MY SUPPORTS

Currently, I am living a very busy lifestyle.  My husband and I are both in college.  The kids are very active in and outside of school.  I spend a lot of time driving, traveling for my job and transporting my children to various activities and events.  As I mentioned earlier,both my husband and I are in college.  He took the traditional route where he is on campus daily and I took the non-traditional route by going on line.  Therefore it is extremely important for us to have a schedule and stick to it.  Also, having two reliable vehicles are very important, along with my husband, friends and family.

Living a busy lifestyle is very stressful, so therefore having a reliable schedule that works is a relief. Having a schedule is important within my support system.  Without things would be chaotic.  It is there to help me remember appointments and to keep my kids on track with their chores and other obligations.  My car is a huge part of my support system because it provides me with reliable transportation.  Without it I would have to rely on others because there is no public transportation where I live.  Without cars my children could not participate in after school activities and my husband would not have a reliable mean of transportation to get to school.  Not having a vehicle would change our lifestyle drastically.

My husband, family and friends are my strongest support system.  They are there for me in so many ways. They help with the kids.  They support me by helping with meals, cutting the lawn and offering spiritual support when needed. Most importantly, they provide the emotional and mental support I often need.

CHALLENGE
I often think about how it would feel to be in another Country and not being able to speak the language.  It would be a challenge to find the bathroom because I would not know how to ask for it in another language.  I can see myself getting very frustrated.  I would have to resort to using gestures, hoping someone would understand.  In this situation I would need the support of an interpreter.  I would want the support of someone I could trust.  I can imagine feeling lonely. Having the support of my family and friends would make me feel secure in a situation such as this.

                                         MY CONNECTIONS TO PLAY
Famous Quotes

“Every child should have mud pies, grasshoppers, water bugs, tadpoles, frogs, mud 
turtles, elderberries, wild strawberries, acorns, chestnuts, trees to climb. Brooks to wade, 
water lilies, woodchucks, bats, bees, butterflies, various animals to pet, hayfields, pinecones, rocks to roll, sand, snakes, huckleberries and hornets. And any child who has been 
deprived of these has been deprived of the best part of education.” 

 — Luther Burbank (American horticulturalist and botanist, 1849 – 1926)

RELATIONSHIP REFLECTION

I don't know how the world would function without relationships. There are many people whom I am connected. The people who have a significant impact on my life are my husband, mother and children. They are very important to me because they have changed my life in a very significant way. My mother gave birth to me and made personal sacrifices in order for me to be who I am today. My husband whom I have been married to for fourteen years has been there for me and without him I would not have the two most wonderful children in the world. My relationship with my husband has been the most challenging because I am a woman and he is a man. We don't always agree but we have learned to compromise. Overtime I have learned that it is best to let go and let God. Having the last word is not so important after all. My husband and I encourage each other. We support and respect each other.

 My children are fifteen and six. They challenge my patient daily. Open communication is very important in any relationship. I always asked them about their day and make time to share with them. They still love hugs and kisses. My mother is a very precious person in my life. She is an awesome Grandmother and is always available when I need a extra hand. Because of the support I get from my mother and husband I am able to further my education. My experiences with my relationships impact my work as an effective early childhood professional because I am a mother. My children were once in child care and my son is currently attending an after school program. I have had to attend child/teacher meetings due to my son at times not following directions and staying in his seat. The struggles are real. The early education system has been a challenge for me at times. So, I can relate.

Sudden Infant Death Syndrome (SIDS)

I will never forget the sound of the siren in the small rural neighborhood I lived in. It was a warm summer night. Whenever the sirens went off it was on its way to the home of somebody you knew. This particular night it was an infant that stopped breathing. According to the gossip, the mother fed the baby and then put him in the crib to rest. When she went in to check on him he was not breathing. The baby died of SIDS. It shattered the neighborhood. Everybody had their own thoughts and ideas of what may have happened to the baby. Was he burped? Did he choke? Was there a baby monitor? How long did he lay there before someone checked on him? Oh, it went on and on. No one asked about his sleeping conditions. I hope more parents and care givers will practice safe sleeping methods for babies. That’s why I choose to talk about SIDS. Below are facts retrieved from the Centers for Disease Control and Prevention website http://www.cdc.gov/sids/Parents-Caregivers.htm United States • Each year in the United States, more than 4,500 infants die suddenly of no immediately, obvious cause. Half of these Sudden Unexpected Infant Deaths (SUID) are due to Sudden Infant Death Syndrome (SIDS), the leading cause of SUID and of all deaths among infants aged 1–12 months. • Sudden Infant Death Syndrome (SIDS) is defined as the sudden death of an infant less than 1 year of age that cannot be explained after a thorough investigation is conducted, including a complete autopsy, examination of the death scene, and review of the clinical history. • More boys died of SIDS than girls. • SIDS is the leading cause of death among infants aged 1–12 months, and is the third leading cause overall of infant mortality in the United States. • Although the overall rate of SIDS in the United States has declined by more than 50% since 1990, rates for non-Hispanic black and American Indian/Alaska Native infants remain disproportionately higher than the rest of the population. UK In the UK they refer to crib death as cot death. Below are facts retrieved from Patient.co.uk http://www.patient.co.uk/doctor/sudden-infant-death-syndrome • Sudden infant death risk 'is five times higher if the baby sleeps in its parents' bed' • It is believed that 120 babies could be saved each year in the UK if parents stopped bed sharing. • More than 300 babies per year die from SIDS in the UK. • The UK rate for SIDS is 0.41 per 1,000 live births. • Research shows 88 per cent of deaths while co-sleeping could have been avoided had the baby been in a cot. • Cot death is more common in male infants (about 60%) of cases. • Read more: http://www.dailymail.co.uk/news/article-2328048/Sudden-infant-death-Risk-times-higher-baby-sleeps-parents-bed.html#ixzz2YyroY4Bw Reducing the Risk The U.S. and the UK both have the same risk reducing factors. There has been a lower percentage of SIDS in both countries since families have been made aware of safe sleep. Always place babies on their backs to sleep. Babies who sleep on their backs are less likely to die of SIDS than babies who sleep on their stomachs or sides. Placing your baby on his or her back to sleep is the number one way to reduce the risk of SIDS. Use the back sleep position every time. Babies who usually sleep on their backs but who are then placed on their stomachs, such as a nap, are at very high risk for SIDS. It is important for babies to sleep on their backs every time, for naps and at night. Place your baby on a firm sleep surface, such as a safety-approved crib mattress covered with a fitted sheet. Never place a baby to sleep on a pillow, quilt, sheepskin, or other soft surface. Keep soft objects, toys, and loose bedding out of your baby’s sleep area. Don’t use pillows, blankets, quilts, sheepskins, sleep positioner, or pillow-like bumpers in your baby’s sleep area. Keep all items away from the baby’s face. Avoid letting your baby overheat during sleep. Dress your baby in light sleep clothing and keep the room at a temperature that is comfortable for an adult. More Information What does a safe sleep environment look like? To learn more about safe sleep environment and reducing the risk of SIDS, check out the National Institute of Child Health Development (NICHD) publication. What groups are most at risk for SIDS? Babies who are placed to sleep on their stomachs or sides are at higher risk for SIDS than babies who are placed on their backs to sleep. African-American babies are more than two times as likely to die of SIDS as Caucasian babies. American-Indian/Alaska Native babies are nearly three times as likely to die of SIDS as Caucasian babies. Among industrialized nations, Japan has the lowest reported SIDS rate (0.09 cases per 1,000) whilst New Zealand has the highest rate (0.8 cases per 1,000).

My Personal Birth Experience

I would like to share my personal birth experience of my last child.  First of all I was forty-four when I gave birth to him.  Because of my age I was considered at risk.  I was offered the amniocentesis to check for downs syndrome.  I declined, because the test was invasive and carries a small risk of miscarriage.  During my entire pregnancy I felt like a scientific experiment.  Somewhere around my 24^th or 28^th week I had a glucose screening and was told I had gestational diabetes.  At that time I was told that my baby could be born weighing more than averaged.  I changed my diet and checked by blood sugar daily.  I guess sometime around my 8^th month I was told my baby weighed around nine pounds and it would be best that my labor be induced.  On October 14^th 2006 I gave birth to a six pound baby boy.  Yes, six pounds.  I was very upset. 

Now, let me tell you about my labor.  I choose to have an epidural because it worked so well during my first labor experience.  This time it didn’t work.  Prior to receiving the useless needle in my spine, I told the nurse that my first baby came quickly and to be prepared for this one to do the same.  I can’t recall how much I had dilated the last time the nurse checked, but I know it wasn’t enough to concern anyone.  About five minutes after she walked away I went into full blown labor. They were saying over and over DON’T PUSH!   It was a very weird experience.  My body completely took over and I had no control.  The baby was out and the nurse barley caught it.  The table wasn’t ready and when the doctor came in it was over.  My husband said they barely caught him as he was entering this world for the first time.  My baby is now six years old and will be in first grade this fall.

I choose this to write about the care I received because I received more treatment during my pregnancy due to my age.  Yet I am grateful but it so overwhelming.  In some countries I would not have received this amount of care.  Although I choose not to have the amniocentesis it was available and could have detected a genetic disorder.

Botswana

In this region of the world it is common for mothers to have HIV and pass it on to their new born.  There are programs in place to test mothers for HIV when they are pregnant.   Botswana has the highest HIV infection rate in the world.  Having HIV is considered an at risk pregnancy.  My pregnancy was also considered at risk because I was older and was diagnosed with gestational diabetes.  The doctors in Botswana take precautions by offering special tests and provide medicine to the mom and child to prevent the transmission of the disease to the baby.  My doctors required me to check my blood sugar daily to maintain a certain sugar level to prevent any other health risks.

“Botswana's Prevention of Mother to Child Transmission (PMTCT) program is being heralded as one of Africa's best examples of how a developing country can save babies from acquiring the deadly virus. Recent surveys show that Botswana has been successful in reducing the rate of HIV transmission from mother to child to less than 4 percent, representing the first time that a developing country with a high prevalence of HIV can lower transmission rates to those in Western nations... 32 percent of its pregnant women are HIV-positive.” http://www.cdc.gov/botusa/news/1107/page_01.html (retrieved 7-6-2013)

DEC Codes Of Ethics That Are Meaningful To Me

DEC Codes Of Ethics That Are Meaningful To Me

DEC Code:  We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.

                          

As professionals we must understand that every child is unique and we must refrain from labeling children when they are different and pose a challenge.  It is our role to observe and intervene in a positive manner.

DEC Code:  We shall provide services and supports to children and families in a fair and equitable manner while respecting families’ culture, race, language, socioeconomic status, marital status, and sexual orientation.

Often as professionals working with families we will come across various cultures.  We should always have interpreters available whenever needed.  We should never be quick to judge because every culture is different when it comes to discipline and child rearing.

DEC Code:  We shall honor and respect our responsibilities to colleagues while upholding the dignity and autonomy of colleagues and maintaining collegial interprofessional and intraprofessional relationships.

Professional collaboration is important.  In order for professionals to be successful we must respect one another.

Resources:  Early Childhood

I am currently enrolled in a class called, “Foundations:  Early Childhood Studies.” Listed below are the Course Resources.

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/dap

NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf

NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf

NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf

NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8.Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf

NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf

Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, fromhttp://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller

FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf

Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42-53.

Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, fromhttp://www.unicef.org/crc/files/Rights_overview.pdf

Websites:

World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us

World Organization for Early Childhood Education
http://www.omep-usnc.org/

Association for Childhood Education International
http://acei.org/

National Association for the Education of Young Children
http://www.naeyc.org/

The Division for Early Childhood
http://www.dec-sped.org/

Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/

WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm

Harvard Education Letter
http://www.hepg.org/hel/topic/85

FPG Child Development Institute
http://www.fpg.unc.edu/

Administration for Children and Families Headstart's National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/

HighScope
http://www.highscope.org/

Children's Defense Fund
http://www.childrensdefense.org/

Center for Child Care Workforce
http://www.ccw.org/

Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home

Institute for Women's Policy Research
http://www.iwpr.org/

National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/

National Child Care Association
http://www.nccanet.org/

National Institute for Early Education Research
http://nieer.org/

Pre[K]Now
http://www.pewstates.org/projects/pre-k-now-328067

Voices for America's Children
http://www.voices.org/

The Erikson Institute
http://www.erikson.edu/

Additional Resources:

NC Infant Mental Health Association

www.ncimha.org

Center on the Developing Child

HARVARD UNIVERSITY

www.developingchild.harvard.edu

Making it Happen:  Overcoming Barriers to Providing Infant-Early Childhood Mental Health, PDF available at:  http://www.zerotothree.org/public-policy/federal-policy/early-child-mental-health-final-singles.pdf