active methods, governed in so far as possible by the self-direction of the child. These considerations suggest caution about designing a detailed cognitive curriculum, which staff should ‘deliver’ to compliant young children”. Therefore with a well-equipped early childhood environment to benefit all children, I have always believe that if children are given age-appropriate tools to learn, and explore, the children themselves can/will help in their own development areas of growth. Moreover it is essential to remembering that each child is an individual, and every child develops at their own level, and not always by which development standards may imply.  

Reference

UNESCO’s “Early Childhood Care and Education” webpage http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

 

 

Sharing web resources

 

The area I searched within the organization of my choice was the “Consultation and Community Services”. Through these services the organization feels its treatments are important and they need to collaborate with the community. The organization stress that families and kids need them. They also said “We’re happy to work with other professionals who seek training or services for their clients with attachment issues”. They also provide their research and information about attachment disorder to communities. They express committed to learning more each day. They also facilitate and conduct research on a variety of aspects of attachment disorder, and have results of several completed studies on treatment outcome and the nature of attachment disorder available in their office. The organization also lead community workshops.

Although I did not receive an e-newsletter from this organization, I did follow another one of their links which lead me to the “National Child Abuse Statistics”. The organization stated that “In America “children are suffering from a hidden epidemic of child abuse and neglect. Every year more than 3 million reports of child abuse are made in the United States involving more than 6 million children (a report can include multiple children). The United States has one of the worst records among industrialized nations – losing on average between four and seven children every day to child abuse and neglect” (Childhelp, 2014). http://www.childhelp-usa.com/pages/statistics#stats-sources

In searching for information about this week’s issues for children and families overcoming barriers the website did stress that “Child abuse occurs at every socioeconomic level, across ethnic and cultural lines, within all religions and at all levels of education”. So through this statement it is clear that child abuse is one issue that can be hidden as well with in early childhood education. Also it did not directly refer to the equity and excellence of early care and education but the organization does express the concern for all those working with children are to be made accountable for their outcome through finding ways to help in the development of the well-being of every child.

Furthermore, in searching through other links on the website of my choice I found that when looking at information pertaining to young children always seem to open my eyes to the harmful treatment being done to children right here in our own backyard. Therefore as educators we have to keep our eyes open to what is hidden when it comes to our children we teach and care for daily.

 

Reference

 

http://www.instituteforattachment.org/

 

 

Getting to Know Your International Contacts—Part 2

For this assignment I had to research the Global Children’s Initiative” website because I have not receive any connection with my international contacts. However when searching through the articles on the “Global Children’s Initiative website, I found it very insightful that they understand the need to help others understand what is needed to help children around the world through these three focuses;

1. reframing the discourse around child health and development in the global policy arena by educating high-level decision-makers about the underlying science of learning, behavior, and health, beginning in the earliest years of life;
2. supporting innovative, multi-disciplinary research and demonstration projects to expand global understanding of how healthy development happens, how it can be derailed, and how to get it back on track; and
3. building leadership capacity in child development research and policy—focused on both individuals and institutions—in low- and middle-income countries to increase the number and influence of diverse voices and perspectives that are contributing to the growing global movement on behalf of young children.
   I believe this is what is needed for those deciding on where funds are applied to help young children. Also while focusing on all children around the world I believe a set value of standards will be set effectively to help children, families, and educators around the world to ensure all children have a chance to develop effectively with appropriate standards of developments.
   It was also exciting how every article within the website had a focus on educating the public and policy makers on the importance of early childhood development and their need to advocate for positive research information acquired by having sufficient evidence to back up their research on how science play a part in children’s developments.  
   Lastly I found it fascinating how the mission focus is to include all “Comprising scholars from universities nationwide, the Forum assesses and interprets evaluation research, as well as neuroscience and behavioral research, with the intent of informing policy and program decisions”. I found this interesting because it gives anyone and everyone a chance to voice their opinion on early childhood issues to ensure that all focus and priorities are on the well-being of all children everywhere.
   Harvard University’s “Global Children’s Initiative” website http://developingchild.harvard.edu/initiatives/global_initiative/
    
    

Sharing Web Resources

In viewing the website of The Institute for Attachment & Child Development I really have a desire to learn more about the disorder of attachment. Therefore the section on “symptoms of attachment disorder in a child” seem very interesting seeing that my professional development is about the overall well-being of the children. Within this section it gave many examples of attachment disorders in children, such as “does not trust adults in authority, manipulative and hostile, no empathy, remorse, conscience, or compassion for others, also resists guidance and nurturing”, just to name a few examples. After reading this information it made me think how so many children in our care that could be missed diagnosed if not seen by professionals qualified within that specific field. Sometimes we may look at children as having a behavior problem but indeed it could be a totally separated issue that has been developing from birth, such as attachment disorder for instance. This really made me think not to be quick to think I know what a child is going through when I have not been through it myself or have the professional qualifications to understand or diagnose without the proper training.

The Institute for Attachment & Child Development explains that “because the behavior of children with attachment disorder* often appears similar to (and is often misdiagnosed as) conduct disorder, oppositional-defiant disorder, and/or attention deficit hyperactivity disorder, it is important to be able to distinguish those children whose behavior problems indicate the presence of attachment disorder from those who have other disorders. Up until February 1997, the primary tool used to assess and diagnose attachment disorder has been the Symptom Checklist, developed at Evergreen Consultants, or one of its variations. The Checklist was developed to describe the symptoms that therapists had observed when treating children with attachment disorder. However, no research had ever been conducted to determine the reliability or validity of The Symptoms Checklist, and its items. The Randolph Attachment Disorder Questionnaire, (RADQ) was designed to be used by psychotherapists and school personnel to assist in identifying and diagnosing attachment disorder in children between the ages of 5 and 18 years. It can be routinely used as a screening tool to identify whether or not the behavior problems a child has are consistent with the presence of attachment disorder. Dr. Randolph and The Institute for Attachment & Child Development are committed to further research to validate the Attachment Disorder Diagnosis and its treatment. The Scoring Manual and Scoring Sheets can be ordered through the Institute for Attachment & Child Development”. (RADQ, 2013).

The Institute for Attachment & Child Development Resource Library. Reactive Attachment Disorder | Randolph Attachment Disorder Questionnaire (RADQ). (2013). Retrieved from

http://instituteforattachment.org/randolph-attachment-disorder-questionnaire-radq/