Thursday, January 26, 2012

My Connections to Play

Imagining I was a child in a wooded area with hours to play was so exciting! What I know about play allowed me to vision what would be such a learning experience!

I would be in a wooded area with many materials. I would have a shovel (toy one, of course!) a pail, my companion baby doll, toy camera, and any other type of toy that would allow me to explore my world. My adult would be my Aunt, but her role would only be to ensure I was safe. I would spend my time exploring every part of the woods, from small crevices to open land areas. I would take pictures with my camera so I could show my parents about my journey when I arrived home! I would take my friend, who is a boy with me. We could learn how to explore together and solve many problems with one another! What fun we would have!!

“Play is the beginning of knowledge.” ~ Anonymous
What a true statement! A child begins learning through play, thus making it the beginings of knowledge! Watching a child solve a problem during play is such a remarkable experience! Watching their faces after they discovered something new is even more remarkable! Children need to learn to solve problems on their own, with adults as watchers, and not answer givers, so to speak! Through play, a child learns how to problem solve; social and emotional skills, as well as the ability to control their impulses.

“Almost all creativity involves purposeful play.” ~ Abraham Maslow
“Play is the highest form of research.” ~ Albert Einstein
I could not agree more! Maslow is absolutely correct! When we take play from our children, their creativity and imagination all but disappears! When a child is allowed to play, they can use whatever they want and take off with it. I have overhead many of my students using such wonderful, vivid imaginary creatures and imaginary aliens, etc. I refuse to take away that creativity! And, as Einstein stated, play is the highest form of research! Children learn everything they need through play!

I believe blocks are essential for children; they learn to use hand/eye coordination as well as their imagination. Many days, in the block center, my students will make letters we have learned out of the blocks. They are connecting that learning with their ability to use a concrete object.
The dramatic play center is a must in my classroom. Children can use their imagination and be whatever they want and do whatever they want! This is essential for creativity! As Einstein stated, play is the highest form of research; this center allows students to explore! They learn to control their impulses and use their social/emotional skills!


The math center is a MUST! Children can play and not realize just how much they are learning! Having the math center allows children to problem solve with concrete objects! It is amazing watching students see their own success when they solve a problem!

Play is such an essential for children. It allows them to use their creativity; allows them to be what they want to be and do what they want to do; it teaches the concept of problem solving as well as social/emotional skills. As an educator, I refuse to take that away from my students. I have seen the benefits of having play in my classroom and how wonderful it is! A child needs every opportunity available to increase their knowledge. I believe that knowledge is best attainable through play!


Tuesday, January 10, 2012


Relationships are important to me (now) because growing up there were only negative relationships. (If you will refer back to some of my blogs, you will read what I am talking about as far as relationships) There was no love or positive, healthy developments through relationships. 

However, when God blessed me with my wonderful daughter, I knew it was time to develop lasting relationships in life. When Madisyn was born, I knew my life would be totally different. God though enough of me to allow me to be a mother, so I knew I needed to instill positive relationships in my daughter. Unfortunately, her dad and I divorced when was she 4 years old, and I was afraid I had failed as far as relationships went. But, I was proven wrong because my daughter is the most compassionate, kind young lady I have seen. She has many healthy relationships in her life. Secondly, God blessed me with an amazing husband. He and I have 110% trust in each other, we love our amazing God, and we know we can count on each other. We have a wonderful relationship, but we also have a partnership. Everything we do has our marriage at the center of it. Each choice we make is centered around God, our marriage, and each other.

Here is a picture of the two most important people whom I have wonderful relationships with. This is my husband, Robert, and my daughter, Madisyn.






I also have wonderful partnerships with my students and their families. Unfortunately, due to laws, I am unable to post their picture. I would LOVE to show them off, but I cannot. However, I can discuss these partnerships. Each child and I have a relationship that is unlike any other relationship. First, I want each child to feel safe when they leave their home. I want them to know they are coming in to my room and I will keep them safe and secure. Secondly, I want each child to feel genuine love from me. I want them to know, through my actions and words, that I truly love them and want to do what is best for them. My students and I have a partnership of sorts because they understand I have a job to do, but they also know they have a job as well. We understand each other, we trust each other, and we work to complete our jobs. I have those partnerships with families, as well. I respect everything about them, including their beliefs, language, etc. I never show any sign of disrespect, and I always want to show parents I will do everything I can for their children.

Because I grew up without those positive relationships, I wanted to teach my daughter how to have that type of relationship with everyone. This was quite the task since I didn't know a lot of what a positive relationship really was. However, God showed me the way, and I had wonderful role models within my church and my amazing mother-in-law. By showing love and compassion and caring to others, those relationships form. I remember when my daughter was in the 2nd or 3rd grade and there was a young lady at school that no one really liked because she was different. Well, I am proud to say my sweet daughter became her friend, and she did not care who said anything or laughed about it. She stated to me that her friend had feelings and deserved to be loved just like everyone else. For me, this was a wonderful feeling because I knew I had aided in creating a compassionate, loving child. 

There must be trust in any relationship. Without trust, it will fail, period. I have learned, through many, many hard lessons that we need to trust those we have relationships with. Now, I do not mean our spouses or significant others, I am also referring to family members, friends, and our students. I would like to use my class as an example. Because preschoolers are so accustomed to staying home, sometimes they may cry when they come to school the first day. First, we must have a trust with the family members, but secondly, we MUST develop that trust with our students. For example, for about 5 weeks one of my students would cry for her mommy. She would break down if she even seen her big sister. Her mother had previously worked in a Head Start school and understood this was part of the developing and students would do this. Each day, I showed love and consoled my sweet student. After 5 weeks, she stopped crying and has NEVER cried since. I contribute forming a trusting, loving relationship as to why she is so comfortable in my classroom now. 

In order to be a more effective early childhood professional, I know I must have healthy partnerships with my students and their families. It is imperative that I never disrespect a family because of their beliefs or their home language; this will cause a family to totally shut down and lose trust and faith in you, thus causing difficulty to believe anything you say you will do for their child. Rather, I want to be positive and create that openness where families will come to me and begin asking questions and be actively engaged in their child’s education!

References:

Halgunseth, L., Peterson, A., Stark, D., & Moodie, S. (2009). Family engagement, diverse families, and    
            early childhood education programs: An integrated review of the literature. Retrieved from
http://www.naeyc.org/files/naeyc/file/research/FamEngage.pdf

Laureate Education, Inc. (2010). Sectors in the Early Childhood Field. In Effective Programs and Practices.  
Retrieved frohttp://mym.cdn.laureate-  media.com/2dett4d/Walden/EDUC/6161/01/mm/sectors/index.html

Souto-Manning, M. (2010). Family involvement: Challenges to consider, strengths to build on. Young
Children, 65(2), 82–88.


Monday, December 19, 2011

Week 8; Quotes about Children

What a fast semester this was! For this week's blog assignment, I decided to do a series of quotes about children. But first, a quote I have always loved would be:

"The soul is healed by being with children." I firmly believe in this quote. Each day, I am blessed beyond measure when I come to work. My pre-k students give me the most joy I have ever experienced professionally. When I am having a rough morning, or I am feeling down during work, all I have to do is look at one of my students, and the love is so over abundant that all I can do is smile. When my students tell me, "I love you, Mrs. Franklin" my soul is so full. God has placed in me in the most wonderful profession. Being an educator is one of the best accomplishments in my life. First, of course, would be part of God's kingdom, and being a mother, but being an educator is a calling God knew I needed.

A few other quotes about children I love:

"Children are the hands by which we take hold of heaven." by Henry Ward Beecher

Princess Diana, Princess of Wales "Hugs can do great amounts of good, especially for children."

"Children's games are hardly games. Children are never more serious than when they play" by Montaigne

"Let the little children come to me, and do not hinder them, for the kingdom of God belongs to such as these." Mark 10:14

"Train a child in the way he should go, and when he is old he will not turn from it." Proverbs 22:6


"If a child is given love, he becomes loving ... If he's helped when he needs help, he becomes helpful. And if he has been truly valued at home ... he grows up secure enough to look beyond himself to the welfare of others." by Dr. Joyce Brothers

These are just a few quotes I have saved, but I wanted to share them with you all. Remember, we are here to show children love, empathy, and encouragement. I am so blessed to be able to be a part of assisting in educating children.

Blessings!!

Susan

 
 

Saturday, December 10, 2011

Testing for Intelligence

In the state of Texas, we are continually assessing children. However, I do not believe the previous TAKS test assessed the whole child. For example, a child is being tested on what they know and have memorized, but does that really show the intelligence of a child? I think not. I can say this because I had many 3rd graders who were, in my opinion, quite intelligent, but did horrible on the TAKS test. They were not good test takers, and they froze up when the test was placed in front of them.

Now, for the current year, we will be standardized testing with the STARR test. (State of Texas Assessment of Academic Readiness) This test is quite scary for all educators in Texas right now. Again, it doesn't test the whole child; rather, it tests the child on how to apply skills they have learned. While this is a great trait for children to learn, (we all need to learn how to APPLY things) it isn't helping a child apply life skills. It is only helping a child apply, or attempt to apply information they have gotten from school. Testing likes these only measure literacy and numeracy. We need to allow children to show their creativity as well as their objectivity.


So many times, educators are told to not teach to the test and use hands on experiences. I am a firm believer in both statements; however, if we push the students to use manipulatives, which they do need, how unfair is it to not allow them to use it on a standardized test? This is a huge injustice when children have learned by using concrete objects. I remember the stresses of the testing, and what would be heartbreaking would be when a student would ask me if they could get out the color tiles or counting cubes during the test, and I would have to tell them no because it wasn't allowed on the test.

I know it is important to assess a child's literacy and numeracy, but there are many disadvantages to testing.  If a child does well all year but fails the standardized test, it isn't fair that the child be held back because of the testing. I do not believe the testing should dictate whether a child moves to the next grade level. I think the testing should help a teacher focus on what a child needs more of, and how to accommodate that child. 


I remember going to a workshop as a district this summer. I cannot remember the exact statistics, but the presenter of this workshop discussed how some foreign countries do not standardize test and their children are still ahead of all United States students. That struck me. What are we doing wrong? What can we do better? He mentioned how standardized testing is taking away a child's creativity. I couldn't agree more!


For example, Madfloridian's Journal discuss how Asia is moving away from standardized testing because it is taking away creativity and innovation. This goes on to discuss how the U.S. is continuing to impose the testing, and unfortunately, they (those in the state who controls the testing) do not want to hear about education. It is so sad to know many people want to put so much pressure on educators, but do not care to hear about what this testing is doing to our future students. I think we should try to do the same thing - move away from the testing and bring back the creativity!

 Again, I know we need to assess to see what a student has mastered and needs help with, but I think we need to go back to the original way of teaching. I believe teachers and students shouldn't feel such strong pressure of standardized testing. I believe educators should be allowed to teach to the whole child. Educators need to get back to allowing children to use their creativity. I remember school being fun and exciting. Unfortunately, many students today (including mine) dread going to school on some days because they know they are going to have to do things for the test. They know they have a test they must pass to move on to the next grade; do they need to have this pressure as early as 3rd grade? I think not. This, of course, is my opinion.

References:









Saturday, November 26, 2011

Child Abuse

I can relate to this topic entirely too well. As a product of divorce, my mother decided to move to West Texas from West Virginia when her and my dad divorced. She quickly, and might I add, VERY quickly married my step dad. Before they were married, the abuse didn't start. It was all roses then. When I read the assignment for the blog this week, I pondered on how to write this. It has just gotten easier for me to even discuss this with my husband; but to discuss it with total strangers frightened me. I am not asking for sympathy; rather, I want everyone to see how we can overcome abuse! I did it, and I am still doing it!

Once my mother married, first came the beatings. I remember going to a restaurant when I was only 6 years old. I did not want to eat the brussel sprouts, and I was crying. They were HORRID! Well, my step dad is fuming and my mother is literally snickering at me. Once we get home, let me tell you, I feel the wrath of my step dad's anger coming through that belt he was swinging! I received a beating that kept me from moving much for about a week! These beatings were constant, and for the smallest things. I would have accidents in the night, and I would get beat so badly. Might I mention that my mother would sit around and watch him beat me, or just leave the room. It was horrible. Unfortunately, the worst wasn't over.

As a 6 year old child, I thought my life was horrible. However, I soon realized it was worse than horrible. First, my step dad started with the peep show. It didn't matter where I was changing at, he seemed to find a place to look! When I took showers, I would have to get in the bathtub, close the shower curtain, and take my clothes off so he wouldn't see me through the cracks. (This I mastered as I became older of course.) Well, it did get worse. He started fondling me in the worse imaginable ways! The sexual abuse made my childhood an absolute nightmare! I refuse to go in to the intimate details of the abuse, but let me tell you, it was the worst time in my life, or so I thought.

This abuse, both sexual and physical, lasted from the time I was 6 until I was 18. I actually managed to find a boyfriend that would put up with me, and he was my saving grace. I knew if I could get out of that house, the abuse would stop. I had found a way out. After 12 years of suffering abuse, I had been given an angel. Unfortunately, after 12 years of marriage, my trust issues and anger dissolved this marriage. But, God had given me a daughter, and through her, I was able to learn to trust and know some people do give unconditional love. God also allowed me to see what a REAL mother is supposed to do!

I remember when I was around 16 years old, I had had enough! I actually told people about what was going on, and guess what? Our sorry CPS system just swept me under the door and forgot about me! They refused to help me! So, now everyone thought I was a child trying to get attention! I will never understand that saying at all! I didn't want ANY attention! I wanted it to stop!! My own school counselor decided to call my mother after our confidential, or so I thought it would be, conversation. I will admit, the abuse stopped for about 2 months after that, but it started right back up!

As I became an adult, I have had triggers that have brought back memories. However, I believe the one thing that hurt me more than the abuse itself was finding out my mother new about the abuse and let it continue. She knew what he was doing to me, and when she left me there alone with him, she knew what was going to happen. Many times I would scream and cry for her to take me, and she would just smile and way at me. It was almost as if she thought it was funny. She admitted to me she knew about the abuse after my own daughter was born. I will never feel anything but animosity towards her because, as a mother myself, I would NEVER allow someone to hurt my child!

Words will never be able to describe how I coped through my childhood. I have blocked so many things out, and I am still having things reveal themselves. I became very isolated in school, would quickly fight someone if they said something ugly to me, and I was very depressed. I hated life, I hated myself, and many times I pondered ending it all. Thank goodness I didn't! As I earlier discussed, I had no resources or help. My mother had convinced me throughout the years that my dad and grandmother back in West Virginia hated me and never wanted to see me again. I had no one to turn to. To be honest, I am not sure how I survived it. I know God had his flock of angels over me, otherwise, I am not sure where I would be in my life right now.

However, I overcame the childhood abuse, but not without many stupid choices and hurt along the way. I experienced so many unnecessary things in my early adulthood, but again, I overcame so much to get to where I am today. I believe that is why God chose the early childhood profession for me. I want to help children any way I can. I want to be their advocates and help them through difficulties. I can use my own childhood to help others succeed.

CHILD ABUSE IN AFRICA/SEXUAL EXPLOITATION OF CHILDREN

Words cannot even describe how awful this makes me feel. A child should NEVER, EVER be abused, much less sold to the highest bidder for sexual purposes. In Africa, the adolescent girls are targeted because they lack economic and social status to fight it. How horrible is that! What really made me ill was knowing some young girls have to go through genital mutilation. Below, I have copied and pasted an article about this. While it is long, it is very informative. I wish I had the resources to do more to help the females in Africa. I pray one day it will get better for them!

Article retrieved from: http://advocatesforyouth.org/publications/457?task=view


Sexual Abuse and Violence in Sub-Saharan Africa
Sexual abuse and violence are serious problems that transcend racial, economic, social and regional lines. Violence is frequently directed toward females and youth, who lack the economic and social status to resist or avoid it. Adolescents and young women, in particular, may experience abuses in the form of domestic violence, rape and sexual assault, sexual exploitation, and/or female genital mutilation. Accurately estimating the prevalence of sexual abuse and violence in the developing world is difficult due to the limited amount of research done on the subject. Cultural mores against reporting abuse make it difficult to assess accurately, and few adolescent health programs in sub-Saharan African address these critical issues.

Domestic Violence Is Widespread in Sub-Saharan Africa.

  • Violence against women is a widespread problem in sub-Saharan Africa. Surveys conducted in sub-Saharan Africa reveal that 46 percent of Ugandan women, 60 percent of Tanzanian women, 42 percent of Kenyan women, and 40 percent of Zambian women report regular physical abuse.(1) In a Nigerian survey, 81 percent of married women report being verbally or physically abused by their husbands. Forty-six percent report being abused in the presence of their children.2
  • Violence has a significant impact on the health and life expectancy of women. The World Bank estimates that rape and domestic abuse account for 5 percent of healthy years of life lost to women of reproductive age in developing countries.3
  • Domestic violence can have long-term psychological effects. Studies have shown that one out of every four suicide attempts by women is preceded by abuse.4
  • Children in abusive households also suffer from the effects of violence, whether or not they are physically abused. Studies have shown that children who witness violence may experience many of the same emotional and behavioral problems that physically abused children experience, such as depression, aggression, disobedience, nightmares, physical health complaints and poor school performance.3

Young People Are Vulnerable to Rape and Sexual Assault.

  • Worldwide, 40-47 percent of sexual assaults are perpetrated against girls age 15 or younger.4
  • In a study in a South African hospital of children under age 15 in whom a diagnosis of child abuse was considered, 45 percent of the children reported having been the target of sexual abuse. Thirty-one percent reported being physically abused, and sexual abuse was suspected but not confirmed in another 14 percent of the children.5 A study in Uganda revealed that 49 percent of sexually active primary school girls say they had been forced to have sexual intercourse.6
  • Abuse takes place in both urban and rural environments. A study in a rural population of South Africa found that 51 percent of children between six months and 15 years of age receiving medical treatment for sexual abuse have been abused by a neighbor, an acquaintance, a lodger or a stranger.7 Studies conducted in a city in Zimbabwe found that half of reported rape cases involve girls less than 15 years of age and that girls are most vulnerable to sexual abuse by male relatives, neighbors and school teachers.8
  • Both boys and girls can be targets for sexual abuse. In a District in Uganda, 31 percent of school girls and 15 percent of boys report having been sexually abused, many by teachers.9
  • The threat of social stigma prevents young women from speaking out about rape and abuse. In Zimbabwe, rape cases are sometimes settled out of court when the perpetrator either pays compensation to the girl's father or pays a bride price and marries the girl to avoid bringing public attention and shame to the girl and her family.8
  • All Anglophone countries have enacted laws which directly address sexual offenses against minors. The age at which young people are protected by statutory rape laws varies in these countries, from under 13 years in Nigeria to under 16 years in Zimbabwe. Only Kenya specifically criminalizes both physical and verbal sexual harassment.10

Young People Are Targets of Sexual Coercion and Exploitation.

  • Young girls frequently report that their early sexual experiences were coerced. In a study in South Africa, 30 percent of girls report that their first sexual intercourse was forced.1 In rural Malawi, 55 percent of adolescent girls surveyed report that they were often forced to have sex.8
  • Sexual exploitation of young people is frequently facilitated by their lack of economic power and job opportunities. In Addis-Ababa, Ethiopia, an estimated 30 percent (about 30,000) of prostitutes are women ranging from 12-26 years of age. The number of adolescent females engaged in informal prostitution may be far greater.11
  • Young women are vulnerable to coercion into sexual relationships with older men. "Sugar daddies" take advantage of girls' lack of economic resources by promising to help with their expenses in exchange for sex.12,13 A study of female adolescents in Kenya revealed that 50 percent of the girls admit receiving gifts in the form of money, ornaments and clothes from their partners when they engaged in sex for the first time.14 In Uganda, twenty-two percent of primary school girls anticipate receiving gifts or money in exchange for sex.6
  • In a hospital study on abortion in Tanzania, nearly one third of adolescents receiving abortion were impregnated by men 45 years or older.15
  • In villages in Ghana, 70 percent of mothers interviewed said they had encouraged young girls into premarital sexual relationships. Many older women felt that receiving gifts in exchange for sex was not regarded as prostitution but evidence of a man's love.16
  • Forced marriage of young girls to older males leaves girls with little or no economic or social power. In rural Northern Ethiopia, the mean age for first marriage is 13.5 years for girls and 19.5 years for boys.17 While the average age at marriage is rising, twelve of sixteen countries included in the Demographic Health Survey have an average age at first marriage of between 16 and 21.18

Female Genital Cutting Threatens the Health of Young Women.

  • Estimates suggest that between 85 and 114 million girls have been subjected to female genital cutting, also known as female genital mutilation (FGM) or female circumcision. The practice varies from cutting the external genital area to closing the genital area leaving a small opening for passage of urine and menstrual flow. As populations grow, the number of girls undergoing the procedure is increasing by about 2 million per year.19
  • Female genital cutting has severe and lifelong health consequences for girls. In Sudan, doctors estimate that 10 to 30 percent of young girls die from it, especially in areas where antibiotics are not available.4 Medical complications of FGM include pain, prolonged bleeding, hemorrhaging, urinary retention, infections, obstetric complications, and psychological trauma.20
  • Few laws protect young women from FGM. In Anglophone African nations where genital cutting is prevalent, only Ghana has passed specific laws opposing its practice.10
References
  1. Wood K, Jewkes R. Violence, rape, and sexual coercion: everyday love in a South African township. Gender & Development.1997; 5(2):41-46.
  2. Odunjinrin O. Wife battering in Nigeria. Int J Gynaecol Obstet 1993; 41:159-164.
  3. Heise LL, Pitanguy J, Germain A. Violence Against Women: the Hidden Health Burden. [World Bank Discussion Papers, no.255] Washington, DC: World Bank, 1994.
  4. Heise L. Violence against women: the missing agenda. In: Koblinsky M, Timyan J, Gay J, ed.. The Health of Women: A Global Perspective. Boulder, CO: Westview Press, 1993.
  5. Argent AC, Bass DH, Lachman PI. Child abuse services at a children's hospital in Cape Town, South Africa. Child Abuse & Neglect 1995; 19:1313-1321.
  6. Noble J, Cover J, Yanagishita M. The World's Youth, 1996. Washington, DC: Population Reference Bureau, 1996.
  7. Larsen IV, Chapman JA, Armstrong A. Child sexual abuse in a rural population letter: S Afr Med J 1996; 86:1432-1433.
  8. Njovana E, Watts C. Gender violence in Zimbabwe: a need for collaborative action. Reprod Health Matters, 1996; (7):46-52.
  9. Sebunya C. Child abusers face mob justice: AIDS Analysis Africa 1996; 6(3):15.
  10. The Center for Reproductive Law and Policy [and] International Federation of Women Lawyers, Kenya Chapter. Women of the World: Laws and Policies Affecting Their Reproductive Lives: Anglophone Africa. New York: The Center, 1997.
  11. Bohmer L. Adolescent Reproductive Health in Ethiopia: an Investigation of Needs, Current Policies and Programs. Los Angeles, CA: Pacific Institute of Women's Health, 1995.
  12. Sellix T. An Investigation into the Relationship between Older Males and Adolescents Females in Africa: Deconstructing the "Sugar Daddy." Submitted in partial fulfillment of the requirements for Master of Arts in International Development. Washington, DC: American University, 1996.
  13. Moore K, Rogow D. Family planning and sexuality. In: Moore K, Rogow D, ed. Family Planning and Reproductive Health: Briefing Sheets for Gender Analysis. New York, NY: Population Council, 1994.
  14. Wjau W, Radeny S. Sexuality among Adolescents in Kenya. Nairobi: Kenya Association for the Promotion of Adolescent Health, 1995.
  15. Sharif H. AIDS education efforts begin to address plight of Tanzania youth. AIDS Captions 1993; 1(1):20-21.
  16. Ankomah A. Premarital relationships and livelihoods in Ghana. Focus Gender 1996;4(3): 39-47.
  17. Dagne HG. Early marriage in Northern Ethiopia. Reprod Health Matters 1994; (4):35-38.
  18. Alan Guttmacher Institute. Sexual Relationship and Marriage Worldwide [Women, Families, and the Future]. New York, NY: The Institute, 1994.
  19. Toubia N. Female genital mutilation and the responsibility of reproductive health professionals. Int J Gynaecol Obstet 1994; 46:127-135.
  20. Kiragu K. Female genital mutilation: a reproductive health concern. Popul Rep J 1995; 23(33, Suppl):1- 4.
Compiled by Lola Delano
February 1998 © Advocates for Youth

Saturday, November 12, 2011

Mental Health of Parents and Families

I chose this topic because I believe if we can find some way to help this illness, many children may not have the emotional detachments and emotional disturbances as they grow and develop. When a child is growing in an environment that is not positive, or have parents that are depressed, they too may become depressed, have social problems as well as behavior problems. 

I have seen the impact of children who have had parents with mental problems. They become emotionally detached from everyone. They have had excessive discipline problems as well as anger that can be very scary at times. While some kids are resilient, others may be unable to change, thus leading to even bigger problems like drug use, legal problems, or even thoughts of hurting self. 

I just feel a huge sadness for parents with these problems because they just do not realize how they are impacting a child's life and future growth. Ultimately, our children are our future, and we want them to have positive growth and development so they can be successful. We must break this vicious cycle so children can be wonderful parents when they grow up.

While I was searching for information from other countries, I came across a great article from the UK. Basically, it is the same as the United States as far as what it can do to a child if they have to care for a parent with a mental illness. Like the U.S., doctors and psychiatrists are there to help, as well as numerous amounts of resources. Below the video link, is another great link to a fabulous article. Beware, it is VERY long, but VERY informative! 




I also found another great site with a short video on a child who actually grew up with a mentally ill parent. I have it posted, but thought I would put the actual URL in case it didn't load.

http://www.rcpsych.ac.uk/mentalhealthinfoforall/youngpeople/caringforaparent.aspx



https://docs.google.com/viewer?a=v&q=cache:31V9IgABfSQJ:www.youngcarer.com/pdfs/Mental%2520Illness%2520Leaflet%25206th.pdf+&hl=en&gl=us&pid=bl&srcid=ADGEESgp7DUA4Va_Is4u0qJSTljeUP-qG-rRgEM7CxtzsqaojE9rmXUWL5FdtQu3nmkOSQ8vzd5uCCCQetoBZLizi4xadGNCeQuP3X0axiT2vdQroCGl4cUIHhc9EIjx2r5Z5QCx8FfE&sig=AHIEtbTsV6iTNY0yqYpp40hFaevE7tlhQw

If you are interested in mental health of parents and the impact on children, this is a great article!

I hope you found this information useful; I feel as if I am rambling, but this topic is so important because we must do what we can to reverse the negative effects of having a parent with a mental illness. 

Susan

Saturday, November 5, 2011

My Birthing Experience

On November 13, 1998, I gave birth to my only child, a daughter named Madisyn. It was a difficult pregnancy as well as birth. I was actually in labor for 3 days, and the doctors just kept sending me home. Finally, on the second day of labor, my water broke and off to the ER I went. From the moment I arrived, it was dismay. During the pregnancy, I was very ill. I was put on bed rest for 3 months, and I don't feel like I enjoyed my pregnancy because of the illness. However, that never clouded the fact that I had this beautiful child God entrusted me with. So, because of the difficulty of the pregnancy, the nurses were hooking me up to every machine and seemed somewhat frantic. Finally, the third day arrives, and I am in the worst pain of my life, I inform the doctor we need to get my baby delivered. I am unable to dilate, and it is time to make some decisions. After a heartfelt visit with my daughter's dad and the doctor, we prepare for a C-section. This was certainly not a memorable delivery. Once I am in the operating room, everyone gets to work. A specialist is also called in due to the sonogram tech informing the doctor the lengths of my daughter's arms and legs are measuring about 4 weeks behind; therefore, everyone is assuming she may have Down's Syndrome. Once my daughter is delivered, the doctors become excessively frantic because I am hemorrhaging and flat lining. The doctors make sure my daughter is ok, and I am sedated. Once I am ok and in the recovery room, I finally wake up and want to see what God has blessed me with.


Even though my pregnancy was not a positive experience, and the birthing experience was horrific, what I received took all of that away. I would, if possible, do it all over again. I chose this experience because I wanted everyone to understand not all birthing experiences are positive, but having a child that you are responsible for, can make you forget the negatives.

I believe the impact birth has on child development can be positive and negative. Negative because someone who has a birthing experience may cause stress, thus the mother pulling away from the child for an amount of time. Not all negative deliveries will cause this, as I wanted to be as close as I could be to my new baby. However, post partum stress (from a traumatic delivery) can cause a child to not develop as they should. Positive experience, because it can foster healthy childhood development because the mother is connecting with the child and bonding.

As I was searching for births among other countries and cultures, I came across an article discussing birth among different people. I was amazed to read how the Chukchee women of Siberia gave birth. She delivered her own child; cut the umbilical cord, and disposed of the placenta herself! What an amazing, strong woman! The Gunia women of South America would actually step out of their marching formation if they were in labor, deliver their child, and step back into the formation. I am just amazed at the strength of these women. What a difference from the childbirth procedures in the United States. I could not have just delivered my child and went immediately back to what I was doing.

This does produce a probing question. How does the above mentioned birthing experience contribute to child development? I am not sure how to answer that, just yet that is.

I have certainly gained an understanding of how different birthing experiences can be among different cultures and countries. Before this class, I really never thought about how others give birth, or even how that would contribute to child development. Through this course, I hope I can answer my own questions as well as gain more insights to an ever interesting topic.

References:
Biesele, M., "An ideal of Unassisted Birth" in Davis-Floyd, R.E. & Sargent, C.F.
(eds), Chilbirth and Authoritative Knowledge, University of California Press, Berkeley, 1997, p. 485. Retrieved from  http://www.unassistedchildbirth.com/media/alone.html