Professional Hopes and Goals

I hope that when I think about working with children and families who come from diverse backgrounds is that they reach for their dreams and know that whatever they want to accomplish in life is possible. I want them to feel loved and never experienced the pain of  rejection or exclusion, but the reality is that we do live in a world in which racism and other forms of bias continue to affect us.

A goal that I would like to set for the early childhood field related to issues of diversity, equity, and social justice is that professional knowledge and experience are important, but we must never forget how much we can learn from the families we work with.

I want to thank my colleagues for their personal beliefs, ideas, opinions, and stories that you all shared. I will take all of this new information and knowledge and use it for future purposes. I want to wish you all the best on your educational and personal journey in life.

Welcoming Families From Around the World

The name of my family's country of origin is India.

One way in which I will prepare myself to be culturally responsive towards this family would be to do research on the country first in order to understand and access information. Next, I would explore personal and family histories. This process can lead to interviews of family members like the parents and grandparents about their beliefs and experiences regarding different groups in society. A third preparation will be to focus on building skills that enhance communication such as listening and observational skills which is essential. The fourth preparation would consist of me building relationships by communicating with the family about what I am teaching and how they can be involved, I will help them to meet and get to know other people in the community, and I will use multiple avenues to include families in what is done in school. Finally, I would invite family and community members to speak to the class or share a special skill.

I hope that these preparations will benefit both the family and I by gaining each others trust and participation while learning to comprehend new information easily.

The Personal Side of Bias, Prejudice, and Oppression

My memory comes from when my mother was at Kroger's and witnessed these white people put their money in the soda machine and they lost their money. The white people went inside to tell the cashier  that they lost their money in the machine and they went right on and gave them their money back. When it was my mother's turn to get her money back, the cashier halted and hesitated as if my mother was lying about loosing her money like she was trying to still some money back from them that did not belong to her. She finally got her money back and stated to them that when white people steal it's called embezzlement and when black people steal it's called stealing in which it means the same thing, but embezzlement is a prettier name.

The specific bias, prejudice and/or oppression in that incident diminish equity because the cashier gave my mother a problem with giving her money back, but it was not a problem with giving the white people their money back. My mother diminish equity because she did not have to make that statement towards the cashier even though she did her wrong first. I like the old saying that says two wrongs do not make it right. The feelings that this incident brought up to me was that the cashier treated the white people as though they were more important than my mother. Also, I felt as though the cashier believed the white people, but did not believe my mother because she was black and people always assuming that black people are known to lie and white people are truthful. My mother should have ignored them, prayed for them, turned the other cheek, and walked away in order to turn this incident into an opportunity for greater equity or the cashier could have just told my mother that I am going to give your money back and now I will go put a sign on the machine that said out of order so that this would not be a problem anymore.

Practicing Awareness of Microaggressions

One example of a microaggression which I detected this week was microassault to my mother when she was in the hospital at The University Medical Center in Jackson, MS for her interventional radiology (surgery). We were the first ones to arrive in the surgery waiting area and my mother was nauseated and asked the nurse could she give her some medicine for it. The nurse said hold and let me go check with the radiologist. Meantime, my mother was being frigged and was giving them trouble by wanting to sit up on the side of the bed in which they could not let her do because she had been medication. Well, this white lady kept saying you can not sit up on the side of the bed, but I can let you sit up in the bed. My mother kept telling her I feel nauseated and I want to sit up on the side of the bed. She came over and lifted her head up in the bed and then she left to take another patient back to surgery. By that time the nurse came back and gave my mother her medicine for being nausea. We were sitting in there for about an hour or two and I noticed that two or three people was being taken back for surgery and I was getting impatience. After my mother could not get comfortable, she asked the nurse can she help her to turn over in the bed and the nurse said I can not, but you can pull on me and my mother said why not and the nurse said cause she is pregnant. My mother said well I do not want to to be strain on you and hurt the baby. So, the nurse said I will get some help and by that time her other teammate showed up and she asked him to help. He helped my father to turn my mother over in the bed. Meantime, while they were trying get my mother situated in the bed, the white lady from earlier came in and the nurse said they trying to get her in bed and she was telling the white lady how my mother was acting up, but the white lady humped her shoulders as if she did not care, but she was unaware that I was watching them the whole time why they were discussing my mother and when she seen me look her in the face, she tried to play it off by winking her eye at the nurse as though she was playing. I know she was not playing and was very inconsiderate about what was going on with my mother. I think the white lady was being races towards my mother because she was giving them trouble, but she was not intentionally doing it on purpose. My mother was just nervous and scared about her procedure because she did not know what to expect. When I observed the microaggression, I was getting mad and irritated because she should have handle the situation in a more professional manner.

My observation experience this week affected my perception of the effects of discrimination, prejudice, and/or stereotypes on people. I see that all three of them still exist today. It taught me that people can discriminate or be prejudice towards you absolutely for no reason at all even if you are sick. It made me realize that a person's expression can portray to be different from what you thought original. Also, it can reveal who they truly are when it comes to them interacting with others. Since I been at this hospital I have come in contact with a many of rude and stereotype people who do not mind showing how they feel towards you even on their jobs. They are so unprofessional and do not really care.  

Perspectives on Diversity and Culture

The first person was a female and my family member. Her response to culture and diversity. She state everything is culture such as beliefs, family, morals, values, and your environment/surroundings all the way down to the foods that we eat. She said that diversity is a broad topic, but it is different religions and beliefs systems. For example, Baptist, Buddhism, Catholic, Hinduism, and etc., all of them believe and practiced differently.

The second person was a male and an acquaintance. His response to culture and diversity. He stated that culture is based on your environment, what you learn/learned, and what you see/seen. He said that diversity is two words; di is a prefix meaning split or more than one and versity is harmony. A person is diverse and not contained or restricted to a specific ideological.

The third person was a female and my former instructor. Her response to culture and diversity. She stated that when she think of culture, she think of learned behavior and norms. She said that when she think of diversity, she think of multiculturalism. 

I know that some aspects of culture and diversity were included in the answers that I received. One person mentioned surface culture, but all three of them basically touched on deep culture. From the answers that were provided, I feel as though they are knowledgeable and understanding about culture and diversity. I noticed that each person provided different definitions of these words, but they were still connected to one another. I like the way the second person broke down diversity, and then explained it.

The aspects of things that we can't see have been omitted. For example, the oxygen that we breath everyday. 

Thinking about other people's definitions of culture and diversity influenced my own thinking about these topics because I understand that not everyone is alike and they don't think the same way either. I think that people's experiences is what brings us together so that we can help each other to learn. 

My Family Culture

The three items that I hold dear and that represent my family culture:

The three items I would choose that hold dear and represent my family culture would be a radio, my Bible, and my cellphone. I would use a radio to help me listen to music and the weather. Also, it can keep me updated with news on the country and the surrounding areas.

The second item I would choose to take would be my Bible because I must continue to practice our beliefs, morals, and values in God. I must have faith and trust in him that he will supply all my needs and wants. The Bible would be a source of spiritual nutrition. Therefore, the food from God's word will help me ti live his life day by day. Also, God's words will be essential for my spiritual growth.

My third item to take with me would be my cellphone. It will be my source of communication to get acquainted with new people in order to establish friendships. I would have photos of my family in my cellphone as memories. I could connect to WiFi to get internet access so that I can social network on sites such as Facebook, OoVoo, and Skype, playing games, and listening to music.

Upon arrival, if I was told that I could only keep one personal item and have to give up the other two items that I brought with me, then I would keep my Bible. The Bible will prove that my faith in God will not waver. It shows that he is very important in my life. I would be able to read his word and it provide me with encouraging and motivating scriptures that will help me through the day. Also, it will help me through my trials-and-tribulations of life. I will be willing to ministered his word to people and hopefully I can save sinners soul even if I save at least one.

I feel like this exercise made me realize that we never imagine a major catastrophic event and what special items we would take with us until it happens to other or someone close to us. Afterwards, we might prepare our family just in case it happens again. I feel as though we take events, life, situations, and things for granted. Most of us are selfish because we are beyond blessed compared to other countries.

When I Think of Research...

1. What insights have you gained about research from taking this course?
The insights that I have gained about research throughout this course is to make sure that your information and resources is credible, reliable, and valid. It will most definitely help you in the long run when it comes to all the steps of the research process and actually writing a research report/project. In the beginning of the research, I was not familiar with many of the terms and the analysis and designs(quantitative, qualitative, and mixed-methods). Now, I am more knowledgeable thanks to this course and Dr. Dartt.

2. In what ways have your ideas about the nature of doing research changed?
My ideas have changed about the nature of doing research because I found out that it can be complicated, confusing, and frustrating. Research is a process that is very time consuming and takes a bunch of patience.

3. What lessons about planning, designing, and conducting research in early childhood did you learn?
I learned that all three of them are important in early childhood. The planning is the foundation that will lead to the designing and conducting of the research in which you will be studying as a researcher.


4. What were some of the challenges you encountered-and in what ways did you meet them?
One of my challenges that I encountered was when it came to the quantitative and qualitative designs and analysis. I was so confused, lost, and frustrated to where I developed a headache. I met this challenge by calling Dr. Dartt and she explained how both of the designs is used in research. She provided me with examples and scenarios to help me understand better. Even after learning about the research process, I still do not like the quantitative design because it seems like it has more work than the qualitative design. Another challenge that I encountered was the vocabulary. In order to meet this challenge, I kept flipping back and forth from the definition in the chapter to the glossary and then I would sit there and meditate on it for a while. I had to reread the text a numerous of times before I decided to research on the internet to see what others have written.

5. What are some of the ways your perceptions of an early childhood professional have been modified as a result of this course?
My perceptions of an early childhood professional have been modified as a result of this course because participants may be harmed as a result of their involvement. Secondly, professional relationships and knowledge base may be damaged. Finally, problems for the community or society may be a result.

To My Colleagues:
Thank you all for the support in which was provided to me throughout this course. Thanks for sharing your ideas, opinions, and the resources which will help me in the near future. I wish the best for you all on this academic journey and life. 

Research Around the World

The link that I chose for this week's blog is Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA): http://www.ecdvu.org/ssa/index.php http://www.ecduv.org/ssa/major_reports.php

What are some of the current international research topics?
There were 25 final major projects and 2 theses. Some of the current international research topics are Building Community Leadership for Quality Sustainability in Madrasa Preschools: The Case of Madrasa Preschools Post Graduation Support; Coordinating the Development and Implementation of the 2003-2013 National Action Plan (NAP) for Children in Malawi; Utilizing Indigenous Stories in the Promotion of Early Childhood Development Programs in Uganda; Strengthening the Capacity of Grandparents in Providing Care to Children Less than 8 Years Old Affected by HIV/AIDS; Development of a Model Framework for Orphans and Vulnerable Children in their Early Years in Ghana; and Developing an ECCD Teacher Training Curriculum in Lesotho as Part of a College Education Program.

What surprising facts/insights/new ideas about early childhood did you gain from exploring this international early childhood website?
The surprising facts that I gained from exploring this website is when the Early Childhood Development Virtual University Internal Evaluation Report stated that the ECDVU programme is striking for its high retention and completion rates: 90% of learners completed the programme and obtained Masters and Bachelors degrees (27 of 30 learners completed, of which 22 were Masters students and 5 Bachelors). The insights I gained from this website is Building Capacity Through: promoting Regional ECD Networks, supporting In-Country Development, utilizing Computer Technology, identifying Indigenous knowledge, stimulating Local Solutions, accessing International Expertise, and delivering Meaningful Training. The new ideas I gained from this website is that the ECDVU is an innovative internationally recognized program operating within the School of Child and Youth Care at the University of Victoria. While based locally, ECDVU network and its impact are global.

What other noteworthy information did you find on this website?
I noticed on the links for School of Child & Youth, at University of Victoria, it took me to both of their homepages and there were more information available. I really enjoyed browsing this website because overall it was easy to comprehend the information.

Research that Benefits Children and Families-Uplifting Stories

Option 1:

I would like to share with my colleagues a published research article concerning children or families that I came across called New Study On Homosexual Parents Tops All Previous Research. The link to the website is : www.frc.org/issuebrief/new-study-on-homosexual-parents-tops-all-previous-research. I find this article interesting because the question that was asked is Do children who are raised by homosexual parents or caregivers suffer for disadvantages in comparison to children raised by a married mother and father? This question is essential to political and ethical debates over adoption, foster care, and artificial reproductive technology, and it is highly relevant to the raging debate over same-sex "marriage." The argument that "children" need a mom and a dad" is central to the defense of marriage as the union of one man and one woman. In conclusion, the article by Marks and Regnerous have completely changed the playing field for debates about homosexual parents, "gay families," and same sex "marriage." The myths that children of homosexual parents are "no different" from other children and suffer "no harm" from being raised by homosexual parents have been shattered forever.

I chose this topic because there has been so much controversial about children raised by their married mother and father. I feel like there is nothing wrong with homosexual parents rearing children, but at a age where the children can understand the concept of homosexuality. I feel like people should not be held accountable for who they are or what they choose to become. Just because parents are married does not mean that the children will be reared better. Homosexual parents can teach the children about living in your true identity and not hiding it, whereas married parents will more than likely criticized the child/children for being homosexual and asking the question why. The above research study clarified the misconceptions and myths about children being reared by homosexual parents. I will continue to believe that everyone deserves a chance to prove themselves.   

My Personal Research Journey

My Chosen Topic:
I have chosen the topic special needs children with a disability, but my subtopic would be ways in which parent(s) can distinguish when the caregiver(s) or other people has abused or neglected the child will be the focus of my simulations in the coming weeks.

As you all already know from the previous paragraph that the chosen topic for the simulation is special needs children with a disability. The reason why I chose it is because my heart goes out to these children and their families when it comes to abusing and neglecting an innocent child who did not ask to come into this world. It can have effect on the family as well because not all the time the parent(s) or caregiver(s) are aware of what is really happen to the child/children because they might be caught up with working and trying to provide the best they can with the economy being slow.

My personal experience with this simulation process is that I have been around single parents who are having a hard time rearing their child with special needs and who has a disability due to the fact their health/medical care for all the surgeries that they through are too expensive.

The insight that I have gained so far from constructing the research chart, and from any other element of this course is that my definition of a word might mean different, but can be used in many ways. Also, it has improved and expanded my vocabulary so that now when these words are used I want be looking dumb-found.

To all my colleagues if you all have any advice or insight that might help me with this process and/or with this course, please feel free to share resources if you can with me and I will do the same as well. Thank you all in advance!

Final Blog Assignment

The three consequences of learning about the international early childhood field for my professional and personal development:

Early Childhood (Birth to Age 6) and Primary School
SbS classrooms foster democratic habits. Children are encouraged to:

• Make choices and accept responsibility
• Learn independently as well as cooperatively
• Be tolerant and respectful of differences

Using a thematic or project-based approach, classrooms are organized around developmentally appropriate learning and activity centers. The specific organization of this environment places a high priority on peer learning and ensures that children have the opportunity to make decisions each day. Activity centers are geared to the interests and learning level of each age group.

“We like working together. When we work together, we listen to each other and then choose the best ideas.” — Step by Step primary school student, Moldova

The role of the teacher is to facilitate children’s learning and create a community of learners. Teachers do not strive to be fountains of knowledge. Rather, teachers create a climate for learning, exemplifying the qualities that should be developed in children—intellectual curiosity, independent learning, enthusiasm, empathy and caring.

Teachers interact with children as they work and play. They observe and listen to children, record and evaluate their observations, and plan developmentally appropriate learning activities. In an environment where teachers encourage children to pursue their interests, children develop a strong sense of importance and self-initiative.

One goal for the field related to international awareness of issues and trends in the spirit of collegial relations:

ISSA's overarching goal is to promote inclusive, quality care and education experiences that create the conditions for every child to be happy and reach his or her full potential. ISSA does this through: raising awareness of the importance of quality care and education; developing resources; piloting/evaluating programs, influencing policies, building capacity of organizations in the network, disseminating information; advocating; and strengthening alliances.

Getting to Know Your International Contacts- Part 3

Podcast Alternative:

Episode 10: Susan Lyon

Susan Lyon was intrigued by a small child’s conception of the word “city”, and began pondering how children think, eventually visiting Reggio Emilia and then bringing the “100 Languages of Children” exhibit to the San Francisco Bay area on two occasions. She initiated the Innovative Teacher Project, and began working with the Presidio Child Care Center and the San Francisco public schools. Currently she is working with an Italian architect to rehab a San Francisco structure into the first Italian immersion preschool. The Presidio Child Development Center was featured in the Program Showcase section of the March/April 2011 issue of Exchange magazine.

My podcast participant is Susan Lyon. She was an educator since 22, starting with teaching with children who has learning disability and emotional problems. Mrs. Lyon would say that was the beginning of her passion. For children, specifically this one little boy in particular that she was trying to and he had a spelling list and he was trying to learn the word city. He wanted her to tell him what the word was and she felt that she shouldn't give him the answer, but he kept asking and finally she said okay. Um mm tell you that the word is city. She spelled out the word city. The little boy said to Mrs. Lyon that is such a small word for such a big place. She said that was kind of a wonderful experience that she had with that young boy and she think he was in the first grade. She saw a window in the children minds that was quite different. That was the beginning of how she really was trying to understand how children see things, children understand the world. It was quite fascinating to her and she learned about the schools in Reggio Emilia when she went to visit these schools and she was very inspired by their work because they have a particular way of looking at children. The very progressive image of the child. Mrs. Lyon thinks it is really important for the world actually, so she was inspired about the exhibit- "100 Languages of Children." The exhibit moved her very much and she decided that she was going to move it here to Northern California and she did that. She brought the exhibit and meantime she was moving into academic teaching on the college level. She was at Dominican College in San Moor Fran and she brought the college here for four months and they did professional development, bringing the entire educators and that became a catalyst for the whole area in terms of the approach for Reggio Emilia, professional development, a way to advocate for children in this way, a way of really listening to children, and a way of relief by using environments that children thrive in. In the meantime, she started a project called the Innovative Teacher Project which is a project that incompetence a network of schools who is interesting in this in depth approach to children inspired by Reggio and they have a big network of schools and round tables every month in the schools, they open the schools up, the teachers present their schools, the participants walk the environment, and there is a big discussion group at the end. This has been a huge impact here in the bay area. We have public and private schools participating, which is wonderful. The project started in 1994, so the schools have really evolved in some of these very unique qualities places fro children and teachers are using this project for their own professional development. Mrs. Lyon will say that one of the big impacts is that she wanted to prove somehow that this kind of work, this kind of quality work can happen in a public center. She did a Pilot Project at school in the child development center- stand along center infant toddler and preschoolers in the city, it happens to be located in the Presidio- The Big National Park. It is now a 10 years old project and the school is striving and we really was able to with of course the assistance of the educators in Italy. A lot of people, colleagues, and the United States coming in and working with us. The school has become a real inspiration.

The first insights that I gained from the website this week is that in cases where the government has limited resources, a pro-poor policy can redistribute resources by reducing state support for the more privileged. Central governments must ensure an equitable distribution of resources among different populations and especially those who live in the most disadvantaged regions. This approach aims to expand access without creating serious regional inequities. However, where there is universal provision for a certain age group while the overall enrollment in other age groups is low, this policy can create inequity. Privileged children of the target age group benefit from state investment, while poor children of non-target ages receive scant government attention. A policy of universalize  with targeting can minimize inequity where governments aim for universal access among the target age group, but simultaneously prioritize the poor.

The second insights that I gained from the website this week is that high quality childcare, particularly for children from disadvantaged backgrounds, promotes motivation, confidence, good cognitive and linguistic development and school readiness. 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.

The third insights that I gained from the website is that coordination issues include coherent regulation, funding and staffing schemes and a common vision of care and education. Effective coordination must exist among sectors at both national and local level, and also between public and private establishments.

Sharing Web Resources

Answer to the five questions:

• Follow some of the outside links that you have not yet explored. Where do they lead?

The outside link that I chose was titled Early Childhood News and Resources. It lead me to various experts and parents who write articles for this site on a number of topics. These topics includes: Parents, Activities, Childcare, Special Needs, Health, Social/Emotional, Humor, and Literacy.

• Thoroughly search one area of the site. What do you find?

The area that I thoroughly searched was childcare because this was one of the topics that are continuing to be discussed throughout this course. I felt like since I was getting my Master's in this field, why not find out all that I can so that it can prepare me when I do get my job in this field. I found out that this site consisted of Emergent Literacy (newest site), Mommy Perks, Weiss Business Solutions, Personal Child Stories, Parenting Tips with Dr. Sally, and Music Guide. I browsed all of these sites and thought that they had important educational information that will help me with expanding my knowledge.

• If you receive an e-newsletter, follow a link related to one of the issues you have been studying. What new information is available?

I did not see no where on this site where there was an e-newsletter, but it did have those sites that was related to one of the issues that I have been studying. The new information that is available is that the Early Childhood News and Resources Music Guide, it is a part of the Mommy Perks family of sites. At the Mommy Perks, we believe that music should play an integral role in every childhood.

• Does the website or the e-newsletter contain any information that adds to your understanding of equity and excellence in early care and education?

Yes, the website contain numerous of information that adds to my understanding of equity and excellence in early care and education. In the Personal Child Stories, there were articles in which some of them were related to PCS books while others are on Parenting, Play or Literacy focus.

• What other new insights about the issues and trends in the early childhood field did you gain this week from exploring the website and/or the e-newsletter?

The new insights about issues and trends in the early childhood field that I gained this week from exploring the website is that there was a topic called The trouble with childcare reports (Commentary) that was published on Monday, January 17, 2011. It was about an author name Shara Lawrence-Weiss who arrived at home and when she came to her office to work, interestingly, she saw a Google Alert about a new study done on childcare by the University of Illinois. The Psychologists have pinpointed a few factors which involved in kids who grow up to be aggressive and "popular" (i.e. the "mean kids").

Here's what they say:

Psychologists found that both tough children spent a larger proportion of time in center-based care, experienced lower quality care, and had mothers who were significantly less sensitive to their emotional needs than model children.

She appreciate this study very much. This case study seems to have concluded what my own years of experience have indicated: three primary considerations to account for: The amount of time spent in childcare, the quality (or lack of) of childcare and the attention (or lack of) given at home before and after childcare. I really had fun exploring this website because it just kept linking me to other sites that helped me to learn new information and I did not want to get off, but I finally got to a stopping point and exited.

Getting to Know My International Contacts- Part 2

Podcast:
George Forman grew up in Monroe, Louisiana, received his doctorate in developmental psychology at the University of Alabama, worked with Howard Gardner at Project Zero, and then moved to Amherst, Massachusetts, where he is currently Emeritus Professor at the University of Massachusetts and the President of Videatives, Inc. He has also been involved with programs in Reggio Emilia, Italy.

His interest in video began in Buffalo, New York working with Irv Siegel. “We had these huge reel-to-reel tape machines” and made hours and hours of videotapes of children and, “I began to see small nuances of behavior that I might never have seen if we hadn’t had the video, and I began to realize how powerful it was.”

The new insights and information that I have gained from the podcast is that when Mr. Forman was doing his dissertation at the University of Alabama, the learning theory was very much evolved. Pidaget was just beginning, but his dissertation was discrimination learning where you have to child chose one or two things. Most of the research back than were these haves that the child was doing and it wasn't rewarding because he would watch children on the playground and he didn't understand why they would get delighted at this. Mr. Forman think that Pidaget got interesting in play, so he contracted it with a local group that he could go serve children and he saw this little boy, but this wasn't a epiphany for him. He was walking across the backyard (2 years old) dragging with him this large log (fireplace log) and then he got distracted and then he rested it on its end so that it was vertical and he let it go of the log, then he turned around and he noticed the log was standing and the light on his face. Mr. Forman said, there's something going on here and why wouldn't he be so surprised. Well you know, then Mr. Forman begin to think about the log not fallen, so he begin to think about that kind of knowledge when a child sees something is not something else and he begin to realize that the ideal that it was standing is far of a verb, part of an approach of the world. He think that was a message from Pidaget that we should think more of children's learning the world of action events as oppose to nouns. He think that the little boy really got him to thinking about the power of seeing the world in terms of how things change or don't change as oppose to what things are. It is true in preschool education somewhat because of the influence of Montessori that we thought the mission of early education was to help children name things even in a more refine way, not just red and blue, but red and pink and fusion and the discriminate of how how things look. Pidaget's message was to talk about how things changed, how they become pink if they are red, what do you have to add red to make it pink. This whole ideal of features and events and verbs, he think begin with that one little realization what the little boy was doing was seeing that log as an action, it was standing as oppose to it was just a tower. If you listen to preschool teachers talk a lot of times, they ask children what do we name this, what is this, is this a circle or square, but Mr. Forman think the thing that has kinda guided his writing and his thinking about early education and the curriculum is to help children understand how to change things from one state to another, so that's kinda of my how to go to you in a nutshell. He think, one thing that he would like to mention is another sort of change, not a fundamental change, but a change in strategy is when he started going to Northern Italy Reggio and he saw how they were taking mini media play and drawing and wiring and puppies movement using and helping children think about their thinking, it wasn't simple music, it was kinda a symbolization that helped children see their thinking making thinking visible and that was very helpful. When Mr. Forman ran the school constructive play and would do the setups and have proclamation and help children solve problems at a higher level, but he think what Reggio did was that they showed that even fantasies could be a way to help children reflect on their thinking. Mr. Forman been sort of focused on the physical environment and Reggio helped him to see the power of narrative and discourse as a way to understand what it is that you don't understand.

The  new insights and information that I have gained from the Harvard website is that in a distinct effort to build an integrated international approach which includes child survival, health, and development in the earliest years of life, the Center on the Developing Child has launched the Global Children's Initiative as the highlight of its global child health and development agenda. The Global Children's Initiative looks forward to moving ahead with the Center's core mission globally by implementing a compelling research, public engagement leadership development agenda in child health and development that is grounded in science and engages researchers, public leaders, practitioners, and student from a wide range of institutions around the world. The Center acknowledges the important contributions made to the development of the Global Children's Initiative by the Mother Child Education Foundation (ACEV) of Turkey, which served as the Funding Partner for the initial planning of the Center's global agenda. The Center and ACEV continue to share a strong belief in the power of science to inform global early childhood development and appreciate the complementary experiences each organization offers to support children and families around the world.  

As part of its Global Children's Initiative, the Center launched Nucleo Ciencia Pela Infancia, its first major programmatic effort outside the United States. In collaboration with local experts, this project aims to use the science of child health and development to guide stronger policies and larger investments to benefit young children and their families in Brazil.

The Zambian Early Childhood Development Project (ZECDP) was launched in 2009, a collaborative effort to measure the effects of an ongoing anti-malaria initiative on children's development in Zambia. In order to measure the full impact of the anti-malaria campaign on Zambia's human capital development, the ZECDP created a new comprehensive instrument for assessing children's physical, socio-emotional, and cognitive development before and throughout their schooling careers, the first assessment tool of its kind in Zambia.

The additional information about issues of equity and excellence that I acquired from my international sources is that other countries are not as fortunate as the United Stated to have technology that can detect things early on. I see where other countries struggle on a daily basis from a variety of things such as clothes, diseases, education, jobs, poverty, water, etc.; whereas the United States take those things for granted.

Sharing Web Resources

The Early Childhood and The Baby College Programs seemed particularly relevant to my current professional development because researchers confirm that the early-childhood years are key to building a strong foundation for future educational success Harlem Children's Zone has been bolstering its work with children and families in these critically important first years. Like all of HCZ’s programs, our early childhood programs provide their services free to the public, which is possible thanks to the generosity of people like you. The Baby College offers a nine-week parenting workshop to expectant parents and those raising a child up to three years old. Among other lessons, the workshops promote reading to children and verbal discipline over corporal punishment. Over the past two years, more than 870 people graduated from The Baby College.

I didn't find any ideas/statements/resources to be controversial, but the website made me think about an issue in new ways. For example, I see that there programs are free of charge. Whereas if this was in the United States, I feel as though some of our programs would charge and want a donations at the same time. The Baby College and The Promise Academy Charter Schools were good programs that focus on children getting a high-quality well-rounded education.

I learned that their last newsletter was from Spring 2009. It was very informative information about TEAM HCZ. The newsletter was titled 100 DAYS OF PEACE AND PURPOSE. The purpose was a look back at some of the people and events that made 100 Days a success. It had numerous of topics such as Public-service campaign helps Harlem community; Volunteers help HCZ; Chess team scores big at national tournament; Promise students excel on statewide exams; Bringing $7 million to Harlem taxpayers; Preventive programs launch Quality Assurance Team; College news; Multi-media arts show; Getting ready for college; Financial Summit for high school students; New initiative to create role models for boys; Showtime Tournament nets several winners. I like this quote by the president: 

“Change will not come if we wait for some other person or some other time. We are the ones we've been

waiting for. We are the change that we seek.”

- President Barack Obama

Getting to Know Your International Contacts-Part 1

This week I chose to listen to the podcast from the World Forum Foundation presented by Delfena Mitchell.
Delfena Mitchell is Director of the Liberty Children’s Home, on the outskirts of Belize City. This program opened in the summer of 2005 and is licensed to house up to 40 children, predominantly between birth to 5 years of age. However, older children who have younger siblings in care are and will always be accommodated.All of the children at the care center have been abandoned, abused or orphaned and many have disabilities, special needs or are HIV positive. Further information on this program is available at www.libertyfoundation.org.uk

What I have learned do far from the podcast is that Joseph is a nine years old boy that came to them about nine months ago. When he came to them, he hadn't spoken in over a year because his situation where he was living in was really bad. He was physically abused and he observed his sister and because of that he just shut down and didn't speak for over a year. He came to them with his six other brothers and sisters. At first, what they did with him was just trying to home school him there under the compound for a little bit, then they enrolled him in school out of town, but after the first week, he was kicked out of school and sent home because he seem to have a problem with understanding. One day she took him horse back riding with her and they would go on a 30 minutes horse back ride, so he was on the horse behind her on the same horse. They were riding and all of sudden he started talking and telling her about his grandmother that use to beat him with a stick and how when he was hungry and he wanted to eat, he had to take his food underneath his bed to eat so that the other children in the house or the adults wouldn't take his food away from him. He just started talking about his uncle that he misses and is gone away. Although he was talking, she couldn't understand everything he was saying because it was like he was regressed at his age. The important thing that got her excited was that he started talking again. They finished their ride and things went back to normal and he stopped talking again, but over a period of weeks he would start saying a couple of words. In the meantime, we were just allowing him to have a couple of words in our little informal session of training of schooling and then they would allow him time to be in the gardens on the compound because he liked to be outdoors. With a combination of Joseph going back to school and the medication in a matter of weeks you can see the change in him where he started talking and he was talking a mile a minute. Joseph speaks now and even the kids stop to listen to him because everybody was so use to him not saying anything. When he has anything to say we all want to hear what he has to say.

My new insights and information about the issues of poverty in China is that it has made major strides in poverty reduction in recent years. The economic growth being slower in Western China has cause it to be poorer than Eastern China. China has had helped to reduce chronic poverty due to the fact that it has transition from a centrally planned to a globalized market economy. China receives more foreign investment than any other country in the world except for the US.

Sharing Web Resources

The organization that I have selected is Harlem Children's Zone and here is the link:
http://www.hcz.org/index.php

Description of the Organization's focus

HISTORY

Harlem Children's Zone, Inc. has experienced incredible growth - from the number of children we serve to the breadth of our services. But one thing has stayed the same: the agency's "whatever it takes" attitude when it comes to helping children to succeed.

The organization began 1970 as Rheedlen, working with young children and their families as the city's first truancy-prevention program.

Through the 1980s and 1990s, the crack epidemic tore through Harlem; open-air drug markets flourished while families disintegrated. While many inside and outside Harlem gave up hope, HCZ's staff believed that new approaches were necessary.

In 1991, the agency was among the first in the city to open a Beacon center. Our Countee Cullen Community Center turned a public school that used to shut its door at the end of the school day into a community center offering a range of services and activities on nights, weekends and summers.

In the 1990s, to help keep local schools safe, the Peacemakers program began placing AmeriCorps participants in classrooms. These young people were a welcome presence assisting teachers during the school day and then running programs after school.

The beginning of the Children's Zone^®
In the early 1990s, HCZ ran a pilot project that brought a range of support services to a single block. The idea was to address all the problems that poor families were facing: from crumbling apartments to failing schools, from violent crime to chronic health problems.

HCZ created a 10-year business plan, then to ensure its best-practice programs were operating as planned, HCZ was in the vanguard of nonprofits that began carefully evaluating and tracking the results of their work. Those evaluation results enabled staff to see if programs were achieving their objectives and to take corrective actions if they were not.

In 1997, the agency began a network of programs for a 24-block area: the Harlem Children's Zone Project. In 2007, the Zone Project grew to almost 100 blocks. Today the Children's Zone^®serves more than 8,000 children and 6,000 adults. Overall, the organization serves more than 10,000 children and more than 7,400 adults.  The FY 2010 budget for the agency overall is over $75 million.

A history of innovation

Over the years, the agency introduced several ground-breaking efforts: in 2000, The Baby College^® parenting workshops; in 2001, the Harlem Gems^® pre-school program; also in 2001, the HCZ Asthma Initiative, which teaches families to better manage the disease; in 2004, the Promise Academy, a high-quality public charter school; and in 2006, an obesity program to help children stay healthy.

Under the visionary leadership of its President and CEO, Geoffrey Canada, HCZ continues to offer innovative, efficiently run programs that are aimed at doing nothing less than breaking the cycle of generational poverty for the thousands of children and families it serves.

What caught my attention from the website is that they have education from early childhood through college. I like the way you can click on each level of education and it provided you with a description of it. There is a donation section that you can give to this organization if you want to. 

Getting Ready-Establishing Professional Contacts and Expanding Resources

Alternative Part 1:

I was unable to establish contact with the international early childhood professionals, so I chose the Alternative to Part 1.

First you must download iTunes Application to your computer or laptop, then proceed to these steps:

Steps to listening and subscribing to podcasts:

1. Type in www.worldforumfoundation.org in the web browser

2. In The Blue Search Box: Type in Podcasts

3. Click on World Forum Radio

4. Click on the Subscribe to World Forum Radio

5. After you click on it, it will send you to http://itunes.app.com/podcast/world-forum-radio/id332072980?mt=2

6. Click on the two World Forum Radio that you want and click on View In iTunes

7. A box that say External Protocol Request-Click on Launch Application

8. Listen to the two World Forum Radio that you choose to and then hit subscribe

OR

1. Type in www.worldforumfoundation.org/world-forum-radio/ in the web browser

2. Just scroll down and pick the two Episode that you want and click on to Listen to this episode

Part 2: Expanding Resources

I decided to study Harlem Children's Zone because when I clicked on most of the websites that was provided, it couldn't be found. I like the way this website was set up and I seen where you could sign up for their news letter versus the other sites that I looked at, they didn't have no where for you to sign up or subscribe.

"My Supports"

My Supports

My support factors includes:

The first supporter is The Lord because without him there would be no me. I know that through all my trials and tribulations, he will not fail thee, nor forsake thee. King James Version: Deuteronomy 31:6

The next supporter is my mother because when I felt like quitting sometimes she would always encourage me and say don't give up because you have come to far to quit. She has always been my motivation and I know that I could call on her for anything and she would try her best to make it right.

My final supporter is my Aunt Rita Brooks because she is the one who taught me the ropes about college and how to go after what I want in life. She was the one to make sure that I did all my paperwork was done even if it took her helping me to fill it out. Still till this day she comes by ever now and than to check on me to see how is things are going.

My daily supporters would be my sister Whitney Brackins and my cousin Naomi Minor. I know that we have each backs and when I am having problems and my mother is not feeling well, then one of them would be the next person that I would call and talk to.

The benefits of these supports is that we are family, we try and talk on a daily basis, we grew a friendship that is a bond forever, and we can depend on each other during our time of need. It would miserable to exist without these supporters especially my mother because I am use to talking with them and being there for each other. My mother and I depend on each other a whole lot because of her sickness. The impact that my mother would have on my life if she was gone would be like a whole in my heart because she is like my other half until my husband come along. lol. I am so use to having daily talks with my mom about anything and I will definitely miss her and seeing that beautiful smile on her face everyday even when she is in pain.

I really don't have a challenge that I imagine because I try and live my life day by day. I guess if I had to pick a challenge it would be having a baby. I know that my family would be my support team because they already want me to have a baby, so that they can spoil him/her. They are scared that I might not have a baby because I have had some female problems. The factors within my daily environment that would be supportive to me would be the doctors, family, friends, and my mother. The potential benefits that I see of these supports is that the doctor will have to see me on a monthly basis in order for me to deliver a healthy baby and my mother will be there to help me because I probably would be lost without her. My family and friends would be there to help support me as well. It would be hard to exist without these supports because it takes a village to raise a family. The impact that they would have on my life if they weren't there would be restless nights, worrying, stressing, and high blood pressure etc.

"My Connection to Play"

My Connection to Play

Quotes that I feel that summarize what play represented for me in childhood:

1. “When you play, play hard; when you work, don't play at all.” 
― Theodore Roosevelt

2. “Play keeps us vital and alive. It gives us an enthusiasm for life that is irreplaceable. Without it, life just doesn’t taste good” Lucia Capocchione

People supported play when I was younger in my childhood because they would allow us to go outside and play from sun up to sun down. We would play with our cousins, family, friends, and siblings in the neighborhood, but was not allow to argue and fight because if we did, then we would get a but whipping and had to apologize to each other. When I went to my grandmother's house, sometimes she would sit on the porch and watch us play. They supported us by being our cheerleaders when we would play different activities in the yard such as basketball, dodge ball, and kickball. I can hear them cheering us on while we run around those bases. They would even help us out by telling us when to run and when to stay on base.

The way I feel about play today is different from the play in which I engaged as a child because now-a-days children likes to play on video games and stay in the house and watch television all day. When I was younger we use to make up games to play outside and we believe in playing outside. My hope for younger children with regard to play is that children will learn how to not grow up so fast in life and stay as child as long as they can.

My thoughts regarding regarding the role of play throughout your life and/ or the role of play throughout childhood and adulthood is that play is very important because it helps us to become who we are. Play helps us to define our self and it helps us to interact with other people.

Relationship Reflection

Relationship Reflection

I feel like relationships are important to me because it is an expression of how one feels. It helps me to communicate with other people. Also, its helps to develop friendship along the way whether it is good/bad. I feel like relationships are a form of identity to help make me who I am. Relationships are important because it helps to establish a bond that can't be broken if it is real and serious. A relationships takes a lot of work from both people and sometimes it takes a neutral person to help see things from a different perspective or just to give some feedback of what they might see as going wrong in the relationship. Whereas, sometimes we can be blinded about what we are doing wrong in the relationship because we are to busy trying to make it right.

I currently have a positive relationships with my mother and a friend who I met in college, but she is just like my real sister. My relationship with my mother is indescribable because I can go to her and talk to her about anything and when I say anything I mean it. We act just like sisters, but I know when it is time for the mother side too. The relationship with my friend who I call a sister is a blessing because every since we met in 05-06 at The University of Southern Mississippi (USM) we have not stop calling each other. So far we have not had an argument and we call each other everyday. She even calls my parents our parents. If I am feeling down and out and my mother is not feeling well, then she will be the next person that I call for advice or when I'm having problems. I keep a positive relationship with a lot of people because I am an outgoing person who keeps a smile on my face and is always starting a conversation with someone. I don't meet no strangers because I try to get along with everybody.

My relationship is positive with my mother due to the fact that I take care of her because she is sickly and I have seen her go through 20 something surgeries when nobody else was there but me. Until this day, I still take care of my mother with no help from my brother or sister. Our relationship/friendship is indescribable because we had each other backs through thick and thin. The relationship with the friend that I call a sister is positive because it was nothing but GOD who allowed us to meet one another. The reasoning why I say this is because if something is wrong with her I can feel it and vice versus. Our relationship/friendship is a bond that we don't plan on breaking because we both put GOD in it and I know that it can't be broken as long as he is in it.  The factors that contribute to developing and maintaining each relationship is to first put God in everything that you do, communication, honest, patience, time, trust, understanding, and etc. I feel like these factors are important in a relationships because without them then how will anything every get started.

The insights regarding challenges to developing and maintaining relationships that I have learned from my experience over time is that we all get busy in life, but it is up to you to understand that sometimes all it takes is a phone call or text to keep in contact. I have learned that communication is the key to a relationship because if you don't talk, then how will a person know what is wrong. In order to get over those challenges and maintain a relationship you must be willing to make mistake, but learn from them. If you have a problem in the relationship it is best to talk about where you all went wrong, then to let it build up. When it builds up, then that is when things tends to get of out hand.

My experiences with relationships, including my ability to be an active, reflective contributor, impact my work as an effective early childhood professional because it can lead to developing communication skills. I feel like the parent/teacher relationship is important because that will help to build a connection among them. Building a connection will help to cut down on misbehavior in the classroom. 

When I Think of Child Developmeny

Here are some quotes about children that I like:
1. Anybody can have a baby, but it takes that man or woman to raise that child.-By Me

2. “When God Created Mothers"

When the Good Lord was creating mothers, He was into His sixth day of "overtime" when the angel appeared and said. "You're doing a lot of fiddling around on this one." 

And God said, "Have you read the specs on this order?" She has to be completely washable, but not plastic. Have 180 moveable parts...all replaceable. Run on black coffee and leftovers. Have a lap that disappears when she stands up. A kiss that can cure anything from a broken leg to a disappointed love affair. And six pairs of hands." 

The angel shook her head slowly and said. "Six pairs of hands.... no way." 

It's not the hands that are causing me problems," God remarked, "it's the three pairs of eyes that mothers have to have." 

That's on the standard model?" asked the angel. God nodded. 

One pair that sees through closed doors when she asks, 'What are you kids doing in there?' when she already knows. Another here in the back of her head that sees what she shouldn't but what she has to know, and of course the ones here in front that can look at a child when he goofs up and say. 'I understand and I love you' without so much as uttering a word." 

God," said the angel touching his sleeve gently, "Get some rest tomorrow...." 

I can't," said God, "I'm so close to creating something so close to myself. Already I have one who heals herself when she is sick...can feed a family of six on one pound of hamburger...and can get a nine year old to stand under a shower." 

The angel circled the model of a mother very slowly. "It's too soft," she sighed. 

But tough!" said God excitedly. "You can imagine what this mother can do or endure." 

Can it think?" 

Not only can it think, but it can reason and compromise," said the Creator. 

Finally, the angel bent over and ran her finger across the cheek. 

There's a leak," she pronounced. "I told You that You were trying to put too much into this model." 

It's not a leak," said the Lord, "It's a tear." 

What's it for?" 

It's for joy, sadness, disappointment, pain, loneliness, and pride." 

You are a genius, " said the angel. 

Somberly, God said, "I didn't put it there.” 
― Erma Bombeck, When God Created Mothers

3. “Your children are the greatest gift God will give to you, and their souls the heaviest responsibility He will place in your hands. Take time with them, teach them to have faith in God. Be a person in whom they can have faith. When you are old, nothing else you've done will have mattered as much.” 
― Lisa Wingate

4. “When kids hit 1 year old, it's like hanging out with a miniature drunk. You have to hold onto them. They bump into things. They laugh and cry. They urinate. They vomit.” 
― Johnny Depp

Testing for Intelligence?

Testing for Intelligence

If I had a commitment to viewing young children holistically, I believe that a child should be measured or assessed by taking the testing for intelligence, but don't solely depend on  the test because their are other factors that can determine it. Observation will help you to understand the child, whereas taking tests are good and bad because some people are good test takers, but that does not mean that they are intelligent. Some people are bad test takers, but are very intelligent even though they didn't past their test. The reason why I say this is because we tend to put students in different categorize and weave out the other children that didn't past their test, but come to find out later on that the child who past the test is not passing the the rest of their classes. I believe that every child should be testing for intelligence to see where do they stand and if the child didn't pass the test don't count him/her out as to be intelligent because taking a test does not prove whether that child is intelligent or not because the prove of grades, checklists, interviews, and the action of that child should be determined on a daily basis. I believe that children in the elementary schools are taking too many test in order for them to past to the next grade. I feel like that is too much stress, anxiety, and pressure on those children and it is sad that they haven't even made it to the High School where they have to continue to take standardized test or state test in order to pass to the next grade or even graduate. I feel like children should not have to take all those test because that is what the teachers is there for, to help the children where they are weak in that subject area. I feel like the test is affecting the children more because it is stressful and tiresome.

Wisconsin: A Parent's Guide to Standards and Assessment

Academic Standards, Curriculum and Assessment

Parents of school-age children find that some things have remained the same since they went to school and that some things have changed. In the last 20 years, schools have experienced many changes in “academic standards,” “curriculum,” and “assessment.” What exactly do these terms mean? How are they connected? How can parents help children do well in school? In this brochure, the term “parent” also refers to the child’s primary caregiver(s), such as grandparents or other adults who have primary responsibility for the child.

What Are Wisconsin Academic Standards?

Academic standards specify what students should know and be able to do. Wisconsin has academic standards for 21 separate content areas, and adopted Common Core State Standards forEnglish language arts and mathematics in 2010. In addition, Wisconsin adopted Common Core State Standards for Literacy in All Subjects

What is the Curriculum?

The curricula used in your child’s classroom prepare your child to meet the standards. The standards define what children will learn at certain points in time and what performances are accepted as evidence that the child has learned. Parents can get more specific information about the connections among the academic standards, the curriculum, and the tests in their school district from their children’s teachers, the school principal, or the guidance counselor.

What is Assessment?

How is a Child’s Learning Progress Measured?

Schools use many ways to assess, or measure, the progress of students: homework completion, class projects, portfolios, unit tests, and student effort. Another way to measure student progress statewide is with state tests. In Wisconsin, the state Department of Public Instruction develops and administers statewide examinations to measure children’s learning in five subject areas:

1. reading 2. language arts 3. mathematics 4. science 5. social studies

The statewide tests that children take help improve teaching and learning. The tests are based on Wisconsin’s Model Academic Standards, and results are reported in terms of proficiency standards. For example, a fourth-grade student’s score on the statewide mathematics test will be reported in terms of the standards established for learning at fourth grade.

The DPI website at: http://www2.dpi.state.wi.us/wsas/default.aspreports summaries of proficiency scores for all public schools statewide. Schools are required to report test results to parents of students in fourth, eighth, and tenth grades. Children will take state tests, or tests developed by the school district, at school

Wisconsin Knowledge and Concepts Examinations (WKCE)

At Grades 3-8, and 10

The Wisconsin Knowledge and Concepts Examination (WKCE) is customized to measure the Wisconsin Model Academic Standards (WMAS) and is developed and designed by the Department of Public Instruction and Wisconsin educators in conjunction with CTB/McGraw-Hill. This standardized test is composed of items specifically designed for Wisconsin and a few commercially developed questions used in schools across the country. Students in grades 3, 5, 6, and 7 take tests in Reading and Mathematics. Students in grades 4, 8, and 10 take tests in Reading, Mathematics, Science, Language Arts, Writing, and Social Studies. WKCE is administered to all the students enrolled in Wisconsin public schools during the fall of each school year.

The purpose of the WKCE is to provide information about student attainment of subject-area proficiency to students, parents, and teachers, information to support curriculum and instructional planning; and a measure of accountability for schools and districts. The results of the WKCE are used by the Department of Public Instruction (DPI) as an accountability measure for school improvement to meet its statutory requirement of identifying low-performing schools as stipulated by Wisconsin s. 115.38(4), meet the federal Title I (NCLB) requirement to determine how well children are learning, and determine the extent to which schools and districts across the state are meeting the Wisconsin proficiency standards.

You can find more information about the WKCE at:

http://dpi.wi.gov/oea/wkce.html

The Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD)

The Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) is administered to any student with significant cognitive disabilities when the Individualized Education Program (IEP) team determines that the student is unable to participate in the Wisconsin Knowledge and Concepts Examination (WKCE), even with accommodations. The WAA-SwD is administered to students in grades 3 through 8 and 10 in reading and mathematics, and grades 4, 8 and 10 in science. The reading, mathematics and science WAA-SwD test forms and administration guidelines were initially developed for the 2007-08 administration and the assessment is now scheduled to be administered in the fall of each school year.

The purpose of the WAA-SwD is to provide information about student achievement and to allow school district staff to use test results to improve educational programs. The WAA-SwD is designed to meet the requirements of the NCLB accountability goals, IDEA, Wisconsin Statutes, and to provide students, parents, teachers, and schools with information about how students are progressing in relation to the Wisconsin Model Academic Standards through the Wisconsin Grade Band Standards.

Consequences of Stress on Children's Development

Violence:

Growing up as a child. I stayed fighting in order to defend myself because people use to underestimate my size and height.. There are a many of violent moments that I can remember as childhood memories, but I am going to tell you about the most memorable one that comes to mind. Well my siblings and I use to live in these hood or ratchet apartments named Holiday Apartments which was for people who was on Section 8 in which these apartments still exist until now. Every time we went outside there would end up being a fight because the kids were extreme messy. On this particular day, this girl had been picking at me by calling me names and talking about my mother, so when we came outside to play and she was already picking at me, but I ignored her and continue to play. Later on, we got into an argument and when we finish arguing she left and I started back playing. My back was turned and all I felt was something very HOT heat to my back and all I can remember is hollering. By then my mother had come from nowhere and she took me to the hospital and the doctor gave my mom some cream and a technical shot for me. I had to stay in the house until my burned mark had healed. Whatever my mom did to my burned healed up very well because even if today I showed someone there is not a scar there. My mother told me that she had so much hatred towards the girl's mother and her that it was eating inside her like cancer that she even stop speaking to them., then one day my said that she fell down on her knees and prayed that God will help her forgive them because God forgave her for her wrong doing and that is how she forgave them. Not long after that the apartment that we lived in had caught on fire and my mother went upstairs and got us and put her kids in her 1957 car and then went back upstairs through all that smoke and knocked on her neighbors door and told them get out it is a fire. She grab two house coats and went down stairs to where the girl had burned me with a straighten comb and gave them the coats to help them get out the fire. My mother end up saving their lives and everyone came out the fire safe. It was not long after that we end up moving. THE END


AFGHANISTAN: Domestic violence against children widespread - study

KABUL, 26 February 2008 (IRIN) - Corporal punishment of children by their parents is widely practiced across Afghanistan and is commonly accepted as a form of discipline, says a new study by the Afghanistan Research and Evaluation Unit (AREU), a Kabul-based think-tank. 

“Violence towards children in the family is accepted as a normal part of parent-child relationships with little social judgment made toward the perpetrators,” says the study based on interviews conducted in Bamyan, Herat, Kabul and Nangarhar provinces. 

The report, Love, Fear and Discipline: Everyday Violence toward Children in Afghan Families, said many Afghan families perceived corporal punishment as a good way to bring up their children. 

Some parents lashed out at their children due to stress, frustration and economic insecurity, it said. 

“Slapping, ear-pulling, verbal abuse, kicking, punching, beating with sticks or electricity cables or shoes,” are the most commonly practiced forms of domestic violence directed against children, says the study released on 24 February in Kabul. 

Awareness raising 

AREU’s findings also indicate that many parents recognized the physical and psychological harm caused by violence to children and that corporal punishment was not always the best way to discipline their children. 

Some parents have said they were keen to adopt non-violent ways of bringing up their children, but they “have very little knowledge” about it.

“Any programmer working to tackle violence toward children must first recognize that there is a general awareness in the communities of the negative consequences of violence to children… sensitization campaigns should therefore focus on informing people about alternative parenting skills,” the study recommends.

Afghanistan's Ministry of Education (MoE) welcomed the study and said its findings would help the government and other non-government organisations tackle domestic violence against children through different programmers.

"We will establish an independent educational TV channel in the near future through which we will boost public awareness about the negative impacts of violence towards children and the effectiveness of non-violent behaviour with them," said Safiullah Zeer, director of Educational Radio and TV at the MoE, in Kabul.

Child labour 

The AREU study also said that besides being exposed to domestic violence, some children had been taken out of school in order to work full-time and support their families. 

“Significant numbers of families find survival difficult without the contributions of children’s labour,” the study found. 

The study said both male and female children had paid and unpaid responsibilities at home and outside. 

Female children mostly undertake domestic work such as sweeping, washing and cooking, both to assist their mothers and as training for their future roles as wives and mothers, it said. 

Boys typically engaged in outside activities such as collecting water or wood, running errands or taking care of animals.