My students are often on my mind. I wonder how they're doing or if they are happy, healthy, and safe. I look at them and marvel at their individuality and their happy dispositions; how they become excited over moments others find mundane or insignificant. I hope for them and pray for them. I want them all to grow to be the best people they can be; an extension of the little people they already are.
Every so often, something happens in my life outside of work; something unfair or sad, or very "adult-like." I find that in these moments, my student's faces flash in my mind. I wonder if they'll be subject to the unfair, and sometimes cruel aspects of life that cause us to struggle. I experienced this over the weekend after receiving some particularly tragic news.
After thinking of my students, and hoping that nothing so sad ever enters their rosy existence, I wondered how I will feel when I have children of my own. My boss told me the other day that "being a parent is scary." I reflected on this statement for a while. Yes, I love my students and I think they are all wonderful; but my care and affection for them is but a pebble in comparison to the mountain of love their parents provide.
I sometimes find myself questioning the parenting methods used with my students. It is easy for me to be skeptical and overly critical of them, without having children of my own. The simple statement, "being a parent is scary," along with the tragedy that occurred in the life of a close friend of mine, allowed me to put into perspective the daily dealings of in a relationship between parent and child.
Every parent in my school, (thankfully), is trying their hardest to provide their children with a loving and stable environment. Sometimes, children are terrifying; the hardships you hope they never endure, the people you hope never hurt them, the friends you pray will stick by their side, and the tragedies you hope will never befall them. I hope and pray for my students daily, and the care and affection I have for them is substantial in their little lives. However, I understand that I will never know that pure, undying, and sometimes scary love that parents have for their children, until I'm blessed with one of my own.
Wednesday, November 17, 2010
Wednesday, November 10, 2010
Week Two: Breastfeeding in Other Cultures
I chose to discuss breastfeeding in other cultures for my blog topic this week. I feel, as a teacher and someone who would very much like to have children of my own, it is important to know how breastfeeding is experienced within our own culture, as well as in others. I was able to find an article that discussed breastfeeding, that attachment that forms, and how other cultures experience it.
In most Western countries, breastfeeding is discouraged in many ways. During the first thirty minutes following birth, the sucking reflex of an infant is at its strongest. Most Western doctors separate infants from their mothers during this time for many reasons. This separation can disrupt the process of breastfeeding and the attachment benefits that follow. In addition to this initial separation, breastfeeding is widely unaccepted in public and the workplace, which does not allow mothers to share the bonding time that breastfeeding allows them.
In non-Western countries, mothers will breastfeed their children throughout the day and night, without supplementing their milk with artificial milk, or that from another species; unlike Western culture. This is believed to be because children are expected to be independent at a young age in Western culture, whereas they are thought to be "naturally dependent" in non-Western culture.
I discovered a website that provided a discussion board for Africans to post their experiences with breastfeeding. In Kenya, Africa, breastfeeding is considered "normal" and is often done publicly. A woman who does not breastfeed is "frowned upon" for depriving her child of that bond as well as from the nutritional benefits. According to the website, many countries in Africa promote breastfeeding as the number one source of nutrition for their infants. They see this as a privilege; a time to bond with your baby and assist them in healthy development. There have been studies done that show that breastfeeding is beneficial not only to health, but to brain development as well. Babies that are breastfed generally have a higher IQ.
I found it interesting to read about how acceptable it is for women to breastfeed in public in other countries. It seems that Western culture has deemed breasts as merely sexual in nature; their function is so much greater. Learning more about this topic has opened my eyes to the importance of breastfeeding, as well as to develop a greater understanding of women who choose to breastfeed in public. These women are not putting on a sexual display meant to be distracting, they are merely trying to feed their babies and bond with them.
I feel that this newly acquired information will help me to better understand my students who struggle with developmental needs and attachment issues. This may be a direct result of breastfeeding, or lack there of. I wonder if this is information that should be given to childcare providers? One thing is for sure, this information has impacted how I will feed my future children.
References:
http://www.attachmentacrosscultures.org/beliefs/bfeed_culture.pdf
http://www.007b.com/public-breastfeeding-world.php
In most Western countries, breastfeeding is discouraged in many ways. During the first thirty minutes following birth, the sucking reflex of an infant is at its strongest. Most Western doctors separate infants from their mothers during this time for many reasons. This separation can disrupt the process of breastfeeding and the attachment benefits that follow. In addition to this initial separation, breastfeeding is widely unaccepted in public and the workplace, which does not allow mothers to share the bonding time that breastfeeding allows them.
In non-Western countries, mothers will breastfeed their children throughout the day and night, without supplementing their milk with artificial milk, or that from another species; unlike Western culture. This is believed to be because children are expected to be independent at a young age in Western culture, whereas they are thought to be "naturally dependent" in non-Western culture.
I discovered a website that provided a discussion board for Africans to post their experiences with breastfeeding. In Kenya, Africa, breastfeeding is considered "normal" and is often done publicly. A woman who does not breastfeed is "frowned upon" for depriving her child of that bond as well as from the nutritional benefits. According to the website, many countries in Africa promote breastfeeding as the number one source of nutrition for their infants. They see this as a privilege; a time to bond with your baby and assist them in healthy development. There have been studies done that show that breastfeeding is beneficial not only to health, but to brain development as well. Babies that are breastfed generally have a higher IQ.
I found it interesting to read about how acceptable it is for women to breastfeed in public in other countries. It seems that Western culture has deemed breasts as merely sexual in nature; their function is so much greater. Learning more about this topic has opened my eyes to the importance of breastfeeding, as well as to develop a greater understanding of women who choose to breastfeed in public. These women are not putting on a sexual display meant to be distracting, they are merely trying to feed their babies and bond with them.
I feel that this newly acquired information will help me to better understand my students who struggle with developmental needs and attachment issues. This may be a direct result of breastfeeding, or lack there of. I wonder if this is information that should be given to childcare providers? One thing is for sure, this information has impacted how I will feed my future children.
References:
http://www.attachmentacrosscultures.org/beliefs/bfeed_culture.pdf
http://www.007b.com/public-breastfeeding-world.php
Saturday, November 6, 2010
Week One: My Birthing Experience
I don't have any children of my own, and have never been overly involved in a birthing process. I have helped friends through pregnancies, and have worked co-taught with pregnant women, but I've never actually seen a birth. Therefore, the only firsthand experience I have with the birthing process is my own birth. I spoke with my mother to find out what it was like for her. When I asked her how long she was in labor with me, she responded, "I don't know, seven years?!" This put into perspective just how hard it must be. I know that everyone always says how painful it is, but my mother is a strong woman, and it must have been awful for her to remember it so clearly after 27 years. However, in actuality, she was in labor with me for eight hours. I was born in a hospital, under the care of a doctor and nurse. My mother sat up through her delivery; she said that she didn't when my older sister was born and she wanted to be able to see me come into the world. She received an epidural. I was told that my entire head came out and then my parents heard a loud crack; my mother had broken her tail bone. My mother is a small woman; five feet, one inch and was 97 pounds when she became pregnant. I was sixteen inches long and nearly ten pounds at birth. In addition to her broken tail bone, my vocal chords had been bruised in the birth canal. My mother held me for forty-five minutes before the nurses took me for my first bath. My mom was in the hospital with me for four days; my father came to hold me every night and my sister and grandmother visited every day.
I feel that my birth was a typical birth in American culture. When researching other cultures and how the birthing process is there, I found that many people experience the beginning of life very differently than I do. The country whose birthing process I found most interesting was Tibet. Tibetan culture is rich in ritual, and this is the same for the when a woman gives birth. There are seven stages of childbirth; preconception, conception, gestation, birth, after the birth, bonding, and infancy. During the actual birth, there are mantras recited hundreds of times by the father, and he helps when needed, although the birth is conducted by a midwife. The father and other elders bless a pad of llama butter, and the mother can eat it to help ease the pain of labor. If labor is particularly hard, the mother will eat a piece of dried fish from a sacred lake in Tibet. The fish "brings blessings and spiritual grace to the woman who takes it, and so eases her mind and helps her relax, allowing the baby to come sooner." The midwife may also give the mother "traditional herbal preparation" to help the baby when the contractions are close together.
It was interesting to read about the way in which a baby is brought into the world in a different culture. My mother gave birth with the assistance of medical professionals and with the help of an epidural to ease the pain. Whereas, women in Tibet believe that butter that is blessed will help to ease their pain, because it will remind them of a rich comfort food and will relax their mind. I feel that by speaking with my mother and researching the birthing process of another culture, I have gained a better understanding. Giving birth is an individual experience. Even though culture influences us in how we chose to bear our children, the actual birth is the mother and child's and is an intimate and miraculous experience that only the mother will ever really know and understand. Regardless of rituals and cultural influence, childbirth is a difficult yet amazing experience that effects both mother and child.
Resources:
http://www.context.org/ICLIB/IC31/Farwell.htm
I feel that my birth was a typical birth in American culture. When researching other cultures and how the birthing process is there, I found that many people experience the beginning of life very differently than I do. The country whose birthing process I found most interesting was Tibet. Tibetan culture is rich in ritual, and this is the same for the when a woman gives birth. There are seven stages of childbirth; preconception, conception, gestation, birth, after the birth, bonding, and infancy. During the actual birth, there are mantras recited hundreds of times by the father, and he helps when needed, although the birth is conducted by a midwife. The father and other elders bless a pad of llama butter, and the mother can eat it to help ease the pain of labor. If labor is particularly hard, the mother will eat a piece of dried fish from a sacred lake in Tibet. The fish "brings blessings and spiritual grace to the woman who takes it, and so eases her mind and helps her relax, allowing the baby to come sooner." The midwife may also give the mother "traditional herbal preparation" to help the baby when the contractions are close together.
It was interesting to read about the way in which a baby is brought into the world in a different culture. My mother gave birth with the assistance of medical professionals and with the help of an epidural to ease the pain. Whereas, women in Tibet believe that butter that is blessed will help to ease their pain, because it will remind them of a rich comfort food and will relax their mind. I feel that by speaking with my mother and researching the birthing process of another culture, I have gained a better understanding. Giving birth is an individual experience. Even though culture influences us in how we chose to bear our children, the actual birth is the mother and child's and is an intimate and miraculous experience that only the mother will ever really know and understand. Regardless of rituals and cultural influence, childbirth is a difficult yet amazing experience that effects both mother and child.
Resources:
http://www.context.org/ICLIB/IC31/Farwell.htm
Wednesday, November 3, 2010
Patience is a Virtue
When speaking of my job with those outside the field of education, a typical response I receive is, "Wow, you must have a lot of patience!" I usually smile and say, "Well, I love it! Patience is part of my job." Usually, it comes easy to me. When I feel myself being pushed by a child or a situation while at school, I am able to calm myself and react in a loving and mature way. However, I am finding this year that my patience is being tested.
Having a child in the classroom with severely disruptive behavioral patterns can be detrimental to the learning of other students. My initial reaction, given my personality, is to focus on that child; try to find ways to improve behavior and that child's ability to learn and have a good day at school. Today, I set out to make observations of this child throughout my entire school day. After five hours, I had two pages of documented notes of disruptive, and sometimes, dangerous behavior; and this was a good day.
After reviewing my notes and seeing the kind of time and effort my co-teacher and I devote to this child every day, it put in perspective the amount of time this child was taking away from my other students. I began to think about all the moments I must blow through with other children to focus on this one child. I wonder if they can feel the absence or notice that my attention is focused on him, rather than the collective group.
I felt my patience slip today. I noticed that I was not speaking in my normal tone; that I was not allowing myself moments to breathe and enjoy my students as I usually do. I am seeking additional services for this students, but it's going to be a long road. I suppose what I'm looking for here is advice. How do I give this child the support he needs without sacrificing the needs of fifteen other students?
Tuesday, November 2, 2010
A Meaningful Poem
My staff had a professional development day today, and we were given this poem. I thought it was really meaningful and validated what we do every day. I wanted to share it.
Just Playing
When I'm building in the block room,
Please don't say I'm "Just Playing."
For, you see, I'm learning as I play;
About balance and shapes.
When I'm getting all dressed up,
Setting the table, caring for the babies,
Don't get the idea I'm "Just Playing."
For, you see, I'm learning as I play;
I may be a mother or a father someday.
When you see me up to my elbows in paint,
Or standing at an easel, or molding and shaping clay,
Please don't let me hear you say, "He is Just Playing."
For, you see, I'm learning as I play.
I'm expressing myself and being creative.
I may be an artist or an inventor someday.
When you see me sitting in a chair
"Reading" to an imaginary audience,
Please don't laugh and think I'm "Just Playing."
For, you see, I'm learning as I play.
I may be a teacher someday.
When you see me combing the bushes for bugs,
Or packing my pockets with choice things I find,
Don't pass it off as "Just Play."
For, you see, I'm learning as I play.
I may be a scientist someday.
When you see me engrossed in a puzzle,
Or some 'plaything' at my school,
Please don't feel the time is wasted in "Play."
For, you see, I'm learning as I play.
I'm learning to solve problems and concentrate.
I may be in business someday.
When you see me cooking or tasting foods,
Please don't think that because I enjoy it, it is "Just Play."
I'm learning to follow directions and see differences.
I may be a chef someday.
When you see me learning to skip, hop, run, and move my body,
Please don't say I'm "Just Playing."
For, you see, I'm learning as I play.
I'm learning how my body works.
I may be a doctor, nurse or athlete someday.
When you ask me what I've done at school today,
And I say, "I Just Played."
Please don't misunderstand me.
For, you see, I'm learning as I play.
I'm learning to enjoy and be successful in my work.
I'm preparing for tomorrow.
Today, I'm a child and my work is play.
Just Playing
When I'm building in the block room,
Please don't say I'm "Just Playing."
For, you see, I'm learning as I play;
About balance and shapes.
When I'm getting all dressed up,
Setting the table, caring for the babies,
Don't get the idea I'm "Just Playing."
For, you see, I'm learning as I play;
I may be a mother or a father someday.
When you see me up to my elbows in paint,
Or standing at an easel, or molding and shaping clay,
Please don't let me hear you say, "He is Just Playing."
For, you see, I'm learning as I play.
I'm expressing myself and being creative.
I may be an artist or an inventor someday.
When you see me sitting in a chair
"Reading" to an imaginary audience,
Please don't laugh and think I'm "Just Playing."
For, you see, I'm learning as I play.
I may be a teacher someday.
When you see me combing the bushes for bugs,
Or packing my pockets with choice things I find,
Don't pass it off as "Just Play."
For, you see, I'm learning as I play.
I may be a scientist someday.
When you see me engrossed in a puzzle,
Or some 'plaything' at my school,
Please don't feel the time is wasted in "Play."
For, you see, I'm learning as I play.
I'm learning to solve problems and concentrate.
I may be in business someday.
When you see me cooking or tasting foods,
Please don't think that because I enjoy it, it is "Just Play."
I'm learning to follow directions and see differences.
I may be a chef someday.
When you see me learning to skip, hop, run, and move my body,
Please don't say I'm "Just Playing."
For, you see, I'm learning as I play.
I'm learning how my body works.
I may be a doctor, nurse or athlete someday.
When you ask me what I've done at school today,
And I say, "I Just Played."
Please don't misunderstand me.
For, you see, I'm learning as I play.
I'm learning to enjoy and be successful in my work.
I'm preparing for tomorrow.
Today, I'm a child and my work is play.
Wednesday, October 27, 2010
Thank you!
I wanted to thank everyone for their support and professional help throughout this course. I have greatly enjoyed working with each of you and am excited for the next class in my program! I wish you all the best of luck and look forward to continuing professional relationships with each of you!
-Raina
-Raina
Saturday, October 23, 2010
Code of Ethics
After reading the NAEYC and DEC codes of ethics, I have chosen a few of their ideals that are particularly meaningful to me.
DEC
Professional and Interpersonal Behavior (3)
We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families f those with whom we work.
I feel that I have made progressive changes to myself as an individual due to my role in my community with children and their families. I work hard to be a positive role model for my students, so that those who don't have one at home, will be able to look to me. It is important that we demonstrate honesty with the families that we work with so that they will come to trust us and turn to our professional knowledge to be able to provide the best possible education for their children. I want my students to trust me to make the proper decisions for him, and their families to have confidence in my ability to care for and educate their children.
NAEYC
Ethical Responsibilities to Children Ideals (I-1.8 and I-1.9)
-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.
-To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.
Beginning this summer, I have worked with a few children with autism or on the autistic spectrum. Although I have worked with students with autism before, this was the first time I have taught these children at the preschool level. Over the summer, I had an experience with an autistic child that made me want to advocate for children with special needs, and help them to be a part of a fully inclusive environment. I believe that every child has the ability and desire to learn; it is our job as educators to find the proper route for the individual child and help them to succeed in their educational career.
Ethical Responsibilities to Children Principles (P-1.7)
We shall strive to build individual relationships with each child; make individualized adaptations in teaching strategies, learning environments, and curricula; and consult with the family so that each child benefits from the program. If after such efforts have been exhausted, the current placement does not meet a child's needs, or the child is seriously jeopardizing the ability of other children to benefit from the program, we shall collaborate with the child's family and appropriate specialists to determine the additional services needed and/or the placement options most likely to ensure the child's success.
As educators, it is imperative that we come to know each child as an individual; their family, their needs, their likes and dislikes, their interests, and where they need help. If we come to know each child on these levels, we will be capable of developing curricula for them that is proper for their personal developmental needs. This is significant to my professional life because i work very closely with the affluent families in my community. These families have very high expectations of the education we provide to their children. In order to meet or exceed their expectations, developing individual relationships with their children is essential.
Ethical Responsibilities to Community and Society Ideal (I-4.1)
To provide the community with high-quality early childhood care and education programs and services.
In order to fulfill this ideal, I have chosen to go back t school and obtain my Master's degree in Early Childhood Studies. This way, I will be able to better understand the developmental needs of my students and provide them, and their families, with the best guidance to ensure my students become lifelong learners.
DEC
Professional and Interpersonal Behavior (3)
We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families f those with whom we work.
I feel that I have made progressive changes to myself as an individual due to my role in my community with children and their families. I work hard to be a positive role model for my students, so that those who don't have one at home, will be able to look to me. It is important that we demonstrate honesty with the families that we work with so that they will come to trust us and turn to our professional knowledge to be able to provide the best possible education for their children. I want my students to trust me to make the proper decisions for him, and their families to have confidence in my ability to care for and educate their children.
NAEYC
Ethical Responsibilities to Children Ideals (I-1.8 and I-1.9)
-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.
-To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.
Beginning this summer, I have worked with a few children with autism or on the autistic spectrum. Although I have worked with students with autism before, this was the first time I have taught these children at the preschool level. Over the summer, I had an experience with an autistic child that made me want to advocate for children with special needs, and help them to be a part of a fully inclusive environment. I believe that every child has the ability and desire to learn; it is our job as educators to find the proper route for the individual child and help them to succeed in their educational career.
Ethical Responsibilities to Children Principles (P-1.7)
We shall strive to build individual relationships with each child; make individualized adaptations in teaching strategies, learning environments, and curricula; and consult with the family so that each child benefits from the program. If after such efforts have been exhausted, the current placement does not meet a child's needs, or the child is seriously jeopardizing the ability of other children to benefit from the program, we shall collaborate with the child's family and appropriate specialists to determine the additional services needed and/or the placement options most likely to ensure the child's success.
As educators, it is imperative that we come to know each child as an individual; their family, their needs, their likes and dislikes, their interests, and where they need help. If we come to know each child on these levels, we will be capable of developing curricula for them that is proper for their personal developmental needs. This is significant to my professional life because i work very closely with the affluent families in my community. These families have very high expectations of the education we provide to their children. In order to meet or exceed their expectations, developing individual relationships with their children is essential.
Ethical Responsibilities to Community and Society Ideal (I-4.1)
To provide the community with high-quality early childhood care and education programs and services.
In order to fulfill this ideal, I have chosen to go back t school and obtain my Master's degree in Early Childhood Studies. This way, I will be able to better understand the developmental needs of my students and provide them, and their families, with the best guidance to ensure my students become lifelong learners.
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