My Supports

      “I’ve learned that every day you should reach out and touch someone. People love a warm hug, or just a friendly pat on the back.”       Maya Angelou

 

My primary daily support is my family. In the first place comes my husband, who is the one I share with everything that goes on with me during the day. I turn to him for advice and support, and I am grateful that he is extremely patient and a very good listener. My youngest sister has been another valuable support in my life; she gives me vigor when I lack it and encouragement when I need it. Having my children around me is something that raises my spirits and fills me with energy that gets me through the day. The reinforcement I receive from my friends also gives me great strength and motivates me to keep going. They are proud of whom I am and what I do, and they never fail to let me know that very often.

I also have the support of my colleagues and my mentors, who provide me with suggestions and solutions that are invaluable to me. I am thankful that they are always ready to share resources and brainstorm with me to help me find answers to emerging problems.

After I had my second child, I started experiencing some problems with remembering things, and my notebook has saved me a number of times. I have regained my memory since then, but my note book is something that I can never leave the house without now. It keeps me on track. Additionally, with regard to material support, I know that I rely on the internet to a great extent, especially since I live far away from home and I do not always find the resources I need around here. Staying connected to the world and being able to browse my way through a limitless world of information and knowledge have been my means to advance professionally; as this has provided me with access to research that has fostered my professional development and my personal growth.

A big challenge for me would be not having the funds to complete my studies. This has been something I have wanted to pursue for 10 years now, and I would really be distraught at losing this opportunity. However, I do believe that my family and friends will go out of their way to help, because they know how much this means to me. I am grateful for all the blessings God has bestowed upon me, and my supports are definitely a lot to be thankful about.

My Connections to Play

Quotes on Play
 

“You can discover more about a person in an hour of play than in a year of conversation.”

Plato

“In play a child always behaves beyond his average age, above his daily behavior. In play it is as though he were a head taller than himself.”

Lev Vygotsky

“It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.”

Leo F. Buscaglia

"For children, play is as natural as breathing—and as necessary."

Mimi Brodsky Chenfeld,
U.S. early childhood educator and author


My Childhood Play
Outdoors, in the mountains during summers, I used to enjoy most of all:

Bike rides with my brother.My brother and I would take our bikes and go out exploring until the sun sets and we had to go back. The weather in the mountains in Lebanon used to be so fresh and my favorite time was when the fog covered the streets and I would be lost amidst it…

 

 Watching ants work. The ant world was so amazing to me that I used to spend hours watching them in action. Until now, as a grown up, if an ant caught my attention, it is bound to distract me from whatever I was doing…

Indoors, my favorite things to do were completing puzzles and playing board games with my siblings and my dad, who was a full-time parent and welcomed playing with us. We played Backgammon, Checkers, Risk, etc…

Trivial pursuit was my favorite. I loved learning new information about other countries and other worlds. I love this game so much that I bought it for my kids as a video game…

 

Barbie dolls. The things that really attracted me to Barbie were the tiny props and gadgets. When I could not really afford to buy the big fancy doll house, I remember building it using different material I found lying around. I used to spend hours taking up roles and making stories using my dolls. When my parents did buy me a small doll house eventually, I kept using old material to build new furniture all the time. I also made outfits out of old rags. The whole process was actually more fun than playing.

Come to think of it now, I think this had a lot to do with me going into Interior design and Art major.

Thoughts on Play

I believe that because I was a child who grew up during the war, the actual times that I was given the opportunities to play were extremely valuable to me; and I did not take them for granted. Spending quality time with my dad and the chance I had to bond with my brother and sisters were significant contributors to my healthy development. Even the times I had spent alone making up scenes and stories as I played with my dolls, were times, I know now, that I was building up my social skills and enhancing my creativity.

It is just sad that children today lack so many opportunities and spaces to engage in self- initiated play. Due to more exposure to TV, video games, and computer tablets, children’s play nowadays revolves around toys rather than on play itself. It is always the new toy in a commercial, or a new super hero, or a T.V. character. When I see my children still engaging in dramatic play, or playing hide & Seek and Dodge Ball, I feel there is still hope in this world. I know this will significantly contribute to their creative sense and social skills. Play in childhood plays a critical role in shaping the person one becomes as an adult. As educators, we have the responsibility to nurture this aspect of children’s growth and provide them with means that allow them to explore and create.

 

Relationship Reflection

My Circle of Support

My most important relationship that accompanies me in celebrating triumphs and sustaining adversity is my relationship with God, the most Gracious, the most Merciful. I feel that He is with me in whatever I do, and that gives me enormous strength to overcome hardship. Whether at home or in the classroom, I feel that I can always turn to Him for guidance and inspiration. This has helped me endure many challenges throughout my life.

My role model: Mom's strength and vigor have always been my energy source. The way she has faced adversity and endured hardship was always what kept me going when I encountered obstacles along my way. She has always had high expectations for me and constantly believed in my ability to accomplish great things. Much more than I ever did! Nonetheless, her confidence has motivated me to keep going. Her latest accomplishment was impelling me to get my masters degree.

My little sister: Rola has been my protégée as she was growing up, and now she has turned into a prudent woman, whom I am so proud to be her sister. She is so kind-hearted and sympathetic to anyone who is disadvantaged or distressed. Her compassion and benevolence have been a constant incentive to me. Even though she lives in another country, her decency and grace touch my life on a daily basis.

The Head of Kindergarten Program: Nasseema has been my professional and spiritual mentor for more than 14 years. Because of her extensive knowledge and great prudence, I have been able to gain invaluable knowledge and deep insight; on educational issues as well as personal matters. Her empathic nature has enabled her to reach out to hundreds of children and families, and we are all grateful for her existence in our Iives.

The English coordinator for the Kindergarten department: My adviser and true confidante for the last 16 years. Zena has been my mentor throughout my teaching years. Right from the start, she took me in and recognized the potential in me. She has been strict, yet indulgent. Demanding, yet extremely patient and constructive. She has given me guidance and support, and I owe her so much more than words can express. She is the very reason I am the mindful teacher I am.

My relationship with my family, particularly my children is one that is different in nature than all other relationships I have; in caring for them I acquire tremendous strength and great inspiration. I am so grateful for the opportunity I am granted through them to make worthy contributions and add valuable benefits to another being. I sense a similar excitement when I see that I am able to impart wisdom and compassion to my students in class.

When I Think of Child Development

Testing for Intelleigence?

Assessment

The main objective of assessment is to determine the children’s strengths and weaknesses. Scores can be essential when they are directed toward the right intention; when they are used to initiate strategies in which weaknesses are braced in and strengths are nurtured. There is no one size-fits-all learning, just as there is no one correct way of evaluating children’s performance (Sternberg, & Grigorenko, 2004). Due to the high individuality of children, there cannot be a universal assessment for all children; rather a selection of tools must be employed such as tests, interviews, observation, logs, journals, graphic organizers, video samples, rubrics, and portfolios etc... (Stanford, 2003).
We have to focus on the multi-facets of learning whilst evaluating children’s achievement. Assessment should encompass analytical, creative, and practical thinking in which flexibility and diversity of options must be afforded to children (Sternberg, & Grigorenko, 2004). If we are to target multiple intelligences as we teach children, we must also test them in the various areas of these capacities. How can we expect a child who has verbal-learning deficiencies; for example, to achieve well on an entirely language-based test? Another important point is the pressure that sometimes accompanies students as they are tested. Standardized testing- pressures may result in stress that might affect the child’s performance, and become no longer reliable. Hence, we have to afford the children ample time and multiple chances to succeed.
“Successful assessment is in alignment with instructional practices” (Bellanca, Chapman, & Swartz, as cited in Stanford, 2003, para.11). As we implement Multiple Intelligence theory practices and strategies, we must provide children with various opportunities in order to demonstrate their comprehension in diverse ways (Stanford, 2003). Significant attention must be given to technical, artistic, scientific, and practical subjects as well. We need to place our priorities in the right area. Anciently, when schools were established, there was a major emphasis on knowledge and wisdom; which can be interpreted in modern times to awareness and problem-solving. When we focus on these skills, we help children become knowledgeable decision makers and capable problem-solvers. Hence, I believe that though language, math, and other subjects are necessary for building up education, when these areas of learning are assessed, they should not be the sole determinant of the child’s success or failure. In the end, how helpful to the community would be an “A” student who has poor social and emotional skills?
Assessment must match the child’s ability to learn and make use of what is learnt, not on what is obtained (Stanford, 2003). Recent studies have implied that possessing a skill does not necessary mean it is used successfully. “Poor thinkers and poor problem-solvers may possess the skills they need but fail to use them in certain tasks” (Burke, as cited in Stanford, 2003, para. 13). Evaluating the tendency to use the knowledge skills is the healthy approach that empowers children and contributes to bringing about life-long learners to our society.


Assessment in New Zealand
According to Crooks (2011), “Summative assessment is intended to summarize student attainment at a particular time, whereas formative assessment is intended to promote further improvement of student attainment.”(Crooks, 2011, para.2). In New Zealand Formative assessment trends has been a basic component of national assessment strategies in the education system since the 1990s. The Ministry of Education defines it as follows:

Formative assessment is an integral part of the teaching and learning process. It is used to provide the student with feedback to enhance learning and to help the teacher understand students’ learning. It helps build a picture of a student’s progress, and informs decisions about the next steps in teaching and learning. It can take a variety of forms, such as comment on a presentation, conferencing or interview, or the analysis of test results.(Ministry of Education , 1994, p.8).

Benefits of Formative Assessment include the teacher’s being able to determine the standard students reach and modify instructional methods accordingly. Each student has different and unique ways of learning; hence, teachers enjoy flexibility to modify lessons as they see best fit their students. In addition, they keep their students current of the daily progress. This way, students are more motivated to assume responsibility and become self-motivated learners. In New Zealand, instead of a narrow-minded system of assessment, there is an emphasis on the professional evaluation conducted by teachers based on learning principles. Assessment is considered to be the means in which professionals check the children’s progress as it observes past, current, and future potentials (Ministry of Education, 2011). Educators acknowledge the importance of assessing what must be valued instead of valuing what is assessed (Ministry of Education, 2011).

The Key principles of assessment in New Zealand are:

• The student is at the center
• The curriculum underpins assessment.
• Assessment capability is crucial to improvement.
• An assessment capable system is an accountable system.
• A range of evidence drawn from multiple sources enables a more accurate response.
• Effective assessment is reliant on quality interactions and relationships.
(Ministry of education, 2011, p.4)

“As an education system, we must get away from the concept of failure of Māori learners, to how the system can and will maximize Māori potential. The system has to change to meet the needs and interests of learners rather then learners having to change for the system.”
(Ministry of education, 2011, p.18)

Sources
Crooks, T. (2001). The validity of formative assessments. Educational Assessment Research
Unit. Dunedin, New Zealand. Retrieved from http://www.leeds.ac.uk/educol/documents/00001862.htm
Stanford, P. (2003). Multiple Intelligence for Every Classroom. Intervention In School &
Clinic, 39(2), 80-85. Retrieved from Walden Library
Sternberg, R. J., & Grigorenko, E. L. (2004). Successful Intelligence in the Classroom. Theory into practice, 43(4). 274-280.
Retrieved from walden library

War-Related Stressors on Children

Enmeshed in the chaos and confusion of war, my childhood memories include explosions, destruction, grief, and loss. My 21 year old uncle was abducted and killed, my aunt was severely injured, my 24 year old cousin’s arm was amputated as a result of shelling, my friend was kidnapped for ransom, I was personally injured by a car explosion near my house, almost killed with my brother by a sniper, and the list goes on… Sometimes, we had to stay in the underground shelter for days with no power or running water, while the shells fell so thick around the neighborhood, hitting our building at times. The food would run out,and volunteers would occasionally go to their homes to provide us with food... Every so often, we could not attend school, for days and even months, we had to leave our neighborhood many times, only to come back and find the streets coveredwith rubble from the destroyed homes…
All these elements can be quite overwhelming for any child exposed to them. However, there has been something remarkable happening throughout my early life; something that veiled the effects of war on me, and although I cannot really put a finger on it, I can try to reflect on the positive things that have occurred. It is true that there was a sense of danger that pervaded my life,but I was somehow able to adapt and overcome many obstacles.There is a proverb in Arabic that roughly says “Dying in groups is mercy”; it basically means that not suffering alone makes it much easier to endure. I hold this to be significantly true. In the war, the entire social context is dramatically and chronically changed, when the entire community is troubled and all the people’s lives are disrupted, that in itself contributes to the empowerment of individuals and provides strength and support to the sufferers.
Children learn to take their cues from the adults in their lives, and my parents were able to impart faith, serenity, and patience. They have encouraged us to open up and release whatever feelings we may have been repressing because of the war. Dad was a great listener, mom encouraged hobbies in us and planned smart activities that helped us express our fears and anxieties. For example, my vivid memory of shelter time is the “sketch book” and “board games”we always kept there, honestly that is mostly what I remember of the shelter. Classroom discussions with our teachers were also an essential outlet that helped us cope with the stresses around.
Obviously, because I have not personally witnessed death of a family member, nor was forced out of my home, as many others have unfortunately experienced, the aftereffect was minor on me. I was not a direct victim of violent acts, and even though I was dreadfully sick of the war that extended throughout my childhood and adolescence; (I was two when it started and 17 when it ended) I have been able to treasure some positive traces from the experience as a whole.I have chosen to forget the constraints, perversions and tensions that were part of growing up in Beirut, and that was, I believe, what has helped me overcome the pressure. If war has taught me anything, it would be endurance and empathy. I was blessed with significant skills to handle frantic situations, as I have been able to identify with people’s sorrows and become particularly sensitive to the pain and sufferings of others that has often motivated me to make positive change.


War Babies

The Bosnian war was one of the cruelest wars. It began in 1991 when a series of killing, rape, and "ethnic cleansing" were unleashed. Up till this day, bodies of the victims are still being found in mass graves throughout eastern Bosnia. After being forced from their homes, tens of thousands of civilians suffered months of shelling as they crouched in underground shelters with little food and no running water. In addition to all the killing and burning down villages, 20000 – 50000 women were raped (Bosnian Genocide, 2012). Rape was considered a weapon or a tactic of war, as soldiers repeatedly raped women of particular ethnic identity to drive them and their families out of the country (HRW, 1995). Among the survivors of that war, were traumatized children and pregnant women who did not want their violator’s babies. Besides accumulating physical and psychological disorders, surviving women and girls (some were 12-14 years old) suffered from sexually transmitted diseases and unwanted pregnancies (The society For Threatened People, 2012). Most of these impoverished mothers have been cast out from their communities, often abandoned by their husbands, and continued to be under severe stress. These victims’ diseases and conditions eventually affected the development and well-being of the children in their community, who obviously needed tremendous help to subdue the horrors they had witnessed during the war. But what about the unwanted babies? The ones who were born to rape, how about their development? How would being born to such horrible conditions affect the overall growth of an individual?
Trauma, shock, and humiliation all are factors that contributed to mothers killing their babies at birth, or leaving them to die from starvation, yet some babies were spared. Some of the baby survivors stayed with their mother’s family, and have undergone trauma resulting from the hatred the mother held for the father. Other war babies were abandoned in orphanages and no one wanted to adopt them. The state refused to register these babies, ending up with no birth certificates. The cultural perception of the hostile identity of the child may have caused social exclusion; exposing kids to mocking and teasing, which results in painful and traumatic consequences as well as a serious identity crisis. For this reason, some of the adopted ones were denied information about their roots, for their own good. George Jahn (2005) cites a Unicef report that says: "As long as their origins are kept secret, such children are in the best possible situation ... they are neither at risk of neglect or attachment disorders, nor are they facing discrimination," (Unicef, as cited by Jahn, 2005).Some children may have been marked by a lifelong shame that has denied them the very basics of human rights. Their right to safety, family, education, and identity has been deeply diminished, and how this conflict experience would still affect their abilities is yet to be revealed. The education system is having its own financial and organizational challenges that school teachers say they do not have the time to address issues such as identity, trauma, and discrimination with the children (Strupinskiene, 2012).
There were some rehabilitation strategies, in addition to some organizations that focused on helping survivors, but it was not until 2006 that law on social protection was adopted in the Bosnian Parliament, which recognized the rights of rape survivors and ordered a modest monthly pension for victims who can provide evidence of rape; however, the status of the children is not yet settled by the social protection laws.The Red Cross was one of the few organizations that were allowed to take the abandoned newborns to safety at the time. Some institutions and state agencies have been established since to help the women and children overcome their suffering; however, they are still not sufficient. Those babies are not babies anymore, years have passed, and some may be 20 years old now.

Note: I have always had an overwhelming urge to empathize with children of war all around the world. When the Bosnian war broke out, I was a teenager who just got out of war herself, so I deeply identified with what the children were going through. For this week’s project, I thought I would investigate the aftermath that shadowed that horrible war and its effects on children. What I did not anticipate was how great an impact it will have on me. I felt the tears rolling down my cheeks as I read on, and as I learned more about the war babies that came to be because of this war, I was engulfed by immeasurable sadness, not only because I relate to those children, but because more and more victims are emerging every day in other parts of the world as well. I started thinking about Syria, and because I am aware of the horrible things the soldiers are doing to the women and children right now, I began imagining how many more war babies we will still see in the future. I cannot help but feel profoundly touched and saddened by how much cruelty exists in this world. My only hope is to always be capable of doing something positive to spare the children from all forms of harm.

Resources
Human Rights Watch, HRW. (1995). Global report on women’s human rights. Human Rights Watch Women’s Rights Project. Retrieved August, 1995, from http://www.wwda.org.au/hrwgolbalrept1.pdf
Jahn, G. (2005). Bosnian children born of war rape start asking questions. Retrieved from The Seattle Times website: http://seattletimes.nwsource.com/html/nationworld/2002293469_bosnia31.html
Saunders, D. (2009). Children born of rape come of age in Bosnia. Retrieved from The Globe and Mail website: http://www.theglobeandmail.com/incoming/children-born-of-rape-come-of-age-in-bosnia/article1096015/?page=all
Strupinskiene, L. (2012). Living in the shadows of past atrocities: War babies of bosnia. Wagadu, 10, (Special issue). Sexual Violence and Armed Conflict: Gender, Society, and the State. Retrieved from http://appweb.cortland.edu/ojs/index.php/Wagadu/article/viewArticle/695/971
The Society for Threatened Peoples. (2012). Documentation about war crimes. Retrieved from http://www.gfbv.ba/index.php/indexe.html



For more information:
Women for Women http://www.womenforwomen.org/global-initiatives-helping-women/help-women-bosnia-herzegovina.php?gclid=CMbKk6OGo7ECFQRJ3woduiiTZQ
(IWTC, Women’s GlobalNet #212. 23rd October 2002). Bosnia: 50,000 Bosnian Muslim Women & Girls Raped Retrieved from http://bosniagenocide.wordpress.com/2012/01/23/bosnia-50000-bosnian-muslim-women-girls-raped/
United Nations Office for the Coordination of Humanitarian Affairs, OCHA. (2008). Sexual and Gender-Based Violence in Conflict: A Framework for Prevention and Response. Retrieved from http://ochaonline.un.org/News/InFocus/SexualandGenderBasedViolence/AFrameworkforPreventionandResponse/tabid/4751/language/en-US/Default.aspx.

Breastfeeding

It was only after discovering the breastfeeding gratification with my second child that I was able to recognize regrettably what I had missed with my first baby. I believe breastfeeding is our God given gift; and I am a serious advocate of breastfeeding because of its learned benefits and yet to be discovered values. In addition to having a positive influence on the child’s physical growth, there is a growing realization and numerous findings that reveal its impact on the child psychosocial and emotional development as well, since it decreases the child’s stress and discomfort. (Marquis, 2008)

A Most Natural Thing

Breast-feeding is the best natural form of nutrition for infants. Still, the decision to breastfeed is very personal and depends on every woman’s comfort level and will. It is imperative for mothers to learn; however, the endless benefits that are associated with breastfeeding. Ideally, breastfeeding must be done exclusively over the period of the first 6 months (WHO, 2012). WHO identifies Colostrum, the yellowish, sticky breast milk produced at the very beginning, as the perfect food for the newborn. Experts highly recommend that mothers begin feeding within the first hour after birth, to maximize the baby’s gain of this substance.
According to WHO (2012), although breastfeeding is the best nourishment that provides infants with healthy growth and development, less than 40 percent of infants are exclusively breastfed around the world. Reasons vary from not having the ability to breastfeed to simply choosing not to.

Benefits and Risks

Breastfeeding
There are numerous benefits to breastfeeding. It is particularly beneficial for the child and emotionally advantageous to the mother. For one, skin to skin contact promotes bonding between mother and child; it provides the mother with attachment relaxation and decreased stress.
Breastfeeding builds up the immune system; it helps in defending the body against infections, prevents allergies, and reduces the risk of respiratory diseases, gastrointestinal effects, diabetes, obesity, and other deficiencies.
It is also believed to increase the cognitive development in children (NCBI, 2009).

Not breastfeeding
For infants, deprivation of breastfeeding is correlated with numerous infectious diseases, such as an increased risk of childhood obesity, diabetes, Leukemia, and SID.
For mothers, dismissing breastfeeding increases the risk of several illnesses (NCBI, 2009). Neglecting to breastfeed has been associated with an increased incidence of premenopausal breast cancer, ovarian cancer, retained gestational weight gain, diabetes, and the metabolic syndrome (NCBI, 2009).

Mothers have the right to know. Public health experts and obstetricians have a gigantic role in enlightening women and advising them to initiate breastfeeding at birth. Informative campaigns regarding infant feeding’s benefits on infants as well as mothers can help ensure an ideal start.

Breastfeeding in France

France has one of the lowest breastfeeding rates in Europe (NHMRC Clinical Trials Centre, 2001). Various reasons contribute to this fact; one of which is the emphasis on maintaining a woman’s figure. Some French women are reluctant to breastfeed, for they believe it would negatively affect the firmness of the breast. Even when they do breastfeed, it is usually for a brief time, sometimes for only the duration of hospital stay. Some French women take it to the extreme of considering it oppressive to women, as the French feminist Elisabeth Badinter, author Of The Conflict On What's Holding Mothers Back puts it. She believes that breast-feeding imprisons woman today and holds them back. It is relieving to know; however, that more public awareness of the importance of breastfeeding is increasing over time, and it is evident that it is encouraged once again in France (EU Project, 2008).



References

EU Project on Promotion of Breastfeeding in Europe. (2008). Protection, promotion and support of breastfeeding in Europe: A blueprint for action. European Commission. Directorate Public Health and Risk Assessment. Luxembourg, 2008. Retrieved from http://ec.europa.eu/health/ph_projects/2004/action3/action3_2004_18_en.print.htm

Marquis, G. (2008). Breastfeeding and its impact on child psychosocial and emotional development. Encyclopedia on early childhood development. Retrieved from http://www.child-encyclopedia.com/pages/pdf/marquisangxp.pdf

National Center for Biotechnology Information, U.S (2009). The risks of not breastfeeding for mothers and infants. Reviews in obstetrics and gynecology, 2(4), 222-231. Retrieved Fall, 2009, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2812877/

Natural Beginnings. (2011). Breastfeeding. Retrieved from http://www.naturalbeginningsonline.com/breastfeeding.html
NHMRC Clinical Trials Centre. ( 2001). The WHO code and breastfeeding: An international Comparative Overview. Retrieved October, 2001, from http://www.health.gov.au/internet/main/publishing.nsf/content/2D4FA7E459A389B8CA2579D0001A6721/$File/111027%20Final%20Report.pdf

Childbirth

Pregnancy was a very smooth and amazingly easy period for me. Giving birth; however, was a totally different matter.
I was only 39 weeks when I woke up with a slight show of blood, so I called my doctor to inform her, she asked me to go down to the hospital. Although I had read about it in my pregnancy books, and I knew that it might not be for days until it’s time, I complied and went to the hospital.When I reached there, and against all my protests, they started preparing me for labor and then I was induced. The following 36 hours were very worrying and strenuous… Along with my husband, my childhood best friend, Danya, who was an OB-GYN resident at the time, was with me throughout the whole process. The doctor had me undergo CT-scan, and when she came with the news that I had an abnormal pelvis that makes it impossible to deliver in the natural way, that I can never become dilated, and that I needed a C-section immediately, I just stared at her. Thinking it was all her fault; had she not forced me to go to the hospital too early, this would never have happened…I remember hearing a woman in the other room deliver her baby naturally, I felt the tears rolling down my cheeks and I just could not control my anguish. My friend told me that she is going to ask to transfer me to another hospital; I just could not trust that doctor anymore, if she did all these decisions when I was awake, I could only imagine what she would have done when I was on the operating table. Anyway, to make a long story short, I was transferred to a different hospital, where they told me that I was 4cm dilated and that they were going to wait. I took an epidural and after a few hours, my baby was ready to get out. I was too tired by then, and they needed to use the forceps to pull the baby out. Rola was so tiny and beautiful, they put her next to me for a while, and then they took her to NICU, as they wanted to check that she was okay after what she had gone through.
The few hours of not being able to see my daughter were the hardest on me, and I am so grateful that everything turned out fine at the end. My only remorse is that I could not breast feed, I have breast fed my second baby, though, and it was the most wonderful experience.

Psychological trauma can have a lasting damaging effect on human beings. I know childbirth is very important to childhood development, because the earlier the trauma, the more profound the effect would be. Because the impact of childbirth on infants can be intense, I was concerned that this traumatic experience would cause psychological problems to my child as she develops, and I have kept looking for signs as she was growing up. As a baby, she didn’t sleep a lot, she gave me a really hard time eating, and was very fussy and anxious. Rola is now 14, and turned out to be an extremely sensitive and caring girl. It takes her a great effort to control her temper, but she is quite patient and well-behaved in comparison to her peers. I am so thankful to God for her.



Childbirth in Afghanistan

“More women die in childbirth in Afghanistan than almost anywhere else in the world”( Save the Children, 2010).

Poverty, insecurity, discrimination against women, and shortage of midwives are all factors seriously affecting childbirth in Afghanistan. Afghani women usually give birth at home, not always because they choose to, but because male honor forces women to stay indoors and forbid them to go to the hospital to deliver. That can be acceptable, if the proper tools and skills were provided, but this is not the case for mothers there. At home, women mostly deliver sitting down, which can cause the baby’s body to end up in the wrong position. Frequently, the umbilical cord isn’t properly cut, which gets it infected and causes the infant to die. Most women do not get professional help to deliver as there is a great need for midwives. And when midwives are available, they slap the mothers’ bellies to speed up contractions and yell at her if she takes a long time. According to Unicef (2006), half of women will die due to pregnancy and delivery related causes. 52 babies out of 1000 die within two weeks of birth and 134 before they get to 1 year of age. A third of the deaths are due to obstructed labor, vitamin D deficiency, because women are not exposed to enough sunlight throughout their pregnancy.
In comparison to the Afghani mother’s dangerous challenges at giving birth, my own experience seems not worth mentioning. I feel ashamed and helpless. While we complain about some mistakes that doctors or hospital staff make during delivery, other women in some areas in the world are enduring immeasurably much more. The developed medical conditions that we are blessed with are sometimes taken for granted and that is something that I will never take lightly again.

References
Save the Children UK. (n.d.). Afghanistan. Retrieved from http://www.savethechildren.org.uk/where-we-work/asia/afghanistan
Unicef.(2006). Best Estimates. Retrieved from http://cso.gov.af/Content/Media/Documents/BestEstimatesofsocialindicatorsforchildreninAfghanis382011124523764553325325.pdf


For more information on this issue, visit the following
websites:

http://www.who.int/countries/afg/en/
http://afghanmidwiferyproject.org/?p=804
http://news.bbc.co.uk/2/hi/health/5083304.stm

A Note of Thanks!

It is hard to believe that this course has come to an end. I am grateful that I have made it and look forward to what lies ahead.

I would like to extend my thanks and appreciation to my professor and all my classmates, especially my group members who have indulged me and given me great insight and support throughout this course. Thanks to all who have visited my blog, read my comments, and participated in my discussions.
At the end, I can only say that I feel positive changes in me as an early childhood professional, and I can only attribute it to all of you for the encouragement you have offered me during the past 8 weeks. Thanks to all who have contributed to my learning; for giving me valuable advice and constructive feedback.

Examining Codes of Ethics

NAEYC’s Code of Ethical Conduct and Statement of Commitment lays an outline of professional responsibilities that address four sections of professional relationships: (1) with children, (2) with families, (3) among colleagues, and (4) with the community and society. The Code includes a set of ideals that reflect professional goals, practices, and principles.

The Code of Ethics of the Division for Early Childhood (DEC) of the Council for Exceptional Children is a public statement of principles and practice guidelines, whose purpose is to assist professionals in resolving emerging struggles with children, families, and colleagues.

After examining the codes of ethics, I have chosen to share a few that I feel were the initial reason I have become an educator…

Concerning Children:


•Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children (NAEYC, 2005).

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

• Appreciate vulnerability of children and their dependence on adults (NAEYC, 2005).

When working with young children, it is vital to understand how fragile they are, and how much they rely on adults to nurture their development and enhance their learning. I feel that when teachers are alone in the classroom, they must be fully aware of the great trust that has been put in them, and live up to the responsibility.

Concerning other adults and the community:


• We shall demonstrate our respect and concern for children, families, colleagues, and others with whom we work, honoring their beliefs, values, customs, languages, and culture (DEC,2009).

• We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work (DEC, 2009).

• We shall honor and respect our responsibilities to colleagues while upholding the dignity and autonomy of colleagues and maintaining collegial inter professional and intra professional relationships (DEC, 2009).

• We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services (DEC, 2009).


As educators, we have the privilege to influence the most vulnerable element of society; children. Hence, we have to set a constructive example for them so they can impart their own positive attitude to their society. We undertake the task of being role models to others, and in displaying respect to everyone we interact with is crucial to the effects we have on others and our society.

References

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

The Division for Early Childhood. (2009, August). Code of ethics. Retrieved May 26, 2010, from http://www.dec-sped.org/

Early Childhood resources

Collection of Resources http://www.ccplus.org/ For those who are interested in Early Childhood Inclusion http://preschool.teachers.net/ Lesson Plans, Articles, Chatboards... Kids Activities http://www.kidactivities.net/ Fun ideas for anyone working with children http://www.additudemag.com/ Tips for working with ADD/ADHD Children Other Resources Global Support for Children's Rights and Well-Being World Forum Foundation World Organization for Early Childhood Education Association for Childhood Education International Early Childhood Organizations National Association for the Education of Young Children The Division for Early Childhood Zero to Three: National Center for Infants, Toddlers, and Families Wested Harvard Education Letter Administration for Children and Families Headstart's National Research Conference FPG Child Development Institute Children's Defense Fund High Scope Council for Exceptional Children Center for Child Care Workforce Institute for Women's Policy Research The Erikson Institute Voices for America's Children Pre[K]Now National Institute for Early Education Research National Child Care Association Professional Journals Professional Journals YC Young Children Childhood Journal of Child & Family Studies Child Study Journal Multicultural Education Early Childhood Education Journal Journal of Early Childhood Research International Journal of Early Childhood Early Childhood Research Quarterly Developmental Psychology Social Studies Maternal & Child Health Journal International Journal of Early Years Education Position Statements and Influential Practices 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://www.fpg.unc.edu/~snapshots/snap33.pdf

Thoughts

Quotes

“Everything in me was called on to teach!”

Louise Derman Sparks,professor (Laureate, Inc.,n.d.).

This is my favorite quote from the interview, The passion for early childhood Education. I believe that it is just the most beautiful thing a teacher could feel and say.

I completely identify with Renatta M. Cooper, Program Specialist, when she said: “What keeps me engaged is that we’re not there yet; we’ve got a long way to learn. Until we achieve these goals, I’ll keep going” (Laureate, Inc.,n.d.).

I feel that I have a long way to go, too, and that my journey has just begun.

When asked about her primary goal of the Tools of the Mind program, Dr. Bodrova said:

" Our intention was to teach children and change the way they are acting but now we’re changing the way teachers are acting, and we are seeing the very nice by-products: teachers are becoming less stressed out and happy teachers” (The Science network, 2010).

Excerpts

This excerpt is from the article: Developing Self-Regulation in Kindergarten: Can We Keep All the Crickets in the Basket? By:Elena Bodrova and Deborah J. Leong (2008):

Addressing gaps in knowledge and skills alone cannot guarantee success in learning for all children; we must also address the development of self-regulation as the underlying skill that makes learning possible. Kindergarten classrooms present an important opportunity to influence self-regulation in young children. In fact, for many children, school becomes the first and only place where they can learn to regulate themselves. Thus, instruction in self-regulation in the early years deserves the same, if not more, attention as the instruction in academic subjects.(p.2)

I would like to share another excerpt from the article Early Childhood Inclusion. In defining early childhood inclusion,in which Dr. Virginia Buysse was the lead writer:

The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.(p.2)

References

Bodrova,E., & Leong, D. (2008). Developing self-regulation in kindergarten: can we keep all the crickets in the basket?. Young Children, 63(2),
56-58. Retrieved from http://www.naeyc.org/files/yc/file/200803/BTJ_Primary_Interest.pdf

Bodrova, E., & Leong, D. (2008). Developing self-regulation in kindergarten: can we keep all the crickets in the basket?. Young Children, 63(2), 56-58. Retrieved from http://www.naeyc.org/files/yc/file/200803/BTJ_Primary_Interest.pdf

The Science Network. (Producer). (2010). Ultimate block party and the science of educating [Video Webcast]. Retrieved from http://thesciencenetwork.org/programs/ultimate-block-party-the-arts-and-sciences-of-play/elena-bodrova

DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child

Laureate-Media, Inc. (Producer). (n.d). [Video webcast]. The passion for early childhood Education. Retrieved From:
http://www.waldenu.edu/50217.htm

My Childhood Web

I was born to wonderful parents whom I owe everything good in me. I have two sisters and one brother. They all have played a great role in my life and contributed to a beautiful childhood, in spite of the hardships and challenges.

My Mom
"Do not waste your tears..."

That's what my mother always said to me when something wordly upset me. She has always been my inspiration. She is very knowledgeable in different
fields and has imparted to us a great passion for learning. The first thing that comes to my mind when I think of my mother is "sacrifice". I have witnessed mom renounce literary everything to raise us during a time of war. She has never held back. Whatever she had within her reach she has gladly given to us. She has done all that with great warmth and selflessness. I cannot remember a single moment that she snapped at me, even though she was overloaded with burdens at that time. She had to take care of three little children, nurse her husband, and make sure residues of the war don’t touch our souls. I owe her being independent and self- disciplined.Her sense of responsibility towards the community is something that has always made me proud. One of her best professional accomplishments was founding the very first school for girls in a remote town in Saudi Arabia, where she was living about 40 years ago. The parents in the neighborhood were very grateful, and some of her students are still in contact with her up till now.My mother is old enough to be my grandmother, and I think this has made her more serene; she did not fuss over little things nor put too many rules. It is because of her prudence, I have been able to sustain many challenges that I have faced in life. I hope I am able to impart to my children what she has generously instilled in me.

My Dad
When I was five years old, my father had a stroke that resulted in his paralysis. That compelled him to stay at home and for me, he was a full-time dad. He was a very compassionate person, and I remember him as being emotional and very sensitive. Probably it was due to his condition, he easily cried when he missed someone, or when someone he loved was hurt. He expressed his feelings quite openly and used to shower us with hugs and kisses whenever he had a chance. Even though he was in an unfortunate situation, he had great faith; and managed to subdue his trial by being extremely patient. He had an adorable sense of humor and always had the funniest stories to tell. He taught us how to respect others and be compassionate to those who need help. He was the kindest person I have ever known. He used to say that everything happens for a reason, and he conferred on me how to welcome new happenings and submit to fate in a positive attitude; to see the full half of the cup.

My Eldest Sister
My sister is older than me by 18 years. After she was born, my mother was told that she was not able to get pregnant again. Then a miracle happened! Wafa was like a young version of a mother to me. Because mom could not leave dad alone, she undertook the responsibility of driving me to afterschool activities, friends, parties, shopping, etc…She was always willing to participate in my ventures; she helped me with school projects, made me costumes for masquerade balls, and even sewed my wedding dress. My sister is an artist, she is extremely talented, has a great sense of humor, loves life, and fully dwells in its pleasures. For a while, I tried to follow her comportment, but as I grew older I realized that we were not alike in personality. I was very different in terms of resolve, composure, and moderation. She loves to go to loud places, I cherish tranquility, she is very daring and adventurous, and I am very loyal to tradition and culture. She used to tell me that I was too “serious” for my age, and she was right. During my teenage years, she got a divorce and moved back in with us; I had great empathy towards her and went out of my way to be there for her. I had high tolerance for her intense enthusiasm, and greatly indulged her whims and wishes. I have been her advocate at times of stress, as she has been a creative companion and cheerful friend.

My Brother
Ihab was my body guard. When I was a young girl; he made sure that I was safe, especially when the fighting escalated during the war. Although he was only two years older than me, he used to come to the rescue; once he dragged me from my bed when snipers targeted my room and bullets were flying all over. He once carried me 3 blocks to get me to a hospital after I was injured by a car bomb. When we stayed in the shelter, we used to play board games together, and I have great memories with him. I always remember him as being surrounded by people. It has always been very easy for him to make friends; he is very cheerful, easy going, and a great listener. He takes after my father in storytelling; and it is always exciting to be around him. He has always had tenacity and a strong sense of justice; he takes honorable stands in life, and sticks to his principles. He is very reliable, and he is always ready to help. What I always loved about my brother is that he never gives up.

My little sister
Rola is five years younger than me. She is an extremely loving person and very compassionate towards others. When she was very little, I helped mom take care of her. I used to read her stories and put on shows to make her laugh. She was a well-mannered child, and I do not remember a time when she bugged or annoyed me like little siblings usually do. Although I did not spend a lot of time when I was a teenager with her, I always worried about her and I remember praying to God every day that mom and dad will live long enough to see her graduate. (I think this stems from the the fact they were older than the rest of our friends’ parents) When I was about to write this post, I called to ask her how she perceived me as a child and how would she describe me in a few words; her answer was: advisor, listener, and hashoura (nosy)! I suppose I was nosy when it came to her; she was my little sister, whom I felt obligated to help and protect. She also said something that touched me; she said: “Cares about everyone but herself” I was so surprised to hear her say this, because this is exactly what I wanted to write about her!

Dinosaurs

I was very excited to see what my students drew last week. Our theme was "Dinosaurs", and I had discussed with them the reasons why the dinosaurs disappeared; I had mentioned four possible reasons: The Cold climate, the comet, the mammals, and the volcano. I encouraged them to tell me which reason was the most convincing to them. When I asked them to draw the reason they vote for, Lama (Age 4 1/2) drew the volcano, and Leila (Age 5 ) drew the cold. Here are their drawings:

A Quote by Joseph Joubert, Author of Pensées

"To teach is to learn twice." (Joubert , 1842)

Too Loud Lily

Too Loud Lily is the first book I’d like to share, not because it is my favorite, but because it is one of the most useful ones I have read to my students. A couple of years ago, I had an extremely loud student, Dina, who was always annoying her classmates with her high-pitched voice; I had tried every single idea that occurred to me in order to help her learn how to use her “inside voice” in class. Then I came across this book, which basically tells the story about Lily Hippo who did everything too loudly, and disturbed her classmates. Lily was devastated. A Drama teacher one day arrived and found Lily just the right spot for her to use her “gift” and shine in front of her classmates. While reading the story, the students repeated what everyone kept telling Lily throughout the story: “Not Too Loud Lily!” and they laughed really hard at what Lily Hippo was getting herself into. I stressed on the part where Lily was so happy to find that there was actually a place for her to be loud and charming. Later, I used the phrase: “Not Too Loud Lily”, whenever someone in class was being very loud, everyone would remember Lily, laugh a bit, and then keep it down. Even Dina eventually used the phrase herself when her classmates were being loud!
Whenever I read this story to my students, I encourage them to think about places they think it is useful to be loud, and I prompt my loudest students to take part in the discussions.

Art in Kindergarten

Art enables children to identify the real things around them. They like to use their senses as they burrow their way through their childhood. They love to smell and taste, even if things were not edible! But most of all, they like to touch; and what more than art can help them celebrate their sense of touch. To help my students express themselves freely in the classroom and beyond, I abide by the following rules:

• Never hold the children’s hand while he or she is painting;
Guiding a child throughout the art process is as if we are saying: “You cannot do it by yourself!”, or “You are going to mess it up if I let go.” I try to choose projects that give children a chance to be in control and actually decide what goes where, so I exclude pre designed artwork that needs the children to paint inside a pattern without thinking. Instead I talk to them about what we are going to do, ask them a few questions to trigger their imagination, and hand them a brush!

• Do not limit the child to one kind of media to complete an art work;
I always put many different types of material and spread them on the table. In this way, the children choose the one they are most comfortable with. They might even use more than one, which always turns out to be more interesting!

• Do not praise the child’s work without discussing what you see;
When describing the work of a child, art or otherwise, I use words that make sense to him or her. Choosing words like nice, pretty¸ etc often belittles the child’s accomplishment. So I try to make comments like: “I see a duck, where is it going. “, or “Is that a tree, I wonder what kind of tree it is?” This usually prompts them to think about new things to add to their drawing and even turn it into a story. Of course some children will submit a blank paper or maybe even a set of meaningless scribbles, but eventually, and with patience and encouragement rather than praise, it will enable them to grow.


Tip: Let the children wear old mommy’s t-shirts or smocks if available. We do not need to be distracted by worrying about them messing their outfits.

A Great Day at Kindergarten!


Question: What do you do when a child throws a tantrum in class?