AUTISM AWARENESS

Autism Spectrum Disorder (ASD) is a disorder that involves difficulty in communication, speech, and behavior. According to the Centers of Disease Control and Prevention (2014) every 1 in 68 children are diagnosed with ASD in the United States.

For children who have ASD, looking at ways to measure this disorder involve experimental approaches to properly assess severity and additional/future needs. Experiments such as the Gilliam Autism Rating Scale (GARS) and conducting the Autism Behavior Checklist (ABC) are two of many ways to help provide needs and knowledge regarding ASD.

GARS is an essay given in both a clinical and research setting that searches for chances of having ASD or finding the severity of ASD. Doctors and researchers utilize GARS to expand knowledge of ASD. According to author Kathleen Berger (2016) "no single gene causes the disorder. This makes treatmen difficult..." (p. 368) and finding what actually contributes to lack of efficient communicative, speech, and behavioral difficulties is ongoing. Using GARS inches closer to a culprit of ASD.

ABC is a way to measure ASD by providing a questionnaire to caregiver's, educators, and additional peers that is reviewed by a professional. The professional then determines a child with ASD by looking at behavioral aspects of the disorder. By utilizing this style of measurement, evaluation and finding needs to support a child's ultimate well-being is beneficial to doctors and research.

      

AUTISM AWARENESS TOWARD A GLOBAL PERSPECTIVE

Location does not matter. A disorder does not matter. What matters is that children who are experiencing any sort of disorder is getting the right care in order to achieve life's potentials.

Whether measured and assessed in the United States or in another part of the world, doctors and researchers are finding innovative ways to look at ASD and help children communicate and learn effectively. 

CHINA

According to the globally known organization, United Nations International Children's Emergency Fund (UNICEF) reports that China has found innovative ways to measure an assess children diagnosed with ASD. One experiment that I have found interesting is their creation known as YUDEE. YUDEE is designed to help children with ASD by improving their communicative skills and learning abilities (UNICEF, n.d.). At the same time, YUDEE is served as a tool for caregivers and educators to interact and engage learning for children both in a social and cognitive aspect. 

Pictures are displayed in front of children. When a child touches the picture the picture speaks 1-2 words or full sentences. This contributes to many parts of development such as language, brain, and social developments which is interfered if diagnosed with ASD.

     

Last Thoughts

ASD is a mental disorder that creates communicative, speech, and learning difficulties. Because there is little knowledge regarding the culprit of ASD doctors and researchers are using ways to measure an assess diagnoses such as ASD. GARS helps find severity and additional knowledge of ASD and ABC looks at a child's caregivers and peers in finding treatment and needs for that child. 

Measures and assessments are not only focused in the United States. All over the world, organizations like the UNICEF look from a global perspective of countries that also attribute to measurements and assessments regarding ASD. China has come up with a creative style of assessing children so they improve communication socially and cognitively. No matter location, no matter the disorder, children deserve the help and knowledge regarding the difficulties they manage daily and professionals maintain ambition to find the knowledge, treatment, needs to better all children and their development.

Works cited

  Berger, K. S. (2016). The Developing Person Through Childhood (7th ed.). New York: Worth Publishers.

Oro, A., Navarro-Calvillo, M., & Esmer, C. (n.d.). Autistic Behavior Checklist (ABC) and Its Applications. Springer Link, 2787-2798. Retrieved from http://links.springer.com

South, M., Williams, B., McMahon, W., Owley, T., Filipek, P., Shernoff, E., . . . Ozonoff, S. (2002, December). Utility of the Gilliam Autism Rating Scale in Research and Clinical Populations. Springer Link, 32(6), 593-599.

Autism Response Team (2017). Autism Prevalence. Retrieved from Autism Speaks: http://www.autismspeaks.org

UNICEF. (n.d.). Supporting the Expansion of Apps that Help Children with Autism Learn to Communicate . Retrieved from UNICEF: http://www.unicef.org/innovation/innovation_91011.html

   

NO CHILDHOOD IS “PERFECT”, NO CHILDHOOD IS THE SAME

In my own personal experience, the stressors I encountered during my young childhood remain troublesome regarding my state of mind. Stressors like WAR between my mom and dad led me -a three year old, afraid of fun and laughter. I feared separation of my mom and I feared my dad’s voice. POVERTY taught me, as a child, to never take anything for granted because the little things that I did have I admired and held on to since I did not often get anything growing up. It was my imagination that gave me everything when I closed my eyes. VIOLENCE raged in my childhood. My dad was an angry man and I didn’t know why. His violence showed through his hands and his actions. I learned not to speak and I learned hard lessons by the whip of a belt. At 5 years old, I did not know any better. I did not know leaving my toys in the hallway was bad or took what I thought was interesting even though it wasn’t mine. By my dad’s violence, I was isolated to my room for hours or days -forgotten. I then learned to isolate myself from even my best friend. The stressors I experienced as a child seemed like a domino effect toppling over one another. Even though my childhood is behind me, I still fear and my emotions today are like tripped wires. But… these stressors have not destroyed me because I found my own identity.

Around the world, there are children who have or are currently struggling with relative stressors as I have experienced or they are experiencing stressors I could not imagine. Every day children are falling victim to stressors that create such a great impact on who they are, how they live, how they grow, and how their childhood evolves. Not as children, but as human beings the overall effect of such stressors effects the body emotionally, physically, and even psychologically as I have experienced.

WAR

In countries like Libya, today war is currently in conflict with militias competing for ultimate power and territory. Because of this competition children are emotionally, physically, and psychologically affected by loss, change, exploitation, and exposure to hazards and weapons. Children are fearful caught between the need for survival and death. Libya’s population consists of 2 million children which is 1/3 of its population. For that many children, war is putting children at a higher risk of emotional, physical, and psychological damage in the long run (UNICEF, 2011)

  

POVERTY

Malawi, located in southeastern Africa is considered on the poorest countries. Due to the lack of government assistance and illegal activities to name a few children are affected by the downfall of their own community. Lacking essential resources and adequate living conditions the need for growth and learning is simply not provided. This dissipates future ambition and heightens low self-esteem. Poverty meaning no food, no medical, and no educational outlets effects children emotionally and psychologically (ex. www.savethechildren.org, n.d.).

 

VIOLENCE

In countries like the United States, an estimated three million children are abused (ChildHelp, n.d.). This is alarming. Children who are physically and emotionally abused are prone to become withdrawn as adults or become aggressive as their aggressors were to them. Children often experience fear and severe anxiety as well as difficulty forming relationships and building trust. Abused children or children who have witnessed violence create self-image of helplessness or worthlessness as I have.

  

ISOLATION

There are many styles of isolation. Isolated by another person or isolating one’s self emotionally and socially can be temporary or chronic. Children in Libya who are experiencing war, children in Malawi who have little to nothing to survive on, and in the United States where children are abused or witness violence can become isolated emotionally, physically, and psychologically. To avoid stressors on any level or in any aspect children use isolation to survive -to hide.

                      

LAST THOUGHTS

Despite the world’s diversity, cultural differences, or what goes on on one side of the world than the other stressors are unavoidable in childhood. Every child experiences one traumatic event at some point. It may be temporary or it may have a lasting impact emotionally, physically, or psychologically.

War for me was war between my parents. Children in Libya are experiencing greater wars. I had water and food and education as I got older but children in Malawi have little. This breaks my heart. And children in the United States (and in other parts of the world) are victims of all kinds of abuse and witnesses to violence such as domestic. For me, I was one of them but I was able to rebuild myself and find who I was. Some children are less fortunate.

Works cited

Child Abuse Statistics & Facts. (n.d.). Retrieved from ChildHelp: http://www.childhelp.org

Malawi. (n.d.). Retrieved from Save the Children: http://www.savethechildren.org

The Effects of Domestic Violence on Children. (n.d.). Retrieved from Domestic Violence Roundtable: http://www.domesticviolenceroundtable.org

The Poorest Countries in the World. (n.d.). Retrieved from World Atlas: http://www.worldatlas.com

Tidey, C. (2011, July 12). Libya's other crisis: 2 million children at physical and emotional risk as conflict drags on. Retrieved from UNICEF: http://www.unicef.org

ACCESS TO HEALTHY WATER IS NOT EASY IN ETHIOPIA

Access to healthy water sounds rewarding, simple, or something thousands of people, like me, may take advantage of. In reality, access to healthy water is difficult and a fight for survival rather than a free trip to the sink in some developing countries.

The organization, United Nations International Children's Emergency Fund (UNICEF) states that 29,000 children under the age of five die from preventable diseases/causes (2016). Most children die from complications at birth, environmental hazards, infections, etc. In developing countries like Ethiopia located in Western Africa, children are most likely to die before the age of five -30% more than other countries, due to the lack of medical and natural resources (UNICEF, 2016). Furthermore, 42.5 million people in Ethiopia lack the access to healthy water (Water.org, n.d.). Because the human body needs water for survival, PERIOD, the lack of healthy water for children in Ethiopia is a silent killer. Cholera, feces, and absence of filtration systems find their ways into the water leading to serious illness and death (UNICEF, 2016).

                                                              

According to the article, 'The Water & Sanitation Crisis in Ethiopia" (water.org, n.d.) reports that women and children walk three or more hours a day to get water that is not even properly filtered or safe to drink. But, there's more...

Not only do women and children walk for hours to get water that is not even safe to drink, the scarcity of water in Ethiopia has become a real struggle for survival.

VIDEO: https://youtu.be/40gZqVBUHUk

In the United States there are droughts in the West and mid-West. There are towns that may have dirty water for a period of time. And there are those days where we want to take a shower and the water is freezing cold or shut off. But, in the United States, because it is so powerful and resourceful, access to water is easier to obtain or seek than in Ethiopia. The struggle in Ethiopia is daily and it is effecting thousands, especially young children. 

Fortunately, countries like the United States, are seeking to improve access for healthy water for the people of Ethiopia and their lives.

                                       

Water improvements in Ethiopia

  

HOW DOES THIS IMPACT ME?

As a human being, I am saddened by the rate in which children are dying or have died from preventable diseases and causes and the lack of healthy water that is so imperative for survival. The realization that with water or without healthy water in Ethiopia and other developing countries being a fight for survival is devastating.

Finding organizations like the UNICEF, Red Cross, and other hospitable teams that donate and contribute essential needs and resources like bottled waters, food, medical attention, housing, etc. gives me hope for the future of children globally. 

With reaching hands the world keeps turning and if I can do my part creating awareness of water consumption and its importance and handing out bottled water wherever it is need in and around my community is a good start.

   

Works cited

Author Unnknown. (n.d.). The Water & Sanitation Crisis in Ethiopia. (2016, September). Retrieved from Water.Org: http://www.water.org

UNICEF. (2016). Reduce Child Morality. Retrieved from United nations International Children's Emergency Fund: http://www.unicef.org

Early Childhood Development

THE MORE THE MERRIER IN AN INDIVIDUALISTIC CULTURE:

MY EXPERIENCE IN THE UNITED STATES

My nephew BEFORE he was born (3.22.10)

In the United States, there is an estimated 4 million children born annually (NIH, 2013). In an individualistic culture, individuals are open, extroverted, and have freedom from society to stand out. During a time in which women give birth, in the United States, it is not uncommon that family and friends join the mother-to-be on this joyous occasion -birth.

For me? I am not a mother and I have not experienced birth. However, on August 6th, 2010 I was there for my twin sister as she endured the pains and thrills of labor to welcome my nephew Jordan Andrew into the world. It was a no brainer that family (like me) had to be there! 

My twin sister, Amber & Jordan                                 Myself & Jordan

"Childbirth is undoubtedly a highly emotional and physical experience. It's crucial that a couple give thoughtful consideration to who will share this time with them, as women tend to carry their birth experience with them for the rest of their lives" (Beaudry, n.d.). As part of an individualistic culture, I am thankful I got the invite.

A CONSERVATIVE BIRTH IN THE COLLECTIVIST CULTURE:

INDIA

In India, there is over 2 billion births annually as the culture is vastly growing (Annonymous, n.d.). During childbirth, I have learned that the Indian women are more conservative and "secretive" meaning what happens during childbirth is between the woman and the doctor. I asked my co-worker if he was there for the birth of his sons and since he is from India he emphasized that what his culture believes is that the men wait outside while the woman gives birth. 

In a collectivist culture, individuals focus on approval and discipline from society, They focus on cultural traditions, religion, and customs that differentiate from an individualistic standing point. 

Being a collectivist, the relationship between a woman and her doctor during childbirth brings a conservative behavior apart from having family and friends there.

                  

WHAT'S SIMILAR?

Similarities between the United States and India in regards to childbirth involve having public or private healthcare assistance (Harvard, 2012). However, behavior due to culture (individualistic versus collectivist) is a factor that makes the event of childbirth different. Whether there is family and friends or not, welcoming a newborn into the world is still one of the most nerve wrecking yet exciting events that takes place that keeps the world moving.

MY THOUGHTS
Being there for the birth of my nephew was my first time. It was the only time I got to witness all the pain a woman goes through and how much assistance is needed. After thinking about this personal experience I realize now how cultures are different yet alike in some ways. I believe now that childhood development has a lot of influence in cultural behaviors whether individualistic or collectivist. This makes an impact on child development because children are raised to believe what their traditions, religions, or customs are which, as they grow, has a lot to do with how they learn and how they behave.


WORKS CITED

Author Unknown. (2012, December 14). Experts discuss similarities, differences between U.S., India health systems. Retrieved from Harvard T.H. Chan School of Public Health: http://www.hsp.harvard.edu/news/features

Beaudry, C. (n.d.). Who's in Your Delivery Room? Retrieved from Babble: http://www.babble.com

Centers of Disease Control (2013). How many infants are born in the United States each year. Retrieved from National Institute of Health (NIH): http://www.nichd.nih.gov

THANK YOU COLLEAGUES

I would love to take this time to thank and congratulate my fellow colleagues who have given me insight of Early Childhood and who have shared their opinions and experiences with me and others who are beginning in the field. 

I have enjoyed so much reading and absorbing the information that was displayed throughout this course in which we are about to end.

I would like to thank the colleagues who have commented to my blog posts because this encouragement has really boosted self-esteem and made my efforts worth it. I will continue to post.

I would like to thank Dr. Dartt for sharing her passion to teach us as we find or serve our own personal passion to teach and educate as well. I have enjoyed this class and I am eager to continue on in Early Childhood thanks to the knowledge I have acquired and the help I received. 

There are no two colleagues that stand out during this course who have helped me or inspired me more than others. Each shared different experiences and insights with me. I am really thankful for the time my colleagues invested in sharing and supporting my thoughts relating to child development. I hope to continue my thoughts as I journey in hopes more will follow.

THANK YOU FOR BEGINNER'S LUCK!

Keeping Up With Ethics

Keeping Up With Ethical Codes from DEC and NAEYC

DEC (Division for Early Childhood) CODE OF ETHICS

Meaningful ideals:

I. Professional Practice

      1. "We shall demonstrate in our own behavior and language respect and appreciation for the unique value and human potential of each child" (The Division of Early Childhood, 2000). 

    B. Professional Collaboration

       4. "We shall identify and disclose to the appropriate persons using proper communication channels, errors, or acts of incompetence that compromise children's and families safety and well-being when individual attempts to address concerns are unsuccessful" (The Division of Early Childhood, 2000). 

 

III. Responsive Family Centered Practices

      2. "We shall provide services and supports to children and families in a fair and equitable manner while respecting families' culture, race, language, socioeconomic status, and sexual orientation" (The Division of Early Childhood, 2000).

NAEYC CODE OF ETHICAL CONDUCT

Meaningful ideals:

I. Ethic Responsibilities to Children

    1.3- "To recognize and respect the unique qualities, abilities, and potential of each child" (NAEYC, 2005).

II. Ethics Responsibilities to Family

      2,3- "To welcome all family members and encourage them to participate in the program" (NAEYC, 2005).

 

III. Ethical Responsibilities to Colleagues 

      3A.2- "To share resources with co-workers, collaborating to ensure that the best possible early childhood care and education programs is provided" (NAEYC, 2005). 

LAST THOUGHTS

The DEC code of ethics and NAEYC's code of ethical conduct guide the rights for children and families. It also ensures that teachers and educators make effective decisions in the pursuit to teach children. The DEC and NAEYC strive to create programs that harmonize programs that influence learning and development. Though all ideals and principles that are included in both codes are important and should not be overlooked, I believe the ideals that I have chosen involve having positive interactions, involvements, and communication because these factors embrace the productivity of the field of early childhood. 

FINDING RESOURCES HELPS

THE FIELD OF EARLY CHILDHOOD:COURSE RESOURCES

Laureate Education, Inc. (2010). The resources for early childhood. Baltimore: Author.

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://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, from http://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, from http://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://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.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. Retrieved from the Walden Library databases.

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

World Forum Foundation (n.d.). Retrieved from http://worldforumfoundation.org/wf/wp/about-us

World Organization for Early Childhood Education (n.d.). Retrieved from http://www.omep-usnc.org/

Association for Childhood Education International (n.d.). Retrieved from http://acei.org/

ADDITIONAL RESOURCES

Quote: Author Unknown (2015, April 22). An educational system isn't worth a great deal if it teaches young people how to make a living but doesn't teach them to make a life. Early Childhood Education Zone. (Sarah, Ed.) Retrieved from http://www.earlychildhoodeducationzone.com/quotes-about-education/

Book: Keyser, J., & Children, N. A. (2006). From Parents to Partners: Building a Family-Centered Early Childhood Program (6th ed.). St. Paul, MN: Redleaf Press.

Journal: Newton, E., & Jenvy, V. (2010, July 26). Play and theory of mind: associations with social competence in young children. Taylor and Francis, 181(6), 761-773. doi:10.1080/03004430.2010.486898

THOUGHTS

It is important to utilize resources in order to grow as an educator. Researching other professionals and digging into the history of early childhood education and studies, as an educator we can use these resources to improve the development of child learning. So, finding the RIGHT resources that best fits you will benefit you and children in the long run.