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. 

Child Development and Public Health

Breastfeeding is meaningful to me because it has all the nutrients and and vitamins that a baby needs. It helps with their mental and physical growth along with providing antibodies to protect the baby from allergies and illnesses when the child gets older. Breastfeeding is convenient, free, and always available. Some advantages of breastfeeding are: the mother do not have to go to the store to purchase milk, she do not to fix a bottle, except when she is expressing the milk for storage, and the mother do not have to worry about the baby being gases. A downfall to breastfeeding is if the mother has HIV/AIDS, it can be passed through the milk.


Breastfeeding, Culture, and Attachment
In countries all over the world women adapt their feeding practices to their own circumstances and the environment they live in. Women adapt to their infant’s needs, and infants adapt to their mothers’ availability. It is important to note that in every culture, there are circumstances where a mother cannot breastfeed, and also, mothers who choose not to breastfeed for multiple reasons (Small 1998).

Cultural tradition influences:

• Initiation of breastfeeding

Initiation and continuation of breastfeeding is influenced by a complex interplay of culture, social support, and socioeconomic status (Agnew et al. 1997). In most countries, where breastfeeding is widely practiced, a mother begins to breastfeed right after birth. Until recently, this was discouraged in Western hospitals by separating mothers from their newborns soon after birth for long periods. This practice had a very negative effect on successful breastfeeding as the infant’s sucking reflex is strongest within the first 30 minutes after birth. It is instinctively and biologically triggered and if interrupted during the critical 30 minute period, the whole process of breastfeeding and its associated attachment benefits, can be disrupted (Small 1998).

For many cultural groups in Canada, breastfeeding is widely practiced in their countries of origin, but when they come to Canada, they often change from breastfeeding to bottle-feeding  The perception of immigrant and refugee women is largely that formula feeding is the dominant and preferred form of infant feeding in Canada (Agnew et al. 1997). Even for those who want to continue breastfeeding, many find it difficult with the lack of family support, the lack of support for breastfeeding in the workplace, and the lack of
acceptance of breastfeeding in public. There are also immigrant and refugee women who feel so strongly about the benefits of breastfeeding that they insist on it and find ways to incorporate it into their lives despite the lack of support in the workplace and in society as a whole.

•  Frequency of breastfeeding

Long intervals between timed feedings, a lack of night feeding, and supplementation of mother’s milk with other species’ milk or artificial milk, is a recent pattern practiced primarily in the West. In many non-Western countries, mothers feed on cue (in short intervals all day and night), and do not supplement their milk with any other type of milk (Small 1998). This difference is based on different beliefs regarding a child’s needs. In
the West it is generally believed that children need to learn to be independent almost from the time of birth. In non-Western countries it is generally believed that children are naturally dependent in their early years; that children need responsive relationships with family member.

• Duration and termination of breastfeeding

Cross-cultural data shows that it is only in the West that infants are weaned before one year of age. For 99 percent of human history, breast milk was the primary or sole food until two years of age, and nursing continued for several more years (Small 1998). This difference between Western and non-Western countries is also based on the difference in belief regarding infants’ need to learn independence versus their need for
responsive relationships. In all cultures, weaning involves the introduction of solid food, and the gradual or abrupt cessation of mother’s milk. The timing of weaning is influenced by cultural factors. Most non-Western cultures believe that children need to be breastfed until they are at least one year old. Weaning before this time is usually based on other factors. Some cultures have a taboo against nursing during pregnancy. So, if a mother becomes pregnant again, she will stop nursing. Some cultures have a taboo against sex during nursing, so a mother may wean her child to enable her to resume sexual relations (Small 1998).

In the West, early weaning is encouraged because it is seen as a sign of infant development - it is culturally frowned upon for a walking toddler to be breastfed. Early weaning also enables a woman to return to work earlier in an environment where there is limited support for breastfeeding in the workplace.

•  Acceptability of breastfeeding in public

In North America and Western Europe, breastfeeding in public is not generally accepted. Even if women are determined to breastfeed, they are often uncomfortable exposing their breasts in public because breasts are culturally associated with sex. In many other countries, breasts are seen as functional, so it is not immodest for them to be uncovered. It is very natural to breastfeed in public and women are very comfortable doing so. Some cultures may have a taboo against women breastfeeding in the company of men.

• Family and community support for breastfeeding

Many cultures (Africa, South Asia, Latin America) have a 30-40 day postpartum rest periods for new mothers, where family (immediate and extended) as well as community members step in to help mother with other household tasks so that she can focus on feeding and caring for the new baby. Culture also influences other factors, which in turn affect breastfeeding:

• How often a child will be held or carried and how a child will be carried

In North America, and Europe, many people believe that children can be spoiled by being carried too much. In many countries outside of North America, mothers and other family members carry children in some form of sling for much of the day. This enables mothers to respond quickly to a child’s cues that she needs to be fed.

• How a child and mother will be clothed

In North America, women’s clothing is usually not very conducive to breastfeeding. In many countries outside of North America, mothers are dressed in loose fitting clothes that are easily adjusted to allow breastfeeding to take place.

• How a family will sleep (together or apart).

In many countries outside of North America, children sleep with their parents, in the same bed, or at least in the same room. This enables mothers to breastfeed numerous times during the night, in response to her child’s cues.

This information that I have learned will impact my future work because regardless of what the economy is, it is a low cost nutrient for your child that gives future benefits to the child's health. Now I am able to give information on breastfeeding because I have did the research just in case someone did ask me about it. It is possible that if I have a baby then I may breastfeed because I see that the baby is healthier and rarely sick. I know this because my sister breast fed all five of her children and they are very healthy.

Childbirth in Your Life and Around the World

My Personal Birthing Experience:

I remember this experience as though it was yesterday. My sister was pregnant with my nephew and she called to tell us that her water had broken and she was heading to the hospital, so we told her okay that we will be out there. By the time we made it to the hospital we thought that she had the baby, but come to find out she didn't. My family and I was sitting around the room and joking around waiting for the baby to come. Well my sister was waiting for the nurse to give her something for pain and she told us that it feel like the baby is trying to come, so one of us hurry to go get the nurse. By the time the nurse came into the room she was checking my sister to see if the baby was coming and then the nurse said I see the baby trying to come call the doctor, but by that time the doctor was already coming down the hall because we heard his boots clacking and we knew it was him from the sound of it because he always wear boots. By the time he enter the room he told my sister to push because the baby head is coming and we were all excited and hollering push because he have a big ole head like his daddy. Finally the baby came and we seen all that slime and blood on the baby and then the daddy cut the umbilical cord. The End...I chose this example because it is special to me because I have never seen a birthing in real life until my sister had my nephew which was her last child. It was exciting to see him come into the world. My thoughts regarding birth and its impact on child development is that if the baby's oxygen level is low, then it can cause brain damage. The umbilical cord is nutrient to the baby and without it the baby will not survive or be malnourished.  

Birthing in South Africa: Indigenous Traditions

I learned that it's a pity that western women are afraid of birth. Today, in South Africa, it is a country of many cultures, language, and traditions, but at one point the area was populated only by an original group of indigenous people such as the Khoisan Bushmen and the !Kung who are a small group of San Bushmen. Men are hunters that is highly respected for their hunting and tracking skills along with their knowledge of the nature environment. Women are gatherers of roots, wild vegetables, fruits, berries and water as well as the materials that are used to provide shelter. Women are respected for their knowledge about edible plants and their abilities to find water and their ability to give birth and nurture their young. Now I am about to explain the differences and similarities. The U.S vs. South African, San Bushmen, Batu, Khoisan

Differences                                                                                                           
1. San Bushmen(!Kung)- 1. No Pain Relief. 2. Give birth alone in a squatting position a hundred meters from their settlement. 3. Pregnant women is expected to continue with her normal duties and should not complain.
4. Pregnant women are rarely over-weighed and an unborn will likely to be the right size for the mother to give birth. 5. San women bite the cord with their teeth and bury the placenta after giving birth, before walking back to the settlement. 6. She must return the placenta which is no longer needed to mother earth. 7. The Bantu mothers is secluded in her, but after birth with the baby until she stops bleeding and the burial of the placenta cord. 8. When the cord falls off, the newborn belongs to the mother and the community. 9. Traditionally an animal is slaughtered as a sacrifice and the skin of the animal is given to the new infant as protective clothing or sleeping mat. 10. A Khoisan woman knows when the baby needs to urinate or pass stool and will hold the baby away from her body to perform.

Similarities
1. The child is a gift. 2. Social recognition. 3. The Bantu birth was attended by grandmother or older woman/person. 4. Breast-feeding- Milk is nutrient for growth. 5. Baby learns that he is able to toddle, walk, and later on run. 6. Children brings joy. 7. Cooperation and friendliness are highly valued.
                                                                              

A Note of Thanks and Support

TO ALL OF MY COLLEAGUES:

Thanks for supporting me with your wonderful ideas and positive feedback on the blogs and the discussion group. I really did enjoy the social networking and learning about my colleagues professional life, experiences, interests, challenges, dreams, goals and aspirations. I hope that I have supported all of you by giving advice on my personal life so that it would help someone or motivate them to have passion for whatever goal(s) that they are trying to achieve. I wish success and nothing but the BEST for my colleagues as they continue on their proessional path.