A Child's Potential

"Free the child's potential, and you will transform him into the world."
- Maria Montessori

Maria Montessori's statement is simple and effective. A child's development is subjected to many various factors and his/her potential can be boundless. Children are able to develop at rapid speeds and act like sponges that soak up knowledge and experiences. This quote also ties in with how opportunity is a key factor in child development as potential can only be extended if the situation allows for it and many children are unfortunately unable to be exposed to such opportunities.

Assessments for Children

To assess a child holistically, one should consider the child's relationship to the world around them. The way that children interact with others, use their knowledge in different circumstances, and challenge themselves in new environments demonstrate a sense of self and can determine a child's knowledge of empathy and being a part of a community. Making holistic portfolios, providing book reports, and giving children progress cards can help a child learn about their strengths, weakness, and steps to improve their learning. These tools will also help parents understand how to help support their child's learning and growth, which can be further established through parent-teacher conferences. As children become older, regular topical tests, short writing, reading and performance tasks can be used to provide children with more opportunities to experience success and increase their desire to learn.

Singapore's education system has a bilingual policy aim to equip children with the language competencies to incorporate Asian culture into learning and develop a global outlook. This provides children with a competitive edge and allow them to appreciate culture and heritage as well as respect people from different backgrounds. Children are allowed to explore their interests and goals by developing talents in music, arts and sports. Enrichment programs help hone children's leadership skills and help develop socio-emotional competencies. These programs, however, are set apart from school life and are usually used as creative outlets for after-school activities. In Singapore, children are graded starting at the age of 6 and are able to learn a second language at the age of 8 (if able to). Without a second language, older students may not attend certain junior colleges. In grade 6, the grades from their Primary School Leaving Exams will determine the schools that students go to (elite vs non-elite schools). Because children are graded and streamed at such a young age, a large percentage of Singapore' population are not given opportunity as certain children take longer to learn certain skills. Singapore's educational system favours those with "book-smarts" and does not cater to the holistic idea of incorporating emotional, interpersonal, and artistic intelligence. The emphasis on meritocracy alone provides no equity among children.

Authentic assessments consider particular situations surrounding an evaluation of individual children, which can include different issues from the settings and the appropriateness of the assessment instrument used. Performance-based assessment focuses on daily activities and skills where keen observation and anecdotal notes are important. It is important, at a certain stage, for a child's family to be involved in the assessment of a child through, for example, parent reports and observations.

Violence in the home

Domestic violence can involve physical, verbal, sexual, or emotional abuse. Emotional and behavioral problems may occur in the short term as well the long term. In the short term them may experience regression to earlier development stages, anxiety, aggression, or speech difficulties brought on by stress, amongst other difficulties (Domestic violence and children, n.d.). A close friend of mine grew up in a home where her father would physically and verbally abuse her mother. She was exposed to this ongoing behaviour throughout her entire childhood and early adulthood. As she grew older, her mother was exposed to verbal abuse without the physical aspect. As a child, my friend remembered being reserved, uncomfortable in different situations, and depressed (even at a young age). The impact it made on her as a toddler caused her to have problems with self-esteem, which caused her to experiment with harmful drugs as well as self-abuse. Throughout her life, teachers noticed her difficulties and would initially bring it up with her parents. However, as the problems were occurring in the home, not much was done. Unfortunately, my friend was unable to receive the proper care, such as therapy or other active outlets. Despite her situation, she is doing well working towards a masters degree and continues to strive. She lives with her mother, who has recently separated from her father. However, these detrimental issues that she faced as a child has contributed to her dysfunctional relationships as she has experienced physical abuse in her relationships as well.

Regarding violence, civil unrest occurs often in Thailand due to different political views. Ethnic division has caused violent movements against the Thai movement in the past and the failure in negotiations have leaf to a greater "monopoly of power of the government, controlling all ministries, the police, and military" (Militante, n.d.). Civil unrest can cause harm to a young child's development. Diseases and children that are caught in a cross fire of fighting that are caused by armed conflict will physically be harmed. Civil unrest can also lead to disrupted health services and limited food supplies. Cognitive development can also be stunted with psychosocial concerns as they witness their caregivers and/or family in vulnerable situations (Impact of armed conflict on children, n.d.). Talks and negotiations are made regularly to control the unrest and try to ensure that problems are being confronted. However, I would like to understand more about these situations in Thailand to comprehend the specific details of how issues are being dealt with and how children are currently being affected with the more calmer situation.

References:
Domestic violence and children. (n.d.). Better Health Channel. Retrieved from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/domestic_violence_and_children

Impact of armed conflict on children. (n.d.). United Nations Organization. Retrieved from http://www.un.org/rights/impact.htm

Militante, C. (n.d.). Thai intellectuals grapple with issues of democracy and civil unrest. Focus on the Global South. Retrieved from http://focusweb.org/content/thai-intellectuals-grapple-issues-democracy-and-civil-unrest

Access to clean water

Clean water helps prevent malnutrition, recurrent diarrhoea, and impaired child development. Bottle-fed infants can be exposed to the effects of unsafe drinking water. Intervening in water supplies can reduce child mortality rates by 65% (Water and sanitation, n.d.). It is important for all families to receive clean and drinkable water in order to provide proper growth and extend life expectancy.

According to a study in 2004, only 40% of the rural Cambodian population had access to safe drinking water (Clean water project, n.d.). The water that they have access to is often contaminated with bacteria and polluted with waste. Many organizations, such as UNICEF, contribute to the aim to provide safe drinking water to places, such as Cambodia. A UNICEF-funded well was recently built in the Cambodian village of Phoum Thom and now provides 10 families with water that is safe to drink, cook with, and wash with (Degan, n.d.). The water and sanitation access allows schools to keep toilets clean and hygienic as well, which enables more children to stay in primary schools. This allows children to have a greater chance for a more well-rounded education, which, in the long term, also contributes to a better economy for Cambodia. Upon visiting Cambodia, it was evident that many families were faced with hardships and poverty. Helping build houses and work with the orphanages in Cambodia has allowed me to understand what more needs to be done, especially in terms of health for young children. Those that have access to water wells may not even meet WHO standards and create hazardous environments for many families (Aguilar, 2009).

I hope that I will be able to make an impact on even just one child's life, whether they are fortunate to have access to health benefits and safe drinking water or not. I would like the opportunity to work with children in less fortunate circumstances, in developing countries such as Cambodia, and hopefully be able to provide an adequate learning experience for the children whilst providing them with safe environments, enabling them to study.

References:
Aguilar, M. (2009). Access to safe drinking water in Cambodia: Available sources and point‐of‐use Water treatment. BAMA.

Clean Water Project. (n.d.). Journeys Within Our Community. Retrieved from http://www.journeyswithinourcommunity.org/projects/clean-water/clean-water-project/

Degan, G. (n.d.). Lack of adequate sanitation triggers child health concerns in Cambodia. UNICEF. Retrieved from http://www.unicef.org/infobycountry/cambodia_39558.html

Water and sanitation. (n.d.). World Health Organization. Retrieved from http://www.who.int/ceh/risks/cehwater2/en/index.html

Childbirth

This was in Stockholm, Sweden in 1990. At my mum's second antenatal checkup with the midwife, she noticed that  I was much smaller than I should be. A flurry of blood work was done, followed by a consultation with the OB/GYN. It was concluded that my small stature might be due to the immense workload that my mum was carrying at her preschool and the additional stress of finding a new home has stunted my growth. The medical staff quickly decided that my mum should cease work immediately. Instead of the monthly antenatal checks, I was monitored fortnightly instead. Careful measurements were taken of my abdomen, cranium and femur by the midwife. Swedish healthcare allowed my mother to stay home until childbirth with full pay, which was a blessing that ensured that she could have plenty of rest without financial worries. Under the midwife's care, I grew steadily and though I never caught up with what a "normal" baby should weigh, I was birthed at 2745gm all healthy and well.

The birthing journey was 27-hour long and we saw four shifts of midwives coming through checking on my vitals to ensure that I was fine. Natural birth was encouraged and much support was given to my mum by the best midwives possible. 12 hours after my birth, the pediatrician pronounced me healthy and ready for home. I went home barely a day old where my mum and I would be most comfortable. Postnatal care midwives visited us daily to ensure that nursing was progressing as expected and that we were doing well. Breastfeeding is much encouraged and supported by the healthcare system in Sweden. Fully paid maternity leave for 12 months allowed me to be breastfed until my first birthday. My mum strongly believed that nursing gave me a great start in life both physically and emotionally. That and the excellent care that we received very early on gave me a great start in life physically, mentally and emotionally.

I do not personally remember the experience and it is the only birthing experience that I have been through. I think it depicts the Swedish healthcare system perfectly. I think that the care that a child receives at birth, as well as before and after, is vital in creating healthy development in the long term. The amount of care, provided in Sweden, that the mother and child receives before, during, and after birth helps make sure that they are both healthy and allows the parents to nurture the child without much financial worry.

Codes of Ethics

The four codes of conduct that stood out the most to me include:

1. To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.
2. To work through education, research, and advocacy toward a society in which all young children have access to high-quality early care and education programs.
3. We shall honor and respect the diverse backgrounds of our colleagues including such diverse
characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations.
4. We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.

These codes of conducts stood out to me the most because they included the message to respect diversity among children with special needs, all children in general, as well as colleagues. As I strive to work with all different kinds of children and adults from across the world as well as those who require special needs, I can understand the importance of these four conducts in order to help me provide the best educational environment possible.

References:
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

The Division for Early Childhood. (2000, August). Code of ethics. Retrieved from http://www.dec-sped.org/

Inspirational Quotes

Passion and Motivation

Louise Derman-Sparks:
"I had a built-in passion that was important to make a contribution to the world and to fix all the injustices [...] through teaching."

Raymond Hernandez:
"I'm not here to save the world, I'm here just to make a difference."


Difficulties and Reinforcement

Edward Zigler:
"It is a good rule to face difficulties at the time they arise and not allow them to increase unacknowledged."

Lilian Katz:
"Of course children benefit from positive feedback. But praise and rewards are not the only methods of reinforcement. More emphasis should be placed on appreciation -- reinforcement related explicitly and directly to the content of a child's interest and efforts."