Early Childhood Studies Walden

Final thoughts on International Efforts in Early Childhood Field

noreply@blogger.com (Tasneem) — Thu, 24 Dec 2020 20:03:00 +0000

Three consequences of Learning

Consequence 1

During the current course of Issues and Trends in the Early Childhood Field (EDUC – 6162), I went to a wonderful website that researched Early Child Education for most of the countries. This is the website of the 'Center on International Education Benchmarking' (https://ncee.org/what-we-do/center-on-international-education-benchmarking/about-us/)

Dr. Sharon Lynn Kagan gave an overview of research findings at the groundbreaking international study of early childhood education systems. Some of the facts expressed in this overview were astonishing. I am sharing a few with you:

Dr. Sharon Lynn Kagan, Professor of Early Childhood and Family Policy and Co-Director of the National Center for Children and Families at the University of Columbia.

ECE of the USA is not in this table. ECE of the Netherland, Finland, and South Korea are ranking high.

USA Early Childhood Education ranks 22^nd in Quality.

The USA ranks 21^st in its expenses on Pre-Primary Education.

Consequence 2.

Global Fund for Children was another website that keeps us updated on young children's problems and education. Education | Global Fund for Children

Consequence 3

The Aga Khan Network (AKDN) takes us to the far-off area of the world where this network helps young children in poverty and educates them for the future.

Aga Khan Education Services | Aga Khan Development Network (akdn.org)

As schools open, the Aga Khan Foundation and the Aga Khan Education Services have curated a list of practical tips and activities to support students' relationships, well-being, and learning during COVID-19.

My Professional Goal

I will keep myself attached to the above websites and other international websites to keep me abreast of the Early Childhood Education world over. My professional goal is to learn about the best practices in ECE in different countries.

Professional Goals, Hopes and Dreams

noreply@blogger.com (Tasneem) — Sat, 19 Dec 2020 17:00:00 +0000

I am working at an Earling Learning Center in Rockford, Illinois. All-day, I see children coming from a population that is not affluent. Parents do not have a single moment to talk to the children. They are doing two or even three jobs to survive. While leaving their children at our center and taking them back from the center, they are in a rush. I see the neglect in the children's faces, in the dress they wear, and the attitude they have formed in response to the parents' negligence. These children are love hungry. They adore you with a single word of kindness and by a single act of empathy. They start loving you. For me, this love is a great reward.

We strive for quality and excellence every moment at our center. I do not say that we are working in an ideal environment, but we are working every moment to improve it.

My center gives importance to the continuous training of its teachers. I see all the opportunities for my personal growth here.

Initially, I will continue working as a teacher at my center, but I will be more than happy to take an administrative role. My master's at Walden covers this Administration and Finance education of early childhood center.

But my dreams are more than being a teacher or administrator at an Early Child Center.

I will like to work in a position that may bring changes in the lives of children and their families. I want to work for the underprivileged but from a position where I may bring changes in parents' lives and ultimately in children's lives. I wish that children enter any center with smiles and their parents leave them in school with satisfaction and hopes.

I come from an area where children start working at the age of four. The parents of these children cannot even dream of child education. Generation after generation has passed with this neglect of children. I dream of bringing care, education, and hopes to these children.

The new insights gained from the reflections, podcasts, and website visits this week and during previous weeks inspires me every moment. I know I am inching towards my big dream.

Tasneem Ahmad Mumtaz

Sharing Web Resources on Equity and Barriers to ECE

noreply@blogger.com (Tasneem) — Sat, 12 Dec 2020 21:13:00 +0000

From Grassroots Review- a newsletter of Global Fund for children.

Amid the global crisis, GFC’s local partners have launched new initiatives that go beyond humanitarian aid, including a community radio station, community gardens, and virtual courses. In this blog, GFC’s Rodrigo Barraza García reflects on what he and our local partners have learned about staying safe while continuing to serve children and support each other. Read about these initiatives and what the crisis has taught us about collective care.

Read more at: https://globalfundforchildren.org/news-press/newsletters/

Read more at:

https://nieer.org/research-report/barriers-to-expansion-of-nc-pre-k-problems-and-potential-solutions

Read more at:

https://medium.com/@NatlHeadStart

This webinar series provides a focus on the psychological and interpersonal dynamic of

achieving racial equity goals and supports participants in the practice of speaking the

language of equity.

This webinar introduces relationship-based psychosocial tools for Infant Toddler Court

Teams to use, build on, and sustain equity practices in their specific communities.

Read more at:

https://www.zerotothree.org/resources/3754-breaking-down-barriers-for-engagement-with-families-of-color-to-achieve-racial-equity-webinar

Promoting equity in your classroom is within your reach, and this on-demand mini-course will

give you some of the tools you need. It focuses on what equity work can look like for

teachers working with children ages 3 through 5 on a day-to-day basis in the classroom.

You will find strategies and tips for how you can support the learning and development of

each and every child in your classroom through intentional play opportunities and guided

instructional supports. The full scope of equity work cannot be addressed in a single

module or book. Consider this just one resource on your journey to teaching with an equity

lens. This module explores the six parts of the book Each and Every Child: Teaching Preschool

with an Equity Lens.

Issues related to excellence and equity

noreply@blogger.com (Tasneem) — Sat, 05 Dec 2020 04:54:00 +0000

Center on the Developing Child Harvard University has great resources on Child Development issues in video, text, and audio formats.

You can build Child's brain!

Children of color are facing brunt of COVID 19

To listen the podcast go to the link: The Brain Architects Podcast: Addressing Racial Disparities in COVID-19 (harvard.edu)

The Impact of COVID-19 on Early Childhood Development

From International Web Resources

Global Fund For Children (GFC) is changing lives of children worldwide

Learn more about this Equity by clicking:

https://www.akdn.org/project/ensuring-equity-online-classroom

Sharing Web Resources

noreply@blogger.com (Tasneem) — Sun, 29 Nov 2020 01:43:00 +0000

Visit Website: Professional Development | NAEYC

______________________________________________________________________________

Visit website: Investing in Infants and Toddlers: The Economics of Early Childhood • ZERO TO THREE

__________________________________________________________________________________

Visit website: National Head Start Association | (nhsa.org)

_________________________________________________________________

UNESCO

Visit website: MOOC: Mainstreaming early childhood education into education sector planning | IIEP-UNESCO

Getting to Know International Organizations: Part 1

noreply@blogger.com (Tasneem) — Sat, 21 Nov 2020 18:12:00 +0000

https://www.akdn.org/

Aga Khan Development Network (AKDN) is one of the world's leading poverty solutions networks. AKDN works together with communities to help them around the world to build better futures. Each year the AKDN helps improve the quality of life for tens of millions of people in over 30 countries. AKDN works in countries where life is hard, poverty is dire, and more help is needed.

AKDN is different from other poverty alleviation organizations in the world.

AKDN says

"We don't just provide services or goods. We dedicate ourselves to partnering with communities to improve their quality of life for decades and generations. We make long term investments, from early childhood programs to universities that benefit 2 million students every year. We build hospitals and schools to make sure everyone has access to world-class institutions. We work with people to serve their community and build their local economy. Our work impacts tens of millions in over 30 countries every year."

"In AKDN's experience, the understandable but short-term humanitarian impulse to help poor people is usually not enough to lift them out of the cycle of poverty. For AKDN, poverty alleviation is conceived as part of a long-term strategy for developing a community's resources in ways that lead to self-reliance."

A cherry and apple orchard Demonstration Plot planted with the assistance of the Aga Khan Foundation, in Rustaq District, Takhar, Afghanistan.

In Cabo Delgado, Mozambique, the Aga Khan Foundation launched the Enhancing Food Security and Incomes (FSI) initiative to improve agricultural production and market linkages for smallholder producers, sustain access to basic financial services, facilitate non-farm enterprise, and enhance nutrition-related awareness and practices.

Hidden hunger-

In an Aga Khan University's Conference on Nutrition and Early Human Development, speakers talked about Hidden hunger in Pakistan. They said that Hidden Hunger is present among half of the Pakistani Children. A lack of iron, vitamin A or vitamin D is often referred to as 'hidden hunger.' Its symptoms are not visible as in other forms of malnutrition, such as wasting and being underweight. But a lack of these essential micronutrients can lead to serious, lifelong repercussions, including delayed growth, reduced immunity to disease, frequent fatigue, and low school achievement.

Crossing the Pyanj river: Delivering milk to Afghan schools.

This is a story of great planning, courage, and endeavor.

Watch yourself.

AKDN has given me great insight into Poverty. I now realize that providing food to the hungry is not a lasting solution. We need to bring social change, and these social changes take years to give its fruits.

In September 2015, the UN adopted a plan for achieving a better future for all – laying out a path over the next 15 years to end extreme Poverty, fight inequality and injustice and protect our planet.

Let's hope and put our part to the UN's plan of ending extreme Poverty by 2030.

Sharing Web Resources

noreply@blogger.com (Tasneem) — Thu, 12 Nov 2020 22:08:00 +0000

https://www.naeyc.org/

I am a member of the National Association for the Education of Young Children (NAEYC). I have all appreciation for this organization. It works to promote high-quality learning for all children from birth to age 8. It connects early childhood practice, policy, and research. NAEYC has nearly 60,000 members of the Early Childhood Community and 52 affiliates.

The collective vision of NAEYC is:

Learn more about NAEYC through this video:

NAEYC publishes many magazines and journals every month. I like the magazine Teaching Young Children (TYC).

This magazine is of great benefit to professionals working with preschoolers. It is a colorful, informative, and easy-to-read magazine.

This current issue of October/November 2020 features articles on partnering with families, helping children through change, supporting anxious children in the preschool classroom, and more.

The website of the organization is full of resources related to the topic of the week:

Changing Demographics and Diversity

Hereunder I am providing the names of articles and their links.

https://www.naeyc.org/our-work/public-policy-advocacy/cultural-competence

https://www.naeyc.org/resources/pubs/yc/may2018/capitalizing-culture

https://www.naeyc.org/resources/pubs/tyc/oct2017/make-math-meaningful-diverse-learners

Note: Some articles are only available to members of NAEYC

Expanding Horizons and Expanding Resources

noreply@blogger.com (Tasneem) — Fri, 06 Nov 2020 16:12:00 +0000

Expanding Horizons

Podcasts on Early Childhood has a wealth of information. Since it is transmitted through voice, it also depicts the emotion of the author. I spent several hours diving into this sea of information. This is a vast sea; I have just touched its shore.

This week, I have selected the following podcasts from Save the Children Website.

How children globally faced COVID-19.

Here is an introduction to the topic from the website.

All over the world, the pandemic has turned children's lives upside down. In this episode of Save the Children documentary, they share their stories. Follow along to northern Colombia, where nothing is the same in 15-year-old Mary's life, and on to the war in Afghanistan where vaccinations stopped, and food shortages threaten. Hear 16-year-old Vusi in South Africa about how the strict lockdown made an already challenging situation impossible and how a young rapper in Delhi's slum raises hope with his songs.

I will not come in between you and the podcasts. Listen to the podcast.

Expanding Resources

I have selected the Global organization 'GlobalFund for Children (GFC)' and its website for study. The concept of GFC was born in 1990 when Maya Ajmera saw some street children studying at the railway platform of Bhubaneswar in India. A local organization was providing books and food to these children.

With the concept of helping the local organization for the welfare of children, Maya Ajmera founded GFC in 1994. It is a nonprofit organization based in Washington, DC. The mission of the GFC is to transform the lives of the world's most helpless children. So far, it has invested more than $46 million among 729 community-based organizations and served more than 11 million children and youth worldwide.

I like this website because it serves children globally. There are several videos and articles ar this website that is informative and exciting.

I found the following videos worth watching:

It starts with planting a tree.

And 'The Girls have won!'

My Supports

noreply@blogger.com (Tasneem) — Sat, 17 Oct 2020 00:54:00 +0000

As I reflect on what the term "support" means to me, support means encouraging someone or helping him/her succeed. I firmly believe that we can make a difference in the world with little support, encouragement, and guidance.

My Parents:

My parents were always my motivational force; they always supported me and taught me to differentiate right from wrong. My parents ever desired my sibling and me to be the best; they have played a significant role in shaping my life.

In the photo, the girl sitting in the middle is me.

And look, this is me now. Throughout this journey in life, my parents inspired me. They made me a confident individual who would have been lost without them.

My Husband:

A supportive husband is an absolute requirement for professional women.

He is something she looks for, and when she finds him, she marries him.

(Alice.S Rossi)

My husband is my world. He is always there when I need him. He guides me, encourages me, motivates me, and inspires me. He always says, 'pursue your dream, no matter what happens.'

To get my Master's degree in Early childhood is my dream, as well as my passion.

Challenge:

Life is full of challenges. I must say that I am lucky that I am blessed with good people who motivate me not to give up and encourage me to achieve my goal. I always think big, positive, and sound. I set short term goals to achieve long term goals. As my mother always says to us, "never complain about the challenges, they are there to polish you, and one day you will overcome them."

Religion: Religion is my strength. I believe that God does not burden anyone with a load, which is more than his/her capacity. God is too generous to burden people with what they cannot bear. So, I will meet all challenges with the support of God.

My support system gets me through the day or the week, or even the year. They keep me going, and they're an essential part of my life. Everyone needs that; I am lucky that I have my supports.

My connections to Play

noreply@blogger.com (Tasneem) — Sun, 04 Oct 2020 01:02:00 +0000

I was born and raised in Pakistan. When I was young, I did not have any fancy gadgets or expensive toys.

I loved nature, and my parents were my big supporter and teachers. When I used to go for a long walk with my parents, I asked many questions? Like how and why season changes? Why clouds move, and how are they formed? Why are stars seen at night and not at noon? How plants grow. My parents used to explain and answer my question thoroughly.

When I was young, my mother used to ask me to make bracelets of flowers; she used to give flowers and asked me if I could count flowers. I used to get busy in counting flowers and making bracelets.

I was also a tomboy, used to play in the streets in front of my house. Boys used to be my play partners.

The above photograph is showing me in my childhood. Do you see the sparks in my eyes?

One of my favorite plays was Kancha. Kancha is played with marbles.

Another play which I liked most is below.

At school, I loved playing tag, hide and seek, and especially cricket.

Time has changed. Electronic gadgets have taken the place of physical play. I do not see the children in the fields and parks now in the evening. They sit around the TV and watch games.

Our childhood has moved indoors. Our children spend half the time outdoor in play what they used to do two decades back. A Kaiser Family Foundation research shows that children are spending seven hours daily on electronic gadgets. This excessive play with electronic devices is taking a toll in the shape of child obesity and lack of creativity. Even Steve Jobs, former Apple chief executive officer, was worried at this exposure of children to gadgets.

I am sorry to admit that play has gone out of my busy life. I am no more physically active. When I look back to my childhood days, they were the golden days of my life. I miss those golden days of play.

Relationship Reflection

noreply@blogger.com (Tasneem) — Sun, 20 Sep 2020 00:47:00 +0000

My mother

My mother is my mentor, my friend, my coach, and whatnot. She inspired me for this Master of Science in Early Childhood Studies. She lives eight thousand miles away from me in Pakistan. She talks to me daily. All my tension, mental agony, and anxiety go away when I talk to her.

My immediate family

This is my immediate family. I may rely on them for any matter. The boy in the front is my grandson- a highschooler. You will find me just behind my grandson. Sitting by my side is my husband. On the right side, you will find my daughter-in-law, my son, and my granddaughter.

My kids

The children become very friendly with me. They love me, and I love them. But when they graduate in pre-k and leave me, I always miss them.

My friend, my sweetheart

She is Lora Anderson, my friend, my sweetheart. We lived together for a considerable time in Salina, Kansas. I could call her for any matter- as small as changing bulb in my garage or as big as relocation from Salina to Manhattan. She had been a telephone away, just inform her and she will be there for your help. When worried, call her; she is there to accompany you to Starbucks or Yougurtnee- our favorite entertainment points in Salina.

Libby Mychajliw

She was my Director at Early Learning Center in Maryland. She is very organized, very loving, and very helpful. Go to her for any problem, and she will find a solution. She gave me the practical opportunity to learn about Early Childhood.

I believe that Relationship solidifies with sincerity, unconditional love, and sacrifice. But before that, we need to understand ourselves, and then we need to understand others. We usually judge a person by their behaviors and not by motives. This creates conflict. To have real Relationships, we need to go beyond behavior; we need to understand motives.

I think that our behavior is like this buoy. This can be seen by everyone. It is tilting, coming back, and then again tilting.

No one can see the anchor in the water to which this buoy is tied—our motives are like this anchor, which is not visible to anyone, which is not visible even to ourselves. Our Relationship will get strengthened if we could see behind the behavior.

When I Think of Child Development

noreply@blogger.com (Tasneem) — Thu, 23 Apr 2020 03:26:00 +0000

THANK YOU EDUC 6160 colleagues

Testing for Intelligence?

noreply@blogger.com (Tasneem) — Sun, 12 Apr 2020 02:27:00 +0000

I understand that the holistic approach to child development training and assessing covers all domains viz physical, emotional, relational, intellectual, and academic aspects of a child’s life. A holistic approach looks at the overall development of children.

In most parts of the world, children are assessed traditionally. The assessment looks to what kids know and what they don’t know academically, it is not assessed how the kids will use this information in real life. The assessment covers cognitive and academic skills only. In Pakistan also, we look to the assessment of academic skills only. I will quote some of the educational milestone set forth for students at the end of Grade 1 in Pakistan:

For Local Language Urdu: Students should have the ability to read and understand basic sentences.

For Mathematics: Students should be able to work with numbers up to 100, add and subtract two-digit numbers, work with abstract concepts such as currency, time and date, and learn to identify basic shapes and patterns.

For English Reading Skill: Students should have the ability to read a short story (comprising of a few sentences) that the student is familiar with.

There is no assessment for judging the emotional, relational, and intellectual aspects of a child’s life. Even in the US, I do not see a holistic approach to teaching and assessment. I was going through the Report Card of my granddaughter, who is a student of Grade 6 here in the US. In this Report Card, I found an assessment of her academic skills and physical education but nothing else. When I look at my Pre-K class of Maryland, I find its curriculum and assessment more holistic than of Elementary and Middle School.

A holistic approach is necessary for all children. In today’s world, it is not just a textbook education that works. In real life, a child will need communication and collaboration skills. Are we assessing these domains? We must remember that an assessment is only valuable if the 'quality of feedback it provides' improves the quality and equity in teaching and learning. Assessing should cover the full breadth of learning and also the skills we expect out of children in their workplace, such as collaboration, creativity, initiative, ambition, perseverance, and confidence. These skills are as essential as mathematics, physics, and other sciences. We need to teach our children emotional intelligence, collaboration, and how to coexist. I think these are life skills which students require to live in this new age.

UNESCO has developed a guideline for holistic teaching. This guideline has seven domains of teaching and learning. UNESCO recommends that all children and youth develop competencies across seven domains of learning. Education systems around the world should focus on these competencies starting from early childhood through lower secondary school. UNESCO recommends this Global Framework of Learning Domains to all settings where intentional learning takes place, including but not limited to formal schooling, community education systems, and nonformal education programs. These learning domains give a holistic approach where educators do not just look at academics; they look at the talents that children have and what else they can learn to fit in the society, the global village, and the world.

References

ASER-Pakistan Report. (2018). Retrieved from http://aserpakistan.org/report

UNESCO Recommendations for Universal Learning.(2013),Retrieved from

https://unesdoc.unesco.org/ark:/48223/pf0000225158

Consequences of Stress on Children's Development

noreply@blogger.com (Tasneem) — Fri, 27 Mar 2020 21:41:00 +0000

VIOLENCE AGAINST CHILDREN

From the list of stressors, I have selected ‘Violence’ or rather 'Violence against children' for my deliberation. 'Violence against children' includes neglect to infants, corporal punishment, sexual, psychological and emotional abuse of children, malnutrition of children, and employment of underage children. I will concentrate more on Corporal Punishment. Berger (2018) has defined Corporal punishment as punishment that physically hurts the body such as slapping, spanking, etc. (p. 297)

I had been a victim of corporal punishment. In my elementary classes whenever I missed homework, the teacher used to put a pencil between my two fingers and press the fingers with a pencil in between. Striking with a cane stick or a ruler on the palm of boys and girls was a common practice. It was very painful to go through these punishments. In those years, I hated school, I hated books, and I hated teachers. When I complained to my mother, she said that the teacher has a right to punish you when you do something wrong. My mother always repeated a proverb, 'Spare the rod, spoil the child’. Those were horrible days! It was my father who came to my rescue. He understood my woe and convinced my mother that these corporal punishments are harmful to a child's education. Consequently, my school was changed, and I took a sigh of relief. But memories of those days still haunt me. These corporal punishments in schools were not only painful but also embarrassing. It took me several years to come out of this trauma.

In Pakistan, though, there are laws forbidding corporal punishment in schools, but incidents of teachers inflicting physical punishment on students keep on emerging. And then there are thousands of madrasas (religious schools) which follow their own system and where corporal punishment is a norm. In the US, class discipline is maintained either by 'timeout' or by 'induction of parent in behavior correction of children'. (Berger, 2018)

Corporal punishment is not the only stressor which children in Pakistan face. There are many others, such as infant mortality, malnutrition, war, transport accidents, and environmental pollution.

Most of the children start their lives with malnutrition and starvation. They face parents' neglect in their childhood. The infant mortality rate in Pakistan is 60 per 1000, while it is six deaths per 1000 in the US. Forty-four percent of children are stunted. Stunting is a term used for children that are below standard height and weight for their age. This stunting is almost always due to inadequate food intake starting as early as a few months after birth.

Fifty percent of Pakistani children do not go to any school. They work in workshops and factories. The travel on top of the buses or cling to its sides. It is a common sight to see an entire family, including a few children, being carried on a motorcycle.

But it is not only Pakistan that is facing 'Violence against children.' World Health Organization (WHO) has indicated in its report of June 2019 that up to 1 billion children aged 2–17 years globally have experienced physical, sexual, or emotional violence or neglect in the past year.

Berger (2018) in the textbook has included Violence in its definition of Maltreatment.

"Thus, child maltreatment includes both child abuse, which is a deliberate action that is harmful to a child's physical, emotional, or sexual well-being, and child neglect, which is a failure to meet essential needs." (p. 242)

She adds: "About three times as many neglect cases occur in the United States as abuse cases, a ratio probably found in many other nations."

According to Berger (2018), reported maltreatment cases in the US ranges from about 2.7 million to 3.6 million per year.

References

Berger, K, S, (2018). The developing person through childhood (8th ed.). New York, NY: Worth

Publishers.

Violence against children-United Nation Secretary General’s study. Retrieved from

https://www.unicef.org/violencestudy/profileindia.html

Actin against hunger-Pakistan. (2019). Retrieved from

https://www.actionagainsthunger.org/countries/asia/pakistan

Child Development and Public Health

noreply@blogger.com (Tasneem) — Sun, 15 Mar 2020 01:10:00 +0000

Nutrition/malnutrition

I have seen the effects of malnutrition in Pakistan; its horror follows me here in the USA. I intend to gain more and more knowledge about nutrition so that I may be of some help to underprivileged children in the USA and in other parts of the world.

Nutrition is essential at every stage, but it is more important for children because it helps them to stay healthy and strong and grow up healthy and strong. Nutrition of the child begins from the conception stage when mothers should have proper nutrition and healthy foods for the child. After birth, breastfeeding becomes another source of nutrition for the child. Nutritious diet during pregnancy results in a good fetus brain and in healthy birth of the child. Nutrition for women in pre-pregnancy, pregnancy, and over the first two years of the child’s life is very important for the mothers and their children. The nutrient reserve built over the pregnancy produces breast milk for the post-childbirth phase. Exclusive breastfeeding is recommended for instants during 0-6 months of age. This will meet all the nutrition needs of the children to protect them from infection. Even after six months, breastfeeding with appropriate complementary feeding should continue to two years of age of the child.

Image from Dietary Guidelines for Americans. 2015-2020

Harvard T. H Chain recommends the following proportion of food in your child’s plate or lunchbox.


· Vegetables and fruits – ½ of the plate · Whole grains – ¼ of the plate · Protein power – ¼ of the plate · Drink water, milk, juice: Avoid beverages, limit milk and dairy products to one to two servings per day, and juice to a small glass per day. · Use healthy plant oils

I teach pre-k children of age are 4-5. To develop an interest in young children about green food, we I I teach pre-k children of age are 4-5. To develop an interest in young children about green food, we have developed a garden. During springtime, our children start gardening under our guidance. While doing this, we educate children on how to stay healthy, why water is necessary for all living things? what will happen if we do not give water to plants? how many glasses of water should we intake during the day? Every Friday after circle time, we have a food project. We prepare salad sometime using vegetables from our school garden. With children, we prepare smoothie using blueberries, strawberries, low-fat yogurt, and milk.

It is true that nutrition deficiency in the USA has diminished, infectious diseases have gone, and life expectancy has increased; But in spite of the above facts, we have children with LBW in the USA which results in undergrowth and disability of the child. Another malnutrition prevalent in the USA is hidden hunger caused by a lack of essential nutrients.

When I see the facts and figures of child malnutrition in Pakistan, I find it most alarming. About 9.6 million children are experiencing malnutrition in Pakistan.

Fifty percent of Pakistan’s children and mothers suffer from malnutrition. According to the National Nutrition Survey (NNS), 44 percent of children under the age of 5 are stunted or too short for their age, 15 percent suffer from wasting or too thin for their height and 32 percent are underweight. The study also found that more than half of all Pakistani women are anemic, mostly due to iron deficiency. During pregnancy, this condition becomes particularly alarming, because anemia contributes to maternal mortality. Thirty percent of children in Pakistan also suffer from anemia, which hinders their growth and make them vulnerable to disease, disability, and death.

The information and facts which came to me through this study on nutrition have shaken me. I intend to help underprivileged children in their nutrition. The first step will be efforts to increase awareness about the problem of malnutrition.

References

Healthy Eating Plate. (2020). Retrieved from https://www.hsph.harvard.edu/nutritionsource/healthy-

eating-plate/

Poverty and Malnutrition. (2019). Retrieved from

https://features.unicef.org/state-of-the-worlds-children-2019-nutrition/

Personal birthing experience

noreply@blogger.com (Tasneem) — Sun, 08 Mar 2020 02:59:00 +0000

I have not gone through the birthing experience myself—my husband married me after the death of his 1st wife. From my husband's side, I have two grandsons and three granddaughters. For this assignment, I will go through the birthing experience of my sister, Fariha. I may miss some details because I have not gone through it myself.

Fariha lived in a joint family system with her mother-in-law at the time of the birth of her first child. The news of 1st pregnancy was a cool breeze for everyone in the family. Fariha gave birth to her child in Aga Khan Hospital of Karachi, Pakistan which may surpass many US and European hospitals in professional expertise and care. I will tell you the rest of the story in the words of Fariha.

“When I missed my period, I suspected pregnancy. This was a planned pregnancy, and I was expecting it. I went to the doctor; she did a urine test and confirmed pregnancy. The doctor recommended a scan test at Week 6 and recommended Adnan’s (her husband) blood group to be checked to. The doctor also recommended multivitamins. My mother in law was very excited at this news. She started to prepare rich food for me.

The major issue was nausea, I started having it at week 5, and it stayed till the first trimester. I did not have any other issue. My vitamin D level was low, so the doctor recommended supplements for this and asked to take a sunbath. During the first trimester, I could not work at all. I spent almost all day in bed and near the bathroom.

I started feeling the movement of the child in the 4th month and leg kicks in the 5th and 6th month.

The most challenging time was the time of delivery. I was scared about this since the time of conception, but as the delivery date came nearer, I became more worried. I used to think and worry about how the baby will come out. My husband accompanied me all the time and tried to console. The day finally came. I had long labor of 15 hours. At one time, the doctor gave up and decided she will do surgery if the baby does not come out in 3o minutes. I was very tense, and I cried. I almost gave up, but then it finally happened through normal delivery.

My mother in law was very excited and happy to see the baby. She gifted me her family bangles of gold because it was a family tradition in my in-law's family. She also took good care of the baby for the 1st few weeks.”

The story from Fariha ends here. Since I have not myself went through this experience, I studied these delivery phenomena. I found the following series of pictures from Berger’s book, “The Developing person..." relevant and interesting:

I also found that active labor spreads over 14 hours. It may be double in some cases and a half during second and third birth. The doctor defines an active labor period as beginning with regular contractions which pushes fetus out of the uterus, passing through Cervix and the active labor period ends when the fetus head passes through the vagina as shown in the above image.

All efforts should be made to have a positive birth experience. This positive experience will help in the child development process.

Birthing experience in Rural Pakistan.

My sister Fariha belongs to the privileged class. She gave birth in the best hospital of Pakistan. This Aga Khan hospital where she gave birth may be compared with best European and American hospitals in expertise, facilities, and care. But this is not accessible to common Pakistanis living in urban areas, not to speak of those living in rural areas.

Homebirth is a common practice in Pakistan. This results in the tragic deaths of both child and mother. Pakistan’s pregnancy-related mortality ratio is one of the highest in South Asia. Some 178 women die of pregnancy-related causes per 100,000 live births as compared to 12 in developed countries.

Cultural norms restrict women’s movements outside their home. Culture also limits their ability to make independent decisions about their health care. Hospitals with trained doctors exist only in big cities. Remote areas are covered by mid-wives often untrained. A male doctor cannot attend a pregnant woman. The doctors and hospital staff are considered untrustworthy in this culture.

Only slightly more than 50% of women, giving birth in Pakistan, are attended by skilled health personnel. The percentage drops to about 20% in rural areas. So-called unskilled midwives handle the rest of the pregnant women.

Here I will share the experience of my maid who met a tragedy while giving birth to a baby. Asma is the name of the maid. She went to the parents of her husband who lived in the remote village of Sindh, Pakistan. There was only one mid-wife in that area. These mid-wives of remote regions do not give much importance to sanitation. When Asma went for her checkup, the mid-wife was already checking an elderly lady who had fever for several days. When the mid-wife called Asma for her checkup, she did not care to wash her hands. After a few days, Asma felt unwell; she had high temperature and shivered. There was no hospital nearby. Asma’s mother-in-law gave her some herbal medicine, she got better, but she was losing the weight. She became weaker and weaker; she was worried about her first baby. She wanted to go to the city, consult the doctor, and get the ultrasound done for knowing the condition of the baby inside her belly. But her mother in law stopped her. She became weak and was hardly able to walk. One day while doing household work, she moved a heavy cupboard, she immediately felt a cramp in her stomach, and bleeding started, she got fainted. This all resulted in the loss of her first baby.

Let me say that birthing experience in rural Pakistan mostly results in fatalities of children & mother, disabilities of child and mental trauma of surviving mother.

Words of Inspiration and Motivation

noreply@blogger.com (Tasneem) — Sun, 23 Feb 2020 05:28:00 +0000

NAEYC CODE OF ETHICAL CONDUCT

Ethical Responsibilities to Children

P-1.1—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. This principle has precedence over all others in this Code.

(NAEYC, 2005)

I chose this principle because I have personally seen physical punishment, insulting, degrading, and abusive language by the teacher to a student. It was a total demoralizing situation for the kid, and it affected his entire life.

Ethical Responsibilities to Families

P-2.6—As families share information with us about their children and families, we shall consider this information to plan and implement the program. (NAEYC, 2005)

I work at an Early Learning Center. I intend to apply this principle in my work environment.

DEC CODE OF ETHICS

Professional Development and Preparation

II.1. We shall engage in ongoing and systematic reflective inquiry and self-assessment for the purpose of continuous improvement of professional performance and services to young children with disabilities and their families. (The Division for Early Childhood, 2009)

Enhancement of Children’s and Families’ Quality of Lives

2. We shall recognize our responsibility to improve the developmental outcomes of children and to provide services and supports in a fair and equitable manner to all families and children. (The Division for Early Childhood, 2009)

I have never worked for special children. I selected the above codes as my introductory knowledge about this field.

Notes for Future Reference

I will refer to the two codes of Ethics again & again. I am therefore providing a link to both codes with some introductory words from their websites.

The NAEYC Code of Ethical Conduct offers guidelines for responsible behavior and sets forth a common basis for resolving the principal ethical dilemmas encountered in early childhood care and education.

For a complete code of Ethics go to the following link:

https://naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf

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 supported by the mission of DEC……….

For a complete code of Ethics go to the following link:.

https://www.decdocs.org/member-code-of-ethics

Early Childhood Resources

noreply@blogger.com (Tasneem) — Sat, 08 Feb 2020 21:16:00 +0000

Position Statement & Influential Practice

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

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/positions/dap

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.

Global Support for Children’s Rights and Well-Being

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 http://worldforumfoundation.org/wf/wp/about-us

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

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

Selected Early Childhood Organizations

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

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

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

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

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

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

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

HighScope http://www.highscope.org/

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

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

Council for Exceptional Children http://www.cec.sped.org/

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

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

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

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

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

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

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

Selected 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

Maria Montessori (1870-1952)

Maria Tecla Artemisia Montessori was an Italian physician and educator. She is famous for her unique approach to child’s education which has been named after her name as Maria Montessori Method of Education. This is a child-centered educational approach based on scientific observations of children. Montessori's method has been is in use for over 100 years. Read more about Maria Montessori at

https://www.montessoritraining.net/about/what-is-montessori

An interesting book to read

The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind by Daniel J. Siegel and Tina Payne Bryson

The authors explain the new science of how a child’s brain is wired and how it matures in this pioneering, practical book. The book is available at amazon.com

Resources for family- A website

U.S. Department of Education: Early Learning- Resources for families

Resources for Families

The resources at this site are free and they are federally-supported. These resources help families learn about child development and how to to support their child. There are other resources to help families advocate for and improve inclusive practices in early childhood programs. For further information check at:

https://www2.ed.gov/about/inits/ed/earlylearning/inclusion/resources-for-families.html

Catch Global Foundation is a charity organization which aims to improve children's health and reduce obesity. For more information check at
https://www.catch.org/

A Video

Use your heart to build your baby's brain- A TEDx talk by Vonda Jump Norman-a researcher

Inspirational Quotes

noreply@blogger.com (Tasneem) — Sun, 02 Feb 2020 15:03:00 +0000

Quotes from Lyndon B. Johnson

Quotes from T. Berry Brazelton

Quotes from other Childhood Professionals

Personal Childhood Web

noreply@blogger.com (Tasneem) — Sun, 26 Jan 2020 02:48:00 +0000

My Childhood Web

Me at age of 7

My Father when I was 7

My mother when I was 7

My sister when I was 7

There are many people who made me what I m today. I will mention just six of them who played most important roles in my early childhood life.

My mother

My mother played an important role in my upbringing. She is very special to me; she always took good care of me. She helped me in many ways, I remember that I never liked to study or go to school. My mother always encouraged and motivated me to go to school. She tried to understand what was bothering me and always talked to me about it. If I was unable to tell her, she would guess what is bothering me and talk to me about it. She is very disciplined and organized and she taught me to be that way. She cooked my favorite food; but she was very consistent in her rules and she would make sure that I followed her instruction.

My father

My father was my sweetheart. He was my best friend. He was my source of inspiration, encouragement, and strength. He was very supportive to me in every matter. He taught me to be focused towards my targets. He was always there when I needed him. He advised me 'never to give up' no matter how difficult a problem appears to be. My parents always attended my parent-teacher meeting. During family meal-time, my parents discussed what we have done the entire day. My father died in the year 2002. I miss him so much!

My elder sister

Jabeen is my elder sister. I call her appi (meaning elder sister). My elder sister was of great help to me in my childhood particularly in understanding mathematics. I was very weak in mathematics. Whenever I got stuck in my homework, she was there to make me understand the math problem. It was her guidance that I got good marks in all my math assignments.

My grandmother

Now I am myself a grandmother and I just try to be like my grandmother. I can not forget her unconditional love, her kindness, and her sense of humor. She read stories to me when I got bored with studies and cooked my favorite dishes in the middle of night whenever I requested for this. I still remember how her eyes sparkled when I visited her. She used to hug me and kiss me on my face.

My teachers

My teachers were my role models. I remember the names of my two teachers- Sister Mary Emile and Mr. Pinto. They inspired me and guided me not only in studies but also in co-curricular activities. With their encouragement and positive reinforcement, I was able to excel in my education.

My Aunt

My aunt is very friendly to me. She has a good sense of humor. The best thing about my aunt is that she loves cooking. In my childhood, I learned cooking from her. She taught me to cook many dishes all in a fun way. She used to take me for shopping, I enjoyed walking with her on beaches. Me & my sister used to play ‘hide and seek game’ with her.

And it continues….

My mother now

Me now

My mother is a source of encouragement & inspiration even now. When I told my mom about my master program in Early Childhood Studies, she was very happy and delighted. She encouraged me to continue with my efforts.

Important things said by my father, mother, & teacher which I still remember

Welcome

noreply@blogger.com (Tasneem) — Thu, 09 Jan 2020 18:11:00 +0000

Welcome to my Blog. I will be adding contents to this blog throughout my stay at Walden University as a student of MS Early Childhood Studies.

Me & My favorite quote

noreply@blogger.com (Tasneem) — Thu, 09 Jan 2020 18:06:00 +0000

I always believed in this quote of Maria Montessori

This is Me Tasneem

My favorite book about children

noreply@blogger.com (Tasneem) — Thu, 09 Jan 2020 17:56:00 +0000

Early Childhood Studies Walden

Final thoughts on International Efforts in Early Childhood Field

Professional Goals, Hopes and Dreams

Sharing Web Resources on Equity and Barriers to ECE

Issues related to excellence and equity

The Impact of COVID-19 on Early Childhood Development

Sharing Web Resources

UNESCO

Getting to Know International Organizations: Part 1

Sharing Web Resources

Expanding Horizons and Expanding Resources

This week, I have selected the following podcasts from Save the Children Website.

How children globally faced COVID-19.

My Supports

My connections to Play

Relationship Reflection

When I Think of Child Development

Testing for Intelligence?

Consequences of Stress on Children's Development

VIOLENCE AGAINST CHILDREN

Child Development and Public Health

Nutrition/malnutrition

Personal birthing experience

Words of Inspiration and Motivation

NAEYC CODE OF ETHICAL CONDUCT

Ethical Responsibilities to Children

Ethical Responsibilities to Families

DEC CODE OF ETHICS

Professional Development and Preparation

Enhancement of Children’s and Families’ Quality of Lives

Notes for Future Reference

Early Childhood Resources

Inspirational Quotes

Quotes from Lyndon B. Johnson

Quotes from T. Berry Brazelton

Quotes from other Childhood Professionals

Personal Childhood Web

My Childhood Web

My mother now

Me now

Welcome

Welcome to my Blog. I will be adding contents to this blog throughout my stay at Walden University as a student of MS Early Childhood Studies.

Me & My favorite quote

I always believed in this quote of Maria Montessori

This is Me Tasneem

My favorite book about children

I like this book because it is full of humor. This also ensures you to be an expert grandma-sitter in no time.