Hello all,
It has truly been a pleasure networking and learning more about all of you! I have had a great experience with you all
What I have learned about the international early childhood field for your professional and personal development is that all children face different adversities in each area of the world. It is our job to understand and respect our families. We live in a country with many privileges and many set backs. We as educators must learn how to cope with these issues and provide execllent education to our students.
My goal for the field related to international awareness of issues and trends and the spirit of collegial relations is to network with more educators from different countries, and growth from those experiences. I believe that it will make me not only a better educator, but a better person as well.
I will all of you nothing but success in your future endeavors!!! See you at the finish line....Class of 2014!!
Ashley Wilkins-Miller
Sunday, December 22, 2013
Sunday, December 15, 2013
Blog Assignment: Getting to Know Your International Contacts—Part 3
This week, I skyped with my best friend Oyinda. She is a "head of Elementary" at Young Scholars of Egypt located in Cairo,Egypt. After some girl talk, we discussed here life as a teacher in Cairo.
What issues regarding quality and early childhood professionals are being discussed where you live and work?
"Most of the issues that I see are purely based on gender and religion. Many believe that girls do not deserve quality education because their role is within the home.Some men here are very closed minded and have a sexist approach to all things in their society. We are trying to overcome these things here. Our focus now is to try to change the minds of some, so that the girls here will have a good chance in life."
What opportunities and/or requirements for professional development exist?
" I was recently promoted to head of elementary about a year ago. I still educate young children, but I also maintain relationships with our families. It is vital that we as educators understand and respect the culture in this community".
What are some of your professional goals?
Eventually, I would like to return to my home of Lagos, Nigeria and open a school of my own."
What are some of your professional hopes, dreams, and challenges?
" My hopes lie in my return to Nigeria, and the ground breaking of my school. I dream of the day when I can look at my students and they tell me that i made a difference in their lives. I am constantly challenged by the men in this country. I've had men harass me, grab my butt, and say very racist things to me while here. Some of them have a very negative perception about women,especially those that came from America".
My friend has faced many challenges, but it is her love of education that drives her to continue. I am so proud of her.
Ashley Wilkins-MIller
What issues regarding quality and early childhood professionals are being discussed where you live and work?
"Most of the issues that I see are purely based on gender and religion. Many believe that girls do not deserve quality education because their role is within the home.Some men here are very closed minded and have a sexist approach to all things in their society. We are trying to overcome these things here. Our focus now is to try to change the minds of some, so that the girls here will have a good chance in life."
What opportunities and/or requirements for professional development exist?
" I was recently promoted to head of elementary about a year ago. I still educate young children, but I also maintain relationships with our families. It is vital that we as educators understand and respect the culture in this community".
What are some of your professional goals?
Eventually, I would like to return to my home of Lagos, Nigeria and open a school of my own."
What are some of your professional hopes, dreams, and challenges?
" My hopes lie in my return to Nigeria, and the ground breaking of my school. I dream of the day when I can look at my students and they tell me that i made a difference in their lives. I am constantly challenged by the men in this country. I've had men harass me, grab my butt, and say very racist things to me while here. Some of them have a very negative perception about women,especially those that came from America".
My friend has faced many challenges, but it is her love of education that drives her to continue. I am so proud of her.
Ashley Wilkins-MIller
Sunday, December 8, 2013
Sharing Web Resources
Follow some of the outside links that you have not yet explored. Where do they lead?
The website that I have been drawn to thew most is http://www.naeyc.org. They have a wealth of knowledge and advice about our field.
Their policies and beliefs echo the needs and requests of education throughout the nation.
" A Call for Excellence in Early Childhood Education
Early Years Are Learning Years
The demand for early childhood care and education programs continues to increase not only in response to the growing demand for out-of-home child care but also in recognition of the critical importance of educational experiences during the early years. Several decades of research clearly demonstrate that high-quality, developmentally appropriate early childhood programs produce short- and long-term positive effects on children's cognitive and social development.
NAEYC members, most of whom work directly with young children and families, see daily the toll of ill-conceived policies on the lives of the children and families we serve. Existing programs have too often taken fragmented, piecemeal approaches to the complex issues facing children and families. Effective policies have seldom been funded at sufficient levels to provide adequate support to all families who might benefit.
NAEYC believes that our nation is at a crossroads. We must develop an integrated system of early childhood care and education that includes comprehensive approaches that directly involve families and communities in program design, implementation, and evaluation. We can invest now in our children and families and enjoy long-term savings, with a more vibrant nation of healthy, achieving children and more stable families. Or, we can fail to make the investment and pay the price: increased delinquency, greater educational failures, lowered productivity, less economic competitiveness, and fewer adults prepared to be effective, loving parents to the next generation of children. Federal, state and local government, communities, parents, and the private sector must share in the responsibility of ensuring the well-being of children and families.
Our nation can and must do better to create opportunities that help all children and families succeed. The time for action is now.
------------------------------------------------------------------------------------------
A Renewed Call to Action
Our goal is not to simply defend the status quo. NAEYC’s convictions about early childhood care and education set forth a vision of a system that is still unmet.
That all young children deserve excellent early care and education
There are a large percentage of child care classrooms and family child care homes that are of mediocre or poor quality. An alarming number of infants and toddlers are found to be in unsafe settings. We know that children in schools with fewer resources, a larger percentage of teachers that are new or have emergency certificates, and lacking parental involvement in their education are not receiving the excellent early education they deserve.
That high quality early experiences make a difference in children’s lifelong academic and social success
Several decades of research clearly demonstrate that high-quality, developmentally appropriate early childhood programs produce short- and long-term positive effects on children's cognitive and social development. Specifically, children who experience high-quality, stable child care engage in more complex play, demonstrate more secure attachments to adults and other children, and score higher on measures of thinking ability and language development. High-quality child care can predict academic success, adjustment to school, and reduced behavioral problems for children in first grade. Studies demonstrate that children's success or failure during the first years of school often predicts the course of later schooling. A growing body of research indicates that more developmentally appropriate teaching in preschool and kindergarten predicts greater success in the early grades.
That these programs must be accessible to all families
Access to child care, particularly high quality child care, remains out of reach for many families. Programs outside of K-12 public education have the greatest difficulty in meeting the criteria of good quality, equitable compensation, and affordable access. Unlike K-12 education -- a publicly financed system with a relatively stable funding base -- most early childhood care and education services operate in a very price-sensitive market financed primarily by fees from families and supplemented by public and private contributions. Many families cannot pay the full cost of quality care, and the ongoing commitment from public and private contributions is seldom guaranteed. For other children, there are insufficient numbers of child care providers trained in or connected to others who can help support their special educational or other needs to develop to their full potential.
That early childhood professionals must have excellent preparation, ongoing professional development, and compensation commensurate with their qualifications and experience
A key component of quality programs is the quality of teacher. Recruitment and retention of child care staff is extremely difficult. The average child care teaching assistant earns roughly $10,500 a year and the highest paid child care teachers are paid roughly $18,000 a year. Turnover of staff averages 31 percent. In public schools, although salaries are much higher than for child care teachers, there is difficulty retaining talented teachers and recruiting more experienced teachers to troubled schools. Scholarships, financial aid, and loan forgiveness are insufficient to help many early childhood educators obtain excellent preparation and ongoing professional development.
That effective early education must be both challenging and appropriate to young children’s ages, individual needs, and culture
To guide their decisions about practice, all early childhood teachers need to understand the developmental changes that typically occur in the years from birth through age 8 and beyond, variations in development that may occur, and how best to support children's learning and development during these years. Children's development is best understood within the sociocultural context of the family, educational setting, community, and broader society. These various contexts are interrelated, and all have an impact on the developing child.
That everyone needs to work together to build a successful future for our youngest children
An equitable and sufficient system of financing early childhood education in the United States is still elusive. Child care is financed through a patchwork of government, parent, and private sector resources. Families contribute roughly 60 percent of the costs of child care; federal, state, and local governments combined contribute 39 percent, and business contributes one percent. Public schools are financed largely through property taxes, which has created an inequitable distribution of resources within school districts and states, despite additional resources from states and the federal government. An equitable system of financing child care and early education requires a strong partnership between government, families, and the private sector.
------------------------------------------------------------------------------------------
A Vision for Excellence
All states must develop a system of early childhood care and education with appropriate regulatory, governance, finance, and accountability mechanisms so that --
All Children have access to a safe and accessible, high quality early childhood education that includes a developmentally appropriate curriculum, knowledgeable and well-trained program staff and educators, comprehensive services that support their health, nutrition, and social well-being, in an environment that respects and supports diversity.
All Early Childhood Professionals are supported as professionals with a career ladder, ongoing professional development opportunities, and compensation that will attract and retain high quality educators.
All Families have access to early care and education programs that are affordable and of high quality, and are participants in the education and well being of their children through family involvement in programs and schools, as well as opportunities to increase their educational attainment.
All Communities are accountable for the quality of early childhood programs provided to all children, backed by the local, state, and federal funding needed to deliver quality programs and services.
To achieve these goals at the national, state, and local levels, policies and decisions must be guided of principles of Excellence, Access, Equity, Diversity, and Accountability.
Excellence: The design, funding, and implementation of systems necessary to support best practices in all early childhood programs.
Access: The absence of barriers for all children to attend high-quality programs.
Equity: Opportunities for all children, regardless of family status, income, disability, gender, national origin, ethnicity, religion, or race to attend high quality programs, with an emphasis on targeting funding to ensure that those families with the fewest resources are served.
Diversity: Flexibility in the ways in which programs are provided and services are tailored to the needs of families and children. Responsive and supportive programs that recognize and respect the whole child and family, their cultural backgrounds, and the community’s culture.
Accountability: Clearly defined standards for program quality and personnel, with input from the early childhood professionals, families, and communities, with ongoing planning and evaluation processes, to ensure positive educational, health, and social outcomes for children.
------------------------------------------------------------------------------------------
Making the Vision a Reality
Early childhood programs have the potential for producing positive and lasting effects on children, but this potential will not be achieved unless more attention is paid to ensuring that all programs meet the highest standards of quality. As the number and type of early childhood programs increase, the need increases for a shared vision and agreed-upon standards of professional practice.
Making this vision of excellence a reality will require a commitment from and a partnership among the federal, state, and local governments, business and labor, private institutions, and the public. As we stand at the beginning of a new millenium, we must join forces to advocate and implement the policies at the appropriate federal, state, and local levels that will lead to excellence in early childhood education programs."
Thoroughly search one area of the site. What do you find?
I found that there are many resources available for educators and families. The newsletters are informative and they can be used for continued education for educators.
Ashley Wilkins-Miller
The website that I have been drawn to thew most is http://www.naeyc.org. They have a wealth of knowledge and advice about our field.
Their policies and beliefs echo the needs and requests of education throughout the nation.
" A Call for Excellence in Early Childhood Education
Early Years Are Learning Years
The demand for early childhood care and education programs continues to increase not only in response to the growing demand for out-of-home child care but also in recognition of the critical importance of educational experiences during the early years. Several decades of research clearly demonstrate that high-quality, developmentally appropriate early childhood programs produce short- and long-term positive effects on children's cognitive and social development.
NAEYC members, most of whom work directly with young children and families, see daily the toll of ill-conceived policies on the lives of the children and families we serve. Existing programs have too often taken fragmented, piecemeal approaches to the complex issues facing children and families. Effective policies have seldom been funded at sufficient levels to provide adequate support to all families who might benefit.
NAEYC believes that our nation is at a crossroads. We must develop an integrated system of early childhood care and education that includes comprehensive approaches that directly involve families and communities in program design, implementation, and evaluation. We can invest now in our children and families and enjoy long-term savings, with a more vibrant nation of healthy, achieving children and more stable families. Or, we can fail to make the investment and pay the price: increased delinquency, greater educational failures, lowered productivity, less economic competitiveness, and fewer adults prepared to be effective, loving parents to the next generation of children. Federal, state and local government, communities, parents, and the private sector must share in the responsibility of ensuring the well-being of children and families.
Our nation can and must do better to create opportunities that help all children and families succeed. The time for action is now.
------------------------------------------------------------------------------------------
A Renewed Call to Action
Our goal is not to simply defend the status quo. NAEYC’s convictions about early childhood care and education set forth a vision of a system that is still unmet.
That all young children deserve excellent early care and education
There are a large percentage of child care classrooms and family child care homes that are of mediocre or poor quality. An alarming number of infants and toddlers are found to be in unsafe settings. We know that children in schools with fewer resources, a larger percentage of teachers that are new or have emergency certificates, and lacking parental involvement in their education are not receiving the excellent early education they deserve.
That high quality early experiences make a difference in children’s lifelong academic and social success
Several decades of research clearly demonstrate that high-quality, developmentally appropriate early childhood programs produce short- and long-term positive effects on children's cognitive and social development. Specifically, children who experience high-quality, stable child care engage in more complex play, demonstrate more secure attachments to adults and other children, and score higher on measures of thinking ability and language development. High-quality child care can predict academic success, adjustment to school, and reduced behavioral problems for children in first grade. Studies demonstrate that children's success or failure during the first years of school often predicts the course of later schooling. A growing body of research indicates that more developmentally appropriate teaching in preschool and kindergarten predicts greater success in the early grades.
That these programs must be accessible to all families
Access to child care, particularly high quality child care, remains out of reach for many families. Programs outside of K-12 public education have the greatest difficulty in meeting the criteria of good quality, equitable compensation, and affordable access. Unlike K-12 education -- a publicly financed system with a relatively stable funding base -- most early childhood care and education services operate in a very price-sensitive market financed primarily by fees from families and supplemented by public and private contributions. Many families cannot pay the full cost of quality care, and the ongoing commitment from public and private contributions is seldom guaranteed. For other children, there are insufficient numbers of child care providers trained in or connected to others who can help support their special educational or other needs to develop to their full potential.
That early childhood professionals must have excellent preparation, ongoing professional development, and compensation commensurate with their qualifications and experience
A key component of quality programs is the quality of teacher. Recruitment and retention of child care staff is extremely difficult. The average child care teaching assistant earns roughly $10,500 a year and the highest paid child care teachers are paid roughly $18,000 a year. Turnover of staff averages 31 percent. In public schools, although salaries are much higher than for child care teachers, there is difficulty retaining talented teachers and recruiting more experienced teachers to troubled schools. Scholarships, financial aid, and loan forgiveness are insufficient to help many early childhood educators obtain excellent preparation and ongoing professional development.
That effective early education must be both challenging and appropriate to young children’s ages, individual needs, and culture
To guide their decisions about practice, all early childhood teachers need to understand the developmental changes that typically occur in the years from birth through age 8 and beyond, variations in development that may occur, and how best to support children's learning and development during these years. Children's development is best understood within the sociocultural context of the family, educational setting, community, and broader society. These various contexts are interrelated, and all have an impact on the developing child.
That everyone needs to work together to build a successful future for our youngest children
An equitable and sufficient system of financing early childhood education in the United States is still elusive. Child care is financed through a patchwork of government, parent, and private sector resources. Families contribute roughly 60 percent of the costs of child care; federal, state, and local governments combined contribute 39 percent, and business contributes one percent. Public schools are financed largely through property taxes, which has created an inequitable distribution of resources within school districts and states, despite additional resources from states and the federal government. An equitable system of financing child care and early education requires a strong partnership between government, families, and the private sector.
------------------------------------------------------------------------------------------
A Vision for Excellence
All states must develop a system of early childhood care and education with appropriate regulatory, governance, finance, and accountability mechanisms so that --
All Children have access to a safe and accessible, high quality early childhood education that includes a developmentally appropriate curriculum, knowledgeable and well-trained program staff and educators, comprehensive services that support their health, nutrition, and social well-being, in an environment that respects and supports diversity.
All Early Childhood Professionals are supported as professionals with a career ladder, ongoing professional development opportunities, and compensation that will attract and retain high quality educators.
All Families have access to early care and education programs that are affordable and of high quality, and are participants in the education and well being of their children through family involvement in programs and schools, as well as opportunities to increase their educational attainment.
All Communities are accountable for the quality of early childhood programs provided to all children, backed by the local, state, and federal funding needed to deliver quality programs and services.
To achieve these goals at the national, state, and local levels, policies and decisions must be guided of principles of Excellence, Access, Equity, Diversity, and Accountability.
Excellence: The design, funding, and implementation of systems necessary to support best practices in all early childhood programs.
Access: The absence of barriers for all children to attend high-quality programs.
Equity: Opportunities for all children, regardless of family status, income, disability, gender, national origin, ethnicity, religion, or race to attend high quality programs, with an emphasis on targeting funding to ensure that those families with the fewest resources are served.
Diversity: Flexibility in the ways in which programs are provided and services are tailored to the needs of families and children. Responsive and supportive programs that recognize and respect the whole child and family, their cultural backgrounds, and the community’s culture.
Accountability: Clearly defined standards for program quality and personnel, with input from the early childhood professionals, families, and communities, with ongoing planning and evaluation processes, to ensure positive educational, health, and social outcomes for children.
------------------------------------------------------------------------------------------
Making the Vision a Reality
Early childhood programs have the potential for producing positive and lasting effects on children, but this potential will not be achieved unless more attention is paid to ensuring that all programs meet the highest standards of quality. As the number and type of early childhood programs increase, the need increases for a shared vision and agreed-upon standards of professional practice.
Making this vision of excellence a reality will require a commitment from and a partnership among the federal, state, and local governments, business and labor, private institutions, and the public. As we stand at the beginning of a new millenium, we must join forces to advocate and implement the policies at the appropriate federal, state, and local levels that will lead to excellence in early childhood education programs."
Thoroughly search one area of the site. What do you find?
I found that there are many resources available for educators and families. The newsletters are informative and they can be used for continued education for educators.
Ashley Wilkins-Miller
Sunday, December 1, 2013
Getting to Know Your International Contacts—Part 2
Share the new insights and information you have gained from these conversations (or the podcast and Harvard website)
Describe in particular the additional information about issues of equity and excellence you acquired from your international sources
During my research on the Harvard website I read an article and looked at a video about early childhood in Brazil.
"As part of its Global Children’s Initiative, the Center launched Núcleo Ciência Pela Infância, its first major programmatic effort outside the United States. In collaboration with local experts, this project aims to use the science of child health and development to guide stronger policies and larger investments to benefit young children and their families in Brazil.
Núcleo Ciência Pela Infância is a collaboration between the Center, the David Rockefeller Center for Latin American Studies at Harvard University, Fundação Maria Cecilia Souto Vidigal, the Faculty of Medicine at the University of São Paulo, and Insper. This project represents a unique opportunity for the Center to work with Brazilian scholars, policymakers, and civil society leaders to adapt the Center’s programmatic model for the local context in order to catalyze more effective policies and programs that will, ultimately, foster a more prosperous, sustainable, and equitable society.
Together, these organizations engage in the following activities:
Building a scientific agenda and community of scholars around early childhood development;
Synthesizing and translating scientific knowledge for application to social policy. This will include working with the Center’s longtime partner organization, Frameworks Institute, to effectively communicate the science of child development in the Brazilian cultural context;
Strengthening leadership around early childhood development through an executive leadership course for policymakers;
Translating and adapting the Center’s existing print and multimedia resources for a Brazilian audience."
The article was very insightful.
Applying the Science of Early Childhood in Brazil
This week, I spoke with my best Oyinda who is an educator in Cairo, Egypt. She discussed the importance of have a common standards in our field and how it varies from city to city , from state to state, and country.
It was interesting hearing about the differences in the cultures and practices in the Egypt.
Ashley Wilkins-Miller
Describe in particular the additional information about issues of equity and excellence you acquired from your international sources
During my research on the Harvard website I read an article and looked at a video about early childhood in Brazil.
"As part of its Global Children’s Initiative, the Center launched Núcleo Ciência Pela Infância, its first major programmatic effort outside the United States. In collaboration with local experts, this project aims to use the science of child health and development to guide stronger policies and larger investments to benefit young children and their families in Brazil.
Núcleo Ciência Pela Infância is a collaboration between the Center, the David Rockefeller Center for Latin American Studies at Harvard University, Fundação Maria Cecilia Souto Vidigal, the Faculty of Medicine at the University of São Paulo, and Insper. This project represents a unique opportunity for the Center to work with Brazilian scholars, policymakers, and civil society leaders to adapt the Center’s programmatic model for the local context in order to catalyze more effective policies and programs that will, ultimately, foster a more prosperous, sustainable, and equitable society.
Together, these organizations engage in the following activities:
Building a scientific agenda and community of scholars around early childhood development;
Synthesizing and translating scientific knowledge for application to social policy. This will include working with the Center’s longtime partner organization, Frameworks Institute, to effectively communicate the science of child development in the Brazilian cultural context;
Strengthening leadership around early childhood development through an executive leadership course for policymakers;
Translating and adapting the Center’s existing print and multimedia resources for a Brazilian audience."
The article was very insightful.
Applying the Science of Early Childhood in Brazil
This week, I spoke with my best Oyinda who is an educator in Cairo, Egypt. She discussed the importance of have a common standards in our field and how it varies from city to city , from state to state, and country.
It was interesting hearing about the differences in the cultures and practices in the Egypt.
Ashley Wilkins-Miller
Sunday, November 24, 2013
WEB SHARING RESOURCES
What specific section(s) or information seemed particularly relevant to your current professional development?
The specific information that seemed particularly relevant to my current professional development was the articles I read about businesses investing in quality child care programming. There are some programs that invest in child development centers in my area, and I am currently in the process of trying to get some grant money to upgrade some things in my center. There were many points in the articles I read that would help me gain strategies as to how to network with these businesses. Yes, we all want to only focus on the fun part of education, but we also have to realize that these programs do not function without monetary funds.
Which ideas/statements/resources, either on the website or in an e-newsletter, did you find controversial or made you think about an issue in new ways?
A controversial issue that has hit my area was competitions for Head Start Dollars
"Though it got little attention in the mainstream press, the world of Head Start was shaken last fall when the federal government announced new standards for funding and notified 132 organizations that run Head Start centers that they weren’t measuring up. The “re-competition” guidelines, as they are known, list seven trouble spots. If an organization receiving a Head Start grant has problems in one of those seven areas, it will have to compete for renewed federal dollars against other organizations that want to run Head Start programs in the same geographic area.
In 2013, this means movement is likely on at least two fronts: Newcomers – whether school districts or community-based organizations – will be preparing to win grants in the cities and towns where the 132 grantees have stumbled. And the other current grantees – at least those with their wits about them – will be double- and triple-checking their financial systems and ramping up the training of their teachers to ensure that they are offering a high-quality experience to the pre-kindergarten students in their care. The Classroom Assessment Scoring System – the tool used to determine the quality of teaching in the new federal guidelines – will continue its surge as a standard-bearer for good interactions between adults and children in Head Start." (earlyed.net) I know many centers panic about the assessment scoring systems in my area, and that they are fighting for the same funds because of state funding shortages.
I believe that this is the reason behind the importance of businessmen/women investing in quality childcare. This week we research some articles about this subject. Here is what I found....
“ ICW firmly believes that investments in high-quality early learning programs for children from birth to age five yield high returns. In fact, research shows that for every dollar invested today, savings range from $2.50 to as much as $17 in the years ahead. Arthur J. Rolnick, then-senior vice president of the Federal Reserve Bank of Minneapolis, and Robert Grunewald, associate economist, calculated an annual, inflation-adjusted rate of return of 16% for high-quality prekindergarten for disadvantaged three- and four- year olds. These returns are based on long-term educational, social, and economic benefits, including increased earnings and tax revenues and decreased use of welfare and other social services, resulting in lower expenses for states and communities.” (uschamber.com)
When companies invest in quality early childhood programs they cut their future costs almost in half. It does this because children that are afforded the opportunity to gain knowledge through these programs, ultimately become responsible adults that utilize the resources and knowledge that they learned as children. This way, companies do benefit from investing in children’s futures.
Ashley Wilkins-Miller
The specific information that seemed particularly relevant to my current professional development was the articles I read about businesses investing in quality child care programming. There are some programs that invest in child development centers in my area, and I am currently in the process of trying to get some grant money to upgrade some things in my center. There were many points in the articles I read that would help me gain strategies as to how to network with these businesses. Yes, we all want to only focus on the fun part of education, but we also have to realize that these programs do not function without monetary funds.
Which ideas/statements/resources, either on the website or in an e-newsletter, did you find controversial or made you think about an issue in new ways?
A controversial issue that has hit my area was competitions for Head Start Dollars
"Though it got little attention in the mainstream press, the world of Head Start was shaken last fall when the federal government announced new standards for funding and notified 132 organizations that run Head Start centers that they weren’t measuring up. The “re-competition” guidelines, as they are known, list seven trouble spots. If an organization receiving a Head Start grant has problems in one of those seven areas, it will have to compete for renewed federal dollars against other organizations that want to run Head Start programs in the same geographic area.
In 2013, this means movement is likely on at least two fronts: Newcomers – whether school districts or community-based organizations – will be preparing to win grants in the cities and towns where the 132 grantees have stumbled. And the other current grantees – at least those with their wits about them – will be double- and triple-checking their financial systems and ramping up the training of their teachers to ensure that they are offering a high-quality experience to the pre-kindergarten students in their care. The Classroom Assessment Scoring System – the tool used to determine the quality of teaching in the new federal guidelines – will continue its surge as a standard-bearer for good interactions between adults and children in Head Start." (earlyed.net) I know many centers panic about the assessment scoring systems in my area, and that they are fighting for the same funds because of state funding shortages.
I believe that this is the reason behind the importance of businessmen/women investing in quality childcare. This week we research some articles about this subject. Here is what I found....
“ ICW firmly believes that investments in high-quality early learning programs for children from birth to age five yield high returns. In fact, research shows that for every dollar invested today, savings range from $2.50 to as much as $17 in the years ahead. Arthur J. Rolnick, then-senior vice president of the Federal Reserve Bank of Minneapolis, and Robert Grunewald, associate economist, calculated an annual, inflation-adjusted rate of return of 16% for high-quality prekindergarten for disadvantaged three- and four- year olds. These returns are based on long-term educational, social, and economic benefits, including increased earnings and tax revenues and decreased use of welfare and other social services, resulting in lower expenses for states and communities.” (uschamber.com)
When companies invest in quality early childhood programs they cut their future costs almost in half. It does this because children that are afforded the opportunity to gain knowledge through these programs, ultimately become responsible adults that utilize the resources and knowledge that they learned as children. This way, companies do benefit from investing in children’s futures.
Ashley Wilkins-Miller
Sunday, November 10, 2013
Sharing Web Resources (Week2 EDUC 6162)
The website I signed up for is........
That's right I choose NAYEC! http://www.naeyc.org/affiliates.NAEYC Mission Statement
NAEYC's mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources (NAEYC Bylaws, Article I., Section 1.1).
Goals
NAEYC expresses its mission in terms of three broad goals:
Improving professional practice and working conditions in early childhood education.
Supporting early childhood programs by working to achieve a high-quality system of early childhood education.
Building a high-performing, inclusive organization of groups and individuals who are committed to promoting excellence in early childhood education for all young children.
Vision Statement
NAEYC's efforts are designed to achieve these ends:
All children have access to a safe and accessible, high quality early childhood education that includes a developmentally appropriate curriculum; knowledgeable and well-trained program staff and educators; and comprehensive services that support their health, nutrition, and social well-being, in an environment that respects and supports diversity.
All early childhood professionals are supported as professionals with a career ladder, ongoing professional development opportunities, and compensation that attracts and retains high quality educators.
All families have access to early childhood education programs that are affordable and of high quality and actively participate in their children's education as respected reciprocal partners.
All communities, states, and the nation work together to ensure accountable systems of high-quality early childhood education for all children.
Strategic Objectives
NAEYC achieves its goals by:
Providing professional development opportunities and resources for those who work for and with young children
Convening individuals and groups with diverse perspectives to generate new knowledge and understanding of issues affecting the education and development of young children and their families.
Setting and publicizing standards that promote excellence in early childhood education and early childhood professional preparation.
Implementing systems to recognize early childhood education programs and early childhood professional preparation programs that meet NAEYC standards and guidelines.
Building public understanding and support for activities and services that promote the healthy development and learning of all young children and their families.
Advocating for public policies-and funding-to support a comprehensive system of high-quality early childhood education for all young children and families.
Fostering the development of a network of high-performing, inclusive organizations that share the goal of promoting excellence in early childhood education for all young children.
Statement of Philosophy and Values
Accomplishing NAEYC's mission is dependent on:
building the commitment, loyalty, and enthusiasm of thousands of people by providing opportunities for participation, contribution, and building consensus on critical issues;
valuing and respecting individuals with diverse viewpoints and perspectives who share a commitment to the education and development of young children;
designing programs and services that support individual and collective efforts to improve all early childhood programs regardless of sponsorship, funding, or structure;
encouraging and supporting a strong network of AEYC Affiliates that provide leadership and professional growth opportunities at the community and state levels;
supporting the development of individuals' professional competence and attitudes primarily through education, persuasion, and modeling;
building and maintaining a strong organizational structure (governance, communication, financial base, headquarters staff and facility) to provide leadership, coordination, and services.
NAEYC seeks to become a more highly functioning organization that exemplifies its mission and vision and is enriched by and continually grows from the ongoing institutional commitment to diversity and inclusion as a core value in its work throughout the Association.
I also chose...
http://acei.org/. PRINCIPLES/GOVERNANCE
Principles:
Statement of Commitment
To promote the inherent rights, education, and well-being of all children in their home, school and community.
To work for desirable conditions, programs, and practices for children from infancy through early adolescence.
To bring into active cooperation all individuals and groups concerned with children.
To raise the standard of preparation for those actively involved with the care and development of children.
To encourage continuous professional growth of educators.
To focus the public's attention on the rights and needs of children, and on the ways various programs must be adjusted to fit those rights and needs.
Beliefs
ACEI delivers its humanitarian mission based on a platform of four core beliefs.
Uniqueness
We believe each child possesses a unique set of gifts and talents. Educators and others invested in the education of children should value each child as a unique and special individual.
Universality
We believe that there are key principles that join our world together through the common bonds of human dignity and respect. All those concerned with the education of children should uphold these universal principles.
Quality
We believe that educational experiences are enhanced by instructional strategies and learning environments that offer the very best opportunities for children's learning within the context of the nation, community, city, town or village in which children live.
Equality
We believe all children should be educated in environments of fairness where there is freedom from bias or favoritism and where access to, and participation in, educational experiences are the cornerstone of the home, school and community.
ADW
That's right I choose NAYEC! http://www.naeyc.org/affiliates.NAEYC Mission Statement
NAEYC's mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources (NAEYC Bylaws, Article I., Section 1.1).
Goals
NAEYC expresses its mission in terms of three broad goals:
Improving professional practice and working conditions in early childhood education.
Supporting early childhood programs by working to achieve a high-quality system of early childhood education.
Building a high-performing, inclusive organization of groups and individuals who are committed to promoting excellence in early childhood education for all young children.
Vision Statement
NAEYC's efforts are designed to achieve these ends:
All children have access to a safe and accessible, high quality early childhood education that includes a developmentally appropriate curriculum; knowledgeable and well-trained program staff and educators; and comprehensive services that support their health, nutrition, and social well-being, in an environment that respects and supports diversity.
All early childhood professionals are supported as professionals with a career ladder, ongoing professional development opportunities, and compensation that attracts and retains high quality educators.
All families have access to early childhood education programs that are affordable and of high quality and actively participate in their children's education as respected reciprocal partners.
All communities, states, and the nation work together to ensure accountable systems of high-quality early childhood education for all children.
Strategic Objectives
NAEYC achieves its goals by:
Providing professional development opportunities and resources for those who work for and with young children
Convening individuals and groups with diverse perspectives to generate new knowledge and understanding of issues affecting the education and development of young children and their families.
Setting and publicizing standards that promote excellence in early childhood education and early childhood professional preparation.
Implementing systems to recognize early childhood education programs and early childhood professional preparation programs that meet NAEYC standards and guidelines.
Building public understanding and support for activities and services that promote the healthy development and learning of all young children and their families.
Advocating for public policies-and funding-to support a comprehensive system of high-quality early childhood education for all young children and families.
Fostering the development of a network of high-performing, inclusive organizations that share the goal of promoting excellence in early childhood education for all young children.
Statement of Philosophy and Values
Accomplishing NAEYC's mission is dependent on:
building the commitment, loyalty, and enthusiasm of thousands of people by providing opportunities for participation, contribution, and building consensus on critical issues;
valuing and respecting individuals with diverse viewpoints and perspectives who share a commitment to the education and development of young children;
designing programs and services that support individual and collective efforts to improve all early childhood programs regardless of sponsorship, funding, or structure;
encouraging and supporting a strong network of AEYC Affiliates that provide leadership and professional growth opportunities at the community and state levels;
supporting the development of individuals' professional competence and attitudes primarily through education, persuasion, and modeling;
building and maintaining a strong organizational structure (governance, communication, financial base, headquarters staff and facility) to provide leadership, coordination, and services.
NAEYC seeks to become a more highly functioning organization that exemplifies its mission and vision and is enriched by and continually grows from the ongoing institutional commitment to diversity and inclusion as a core value in its work throughout the Association.
I also chose...
http://acei.org/. PRINCIPLES/GOVERNANCE
Principles:
Statement of Commitment
To promote the inherent rights, education, and well-being of all children in their home, school and community.
To work for desirable conditions, programs, and practices for children from infancy through early adolescence.
To bring into active cooperation all individuals and groups concerned with children.
To raise the standard of preparation for those actively involved with the care and development of children.
To encourage continuous professional growth of educators.
To focus the public's attention on the rights and needs of children, and on the ways various programs must be adjusted to fit those rights and needs.
Beliefs
ACEI delivers its humanitarian mission based on a platform of four core beliefs.
Uniqueness
We believe each child possesses a unique set of gifts and talents. Educators and others invested in the education of children should value each child as a unique and special individual.
Universality
We believe that there are key principles that join our world together through the common bonds of human dignity and respect. All those concerned with the education of children should uphold these universal principles.
Quality
We believe that educational experiences are enhanced by instructional strategies and learning environments that offer the very best opportunities for children's learning within the context of the nation, community, city, town or village in which children live.
Equality
We believe all children should be educated in environments of fairness where there is freedom from bias or favoritism and where access to, and participation in, educational experiences are the cornerstone of the home, school and community.
ADW
Establishing Professional Contacts and Expanding Resources( Week 1 EDUC6162)
The steps that I took to locate and contact the two required professionals were as followed:
1. I contacted http://acei.org/, and tried connect with some early childhood professionals
2. I contacted my Best Friend Oyinda that is currently an educator in Cairo, Egypt.
3. I also tried to log on to the two websites that were listed on our blog assignment page, but I wasn't able to upload the pages.
4. I researched https://www.globalfundforchildren.org.
I was able to get in touch with my best friend, but all other attempts failed. I may possibly have to complete the alternate assignment. I ultimately chose global fund for child website to research. I chose this site because it was easy to navigate, and full of information that I could use in my career. I would like to know if anyone else is having an issue gaining contacts? any advice would help. Thanks!
ADW
1. I contacted http://acei.org/, and tried connect with some early childhood professionals
2. I contacted my Best Friend Oyinda that is currently an educator in Cairo, Egypt.
3. I also tried to log on to the two websites that were listed on our blog assignment page, but I wasn't able to upload the pages.
4. I researched https://www.globalfundforchildren.org.
I was able to get in touch with my best friend, but all other attempts failed. I may possibly have to complete the alternate assignment. I ultimately chose global fund for child website to research. I chose this site because it was easy to navigate, and full of information that I could use in my career. I would like to know if anyone else is having an issue gaining contacts? any advice would help. Thanks!
ADW
Sunday, October 13, 2013
My Supports
My supports in daily life are...
At Work- My Trainer Mrs Dee. She is an awesome person that has taught me everything there is to know about running a childcare
center. She is my childcare mentor.
At Home- My Husband, my mother, and my aunt. They are there to support me everyday. I would not be able to do many things without
them. They are my rock.
My Church- Supports me spiritually. Without being grounded in my faith I would be able to accomplish anything.
It would be difficult to do the things I do and aspire to do without them. I believe that everyone in my life serves a purpose. They are a piece of my life puzzle. Without them, I wouldn't be complete.
Ashley Wilkins-Miller
At Work- My Trainer Mrs Dee. She is an awesome person that has taught me everything there is to know about running a childcare
center. She is my childcare mentor.
At Home- My Husband, my mother, and my aunt. They are there to support me everyday. I would not be able to do many things without
them. They are my rock.
My Church- Supports me spiritually. Without being grounded in my faith I would be able to accomplish anything.
It would be difficult to do the things I do and aspire to do without them. I believe that everyone in my life serves a purpose. They are a piece of my life puzzle. Without them, I wouldn't be complete.
Ashley Wilkins-Miller
Sunday, September 29, 2013
My Connections to Play
“Play is the work of the child.” – Maria Montessori
“Play is the highest form of research.” – Albert Einstein
A couple more quotes...
“The playing adult steps sideward into another reality; the playing child advances forward to new stages of mastery.” – Erik H. Erikson
“Children learn as they play. Most importantly, in play children learn how to learn.” – O. Fred Donaldson
“The creation of something new is not accomplished by the intellect but by the play instinct.” – Carl Jung
“We don’t stop playing because we grow old; we grow old because we stop playing.” – George Bernard Shaw
“Do not keep children to their studies by compulsion but by play.” – Plato
“Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.” - Fred Rogers
The three toys I could not go without growing up
Describe how people supported play when you were younger and/or the role of play in your childhood.
My grandmother was the best cook I've ever seen, and I wanted to cook just like her. So, my mother bought me an easy baked oven. I loved that toy. I was also I tom boy. I enjoyed games and cars, so my mother bought me toys that helped me to grow freely. When I was younger, I was allowed to play outside all day until the street lights came on, and I took full advantage to that rule. I loved playing outside. I believe that is something that children are missing now. Outside play was where we researched, exercised, grew socially, and implemented our imagination. It was bliss......
I try to raise my children the same way, but society is growing up our children so fast. The lack of censorship on everything ( even cartoons, and the crime rate are some of the issues we face now.
Live, learn, and Educate,
Ashley Wilkins-Miller
“Play is the highest form of research.” – Albert Einstein
A couple more quotes...
“The playing adult steps sideward into another reality; the playing child advances forward to new stages of mastery.” – Erik H. Erikson
“Children learn as they play. Most importantly, in play children learn how to learn.” – O. Fred Donaldson
“The creation of something new is not accomplished by the intellect but by the play instinct.” – Carl Jung
“We don’t stop playing because we grow old; we grow old because we stop playing.” – George Bernard Shaw
“Do not keep children to their studies by compulsion but by play.” – Plato
“Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.” - Fred Rogers
The three toys I could not go without growing up
Describe how people supported play when you were younger and/or the role of play in your childhood.
My grandmother was the best cook I've ever seen, and I wanted to cook just like her. So, my mother bought me an easy baked oven. I loved that toy. I was also I tom boy. I enjoyed games and cars, so my mother bought me toys that helped me to grow freely. When I was younger, I was allowed to play outside all day until the street lights came on, and I took full advantage to that rule. I loved playing outside. I believe that is something that children are missing now. Outside play was where we researched, exercised, grew socially, and implemented our imagination. It was bliss......
I try to raise my children the same way, but society is growing up our children so fast. The lack of censorship on everything ( even cartoons, and the crime rate are some of the issues we face now.
Live, learn, and Educate,
Ashley Wilkins-Miller
Sunday, September 15, 2013
RELATIONSHIP REFLECTION
"A friend should be one in whose understanding and virtue we can equally confide, and whose opinion we can value at once for its justness and its sincerity."
Robert Hall
Relationships develop through social skills. I believe that creating relationships is an important piece of who we are. My circle is very small, but throughout my life I do not know where I would be without the people that are in my life. This week we discussed the importance of building relationships among educators and parents. In my discussion post I stated
"Family partnerships are essential to effective programs and practices within the early childhood field because when all components are placed together, it creates a well-rounded child. Parent and teacher relationships are vital to a child’s success within the program. Yes, there are isolated situations where children are successful regardless of their environment and family situations, but those are rare. A child needs support and encouragement in order to grow to their full potential. Research states that “A primary purpose of frequent communication between parent and program staff is to establish and implement shared goals for a child.” (Powell ,146).
Even though there is a need for parental and educator relationships, there are some programs that do not share this focus. Powell states that “At a deeper level, there is considerable variation between and within different types of early childhood programs in the quality of connections with parents. Head Start program standards and resources for forming partnerships with families typically are not found in child care programs, for example, and most of the field’s innovations in working with families have not been widely adopted.” (Powell , 141). Some child care facilities do not focus on involving the parents in their programs. Their curriculum is set and all they want is for the parents to receive the results of the activities. Some parents are more focused on convenience and affordability. Not on curriculum and quality child care.
Positive relationship are crucial in the development of a child. Children model the relationships that they see, so it is of the most importance that parents create a positive relationship with teacher. “The essential features of the environment that influence children’s development are their relationships with the important people in their lives – beginning with their parents and other family members, and extending outward to include child care providers, teachers, and coaches – within the places to which they are exposed – from playgrounds to libraries to schools to soccer leagues.” (National Scientific Council on the Developing Child, 2004, p. 4).” (Edelman, 2004).
My own biases are critical to developing effective partnerships, because they will guide me in creating my relationships. Biases are defined as “ a tendency to believe that some people, ideas, etc., are better than others that usually results in treating some people unfairly: a strong interest in something or ability to do something” (http://www.merriam-webster.com). I believe that parents are a child’s first guide in creating and sustaining positive and effective partnerships. This is my bias, my belief, and because of this belief I will do all that it takes to develop effective partnerships.
The factors that I will explore further to be completely open to forming effective partnerships with every family is to be as open, caring, and compassionate as I can be. I want to be able to reach every family that enters my center. I will also research new and inventive ways to reach out and create community relationships as well.
Resources:
http://www.merriam-webster.com
Edelman, L. (2004). A relationship-based approach to early intervention. Resources and Connections, 3(2). Retrieved from http://olms.cte.jhu.edu/olms/data/resource/1144/A%20Relationship-based%20Approach%20to%20Early%20Intervention.pdf
Powell,D (nd).Relations Between Families and Early Childhood Programs. Retrieved from http://ecap.crc.illinois.edu/pubs/connecting/powell.pdf
National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships. Waltham, Mass; Heller School for Social Policy and Management at Brandeis University."
The most important people in my life are:
My Mother
My Husband
My two Children
My Aunt
My Best Friends
Relationships are about giving and taking. In order to maintain a relationship one must be compassionate, open minded, and wiling to at times sacrifice.
In relationships one can not go into a relationship with a closed mind, judgement, or predisposed notions.
Building relationships is what I've always been good at. I believe that if you are transparent and you are non-judgmental you can build any relationship. Open communication is key, and it is equally importance that one practices active learning skills as well.
Ashley Wilkins-Miller
Robert Hall
Relationships develop through social skills. I believe that creating relationships is an important piece of who we are. My circle is very small, but throughout my life I do not know where I would be without the people that are in my life. This week we discussed the importance of building relationships among educators and parents. In my discussion post I stated
"Family partnerships are essential to effective programs and practices within the early childhood field because when all components are placed together, it creates a well-rounded child. Parent and teacher relationships are vital to a child’s success within the program. Yes, there are isolated situations where children are successful regardless of their environment and family situations, but those are rare. A child needs support and encouragement in order to grow to their full potential. Research states that “A primary purpose of frequent communication between parent and program staff is to establish and implement shared goals for a child.” (Powell ,146).
Even though there is a need for parental and educator relationships, there are some programs that do not share this focus. Powell states that “At a deeper level, there is considerable variation between and within different types of early childhood programs in the quality of connections with parents. Head Start program standards and resources for forming partnerships with families typically are not found in child care programs, for example, and most of the field’s innovations in working with families have not been widely adopted.” (Powell , 141). Some child care facilities do not focus on involving the parents in their programs. Their curriculum is set and all they want is for the parents to receive the results of the activities. Some parents are more focused on convenience and affordability. Not on curriculum and quality child care.
Positive relationship are crucial in the development of a child. Children model the relationships that they see, so it is of the most importance that parents create a positive relationship with teacher. “The essential features of the environment that influence children’s development are their relationships with the important people in their lives – beginning with their parents and other family members, and extending outward to include child care providers, teachers, and coaches – within the places to which they are exposed – from playgrounds to libraries to schools to soccer leagues.” (National Scientific Council on the Developing Child, 2004, p. 4).” (Edelman, 2004).
My own biases are critical to developing effective partnerships, because they will guide me in creating my relationships. Biases are defined as “ a tendency to believe that some people, ideas, etc., are better than others that usually results in treating some people unfairly: a strong interest in something or ability to do something” (http://www.merriam-webster.com). I believe that parents are a child’s first guide in creating and sustaining positive and effective partnerships. This is my bias, my belief, and because of this belief I will do all that it takes to develop effective partnerships.
The factors that I will explore further to be completely open to forming effective partnerships with every family is to be as open, caring, and compassionate as I can be. I want to be able to reach every family that enters my center. I will also research new and inventive ways to reach out and create community relationships as well.
Resources:
http://www.merriam-webster.com
Edelman, L. (2004). A relationship-based approach to early intervention. Resources and Connections, 3(2). Retrieved from http://olms.cte.jhu.edu/olms/data/resource/1144/A%20Relationship-based%20Approach%20to%20Early%20Intervention.pdf
Powell,D (nd).Relations Between Families and Early Childhood Programs. Retrieved from http://ecap.crc.illinois.edu/pubs/connecting/powell.pdf
National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships. Waltham, Mass; Heller School for Social Policy and Management at Brandeis University."
The most important people in my life are:
My Mother
My Husband
My two Children
My Aunt
My Best Friends
Relationships are about giving and taking. In order to maintain a relationship one must be compassionate, open minded, and wiling to at times sacrifice.
In relationships one can not go into a relationship with a closed mind, judgement, or predisposed notions.
Building relationships is what I've always been good at. I believe that if you are transparent and you are non-judgmental you can build any relationship. Open communication is key, and it is equally importance that one practices active learning skills as well.
Ashley Wilkins-Miller
Sunday, August 25, 2013
Thank You!!!
I want to thank ALL of my peers for being so open and helpful throughout this course. I want to that also thank Dr. Dassa in help with making me mindful of my career, and how we can all make a difference in early childhood education. Thanks!
Ashley Wilkins-Miller
Ashley Wilkins-Miller
My Quote for Early Childcare Education
I believe that we as educators should always keep this in mind. We are the representation that our students should look to. Know that eyes are always watching you. Be the best you, not just for you, but for the children that look up to you.
Sunday, August 11, 2013
Assessing Disabilites in the UK
NHS.UK (http://www.nhs.uk/Livewell/Childrenwithalearningdisability/Pages/Askingforastatement.aspx)explains the protocol of assessing a disability in children in the UK.
"If your child has a learning disability and is not making adequate progress at school, you can ask your local authority to assess them. In some cases the local authority will issue a statement of special educational needs, stating what should be done to meet these needs.
Watch a video about children with disability
The statement, which outlines what your child's special educational needs are and how they can be met, is reviewed every year. It can state, for example, how many hours of teaching support your child should get each week, or how often they should have speech and language therapy support.
Not every child with learning disabilities is assessed or receives a statement of special educational needs (often just called a statement) from the local authority. But if you feel your child's needs are not being met at mainstream school, you can ask for an assessment.
Based on your application and information from people involved in your child's education and care, the local authority will decide whether or not to assess your child or issue a statement. If it decides not to, it will explain why and suggest other ways to meet your child's needs.
You can challenge this decision if you want to. The authority can tell you how to do this and let you know of local arrangements to help you come to an agreement.
You can also go to the First-tier Tribunal (Special Educational Needs and Disability), an independent body that reviews the information and decides whether the authority's decision should change. You can get an information pack on challenging a decision not to assess from the Independent Parental Special Education Advice (IPSEA) website.
Applying for an assessment
You or your child's school or early years setting (such as a nursery) can apply for an assessment. The application has to be made to the special educational needs department of your local authority. You will be required to fill in forms about your child and why you think they need an assessment.
If you need support with this, contact either the special educational needs co-ordinator (SENCO) at the school or nursery, or a local support group or a voluntary sector organisation such as Mencap. Your local Parent Partnership Service is available to provide impartial advice about special educational needs.
The authority will read your application and let you know within six weeks whether it will carry out an assessment.
The assessment
If the assessment goes ahead, the local authority will talk to a number of people about your child and his or her needs, including:
you and your child
their school or nursery
a doctor
an educational psychologist
social services, if they know your child
anyone else the authority believes can help
You can suggest other people or organisations the authority can talk to. You can tell the authority what support you feel your child should have, such as speech and language therapy or special training for their teachers.
The statement
'I was told to get a statement in place before my son started full-time education. Wise words! I had qualified headteachers check it over too'
Netbuddy parent tip
Once the authority has collected all the information it needs for the assessment, it will either:
write a statement of your child's needs and the support your child should have, or
decide not to give a statement
If a statement is issued, this will be reviewed every year throughout your child's education. It describes clearly the support that your child should have.
A parent's view
Monica Rivers' daughter Ayesha, six, received a statement in May 2008. It was the second time that Monica and her husband applied for it.
"It was time consuming and, to be honest, depressing doing the application," she says. "You have to break down every aspect of your child into a document. For me it brought back some of the difficult times and challenges I didn't want to revisit.
"We were refused the first time, but reapplied the next year. This time I met the woman at the special educational needs department of the local authority who was overseeing Ayesha's application. We went through the whole statement together, outlining what Ayesha needed.
"I had also started working at a charity within the learning disability community, so I was more aware of what was needed. This time we got it. Ayesha is in a mainstream school, and the statement says she should get 25 hours of extra support a week. She is really benefitting from it."
Ashley Wilkins-Miller
"If your child has a learning disability and is not making adequate progress at school, you can ask your local authority to assess them. In some cases the local authority will issue a statement of special educational needs, stating what should be done to meet these needs.
Watch a video about children with disability
The statement, which outlines what your child's special educational needs are and how they can be met, is reviewed every year. It can state, for example, how many hours of teaching support your child should get each week, or how often they should have speech and language therapy support.
Not every child with learning disabilities is assessed or receives a statement of special educational needs (often just called a statement) from the local authority. But if you feel your child's needs are not being met at mainstream school, you can ask for an assessment.
Based on your application and information from people involved in your child's education and care, the local authority will decide whether or not to assess your child or issue a statement. If it decides not to, it will explain why and suggest other ways to meet your child's needs.
You can challenge this decision if you want to. The authority can tell you how to do this and let you know of local arrangements to help you come to an agreement.
You can also go to the First-tier Tribunal (Special Educational Needs and Disability), an independent body that reviews the information and decides whether the authority's decision should change. You can get an information pack on challenging a decision not to assess from the Independent Parental Special Education Advice (IPSEA) website.
Applying for an assessment
You or your child's school or early years setting (such as a nursery) can apply for an assessment. The application has to be made to the special educational needs department of your local authority. You will be required to fill in forms about your child and why you think they need an assessment.
If you need support with this, contact either the special educational needs co-ordinator (SENCO) at the school or nursery, or a local support group or a voluntary sector organisation such as Mencap. Your local Parent Partnership Service is available to provide impartial advice about special educational needs.
The authority will read your application and let you know within six weeks whether it will carry out an assessment.
The assessment
If the assessment goes ahead, the local authority will talk to a number of people about your child and his or her needs, including:
you and your child
their school or nursery
a doctor
an educational psychologist
social services, if they know your child
anyone else the authority believes can help
You can suggest other people or organisations the authority can talk to. You can tell the authority what support you feel your child should have, such as speech and language therapy or special training for their teachers.
The statement
'I was told to get a statement in place before my son started full-time education. Wise words! I had qualified headteachers check it over too'
Netbuddy parent tip
Once the authority has collected all the information it needs for the assessment, it will either:
write a statement of your child's needs and the support your child should have, or
decide not to give a statement
If a statement is issued, this will be reviewed every year throughout your child's education. It describes clearly the support that your child should have.
A parent's view
Monica Rivers' daughter Ayesha, six, received a statement in May 2008. It was the second time that Monica and her husband applied for it.
"It was time consuming and, to be honest, depressing doing the application," she says. "You have to break down every aspect of your child into a document. For me it brought back some of the difficult times and challenges I didn't want to revisit.
"We were refused the first time, but reapplied the next year. This time I met the woman at the special educational needs department of the local authority who was overseeing Ayesha's application. We went through the whole statement together, outlining what Ayesha needed.
"I had also started working at a charity within the learning disability community, so I was more aware of what was needed. This time we got it. Ayesha is in a mainstream school, and the statement says she should get 25 hours of extra support a week. She is really benefitting from it."
Ashley Wilkins-Miller
Sunday, July 28, 2013
Consequences of Stress on Children's Development
This week we were required to talk about a stressor that affected us during our childhood. One of the main stressors that affected me during my childhood was disease. I lost both of my grandmothers, and my father to diseases. My paternal grandmother died to cancer (colon), my maternal grandmother died to diabetes, and my father to lung cancer. These were three of the most important people in my life. The consequences of these stressors caused me to become cold, and not allow people to get too close to me. I feared that like my father and grandmothers, they would leave me as well. I didn't want to feel, and I didn't want to love. Of course, I love my mother and my family, but I feared that they too would leave and I would be heart broken again.
We were also asked to Choose a region or country in the world that you would like to know more about and/or for which you have a special affinity. Find out, and describe, the kind of stressor(s) that impact the development of children in that region/country and what is being done to minimize the harm.
“In cases like Afghanistan with a combination of conflict and prolonged drought, the coping mechanisms of children have dwindled. They are malnourished; they suffer from a variety of illnesses. If they have a bout of measles, the fatality rates will be high.” – Deputy Director, UNICEF Supply Division, Shamsul Farooq, former Senior Programme Officer in the Humanitarian Response Unit. (http://www.unicef.org/immunization/index_why.html)
Another example of how diseases effect children.
"Pneumonia, diarrhoea, malaria, measles, HIV/AIDS and malnutrition are the primary killers of children in the developing world. These children die because they are poor, they do not have access to routine immunization or health services, their diets lack sufficient vitamin A and other essential micronutrients, and they live in circumstances that allow pathogens (disease-causing organisms) to thrive.
The possibility that children will become seriously ill or die depends largely on whether their immune systems can fight off infections. Malnutrition, combined with unsanitary or crowded conditions, makes them extremely vulnerable. Measles, for instance, rarely kills in industrial countries but can cause up to 40 per cent mortality among infected children in dire and overcrowded situations which may occur following earthquakes, floods or when populations are displaced by conflict.
A variety of pathogens – bacteria, viruses and parasites – are responsible for the major childhood diseases. Bacteria causes tetanus, diphtheria, pertussis and tuberculosis. Viruses cause polio and measles. A single-celled parasite causes malaria.
Measles, a viral respiratory infection, killed over 500,000 children in 2003, more than any other vaccine-preventable disease. The measles death toll in Africa is so high – every minute one child dies – that many mothers don't give children real names until they have survived the disease. Measles weakens the immune system and renders children very susceptible to fatal complications from diarrhoea, pneumonia and malnutrition. Those that survive may suffer blindness, deafness or brain damage.
Tetanus, referred to in the Old Testament as the “seventh-day death,” killed an estimated 200,000 newborns and 30,000 mothers in 2001. The tetanus bacteria are ubiquitous – they live in soil, in animal dung and in feces. Tetanus can infect newborns if the umbilical cord is cut with unsterile instruments or the incision treated with contaminated dressings.
In acute respiratory infections such as diphtheria or pertussis, bacteria can attack the lungs or bronchial tubes, causing chronic coughs, pneumonia and breathing difficulties. Pertussis – also known as whooping cough – kills about 300,000 children a year, while a third respiratory infection, Haemophilus influenzae type b (Hib) pneumonia kills about 500,000.
“In cases like Afghanistan with a combination of conflict and prolonged drought, the coping mechanisms of children have dwindled. They are malnourished; they suffer from a variety of illnesses. If they have a bout of measles, the fatality rates will be high.” – Deputy Director, UNICEF Supply Division, Shamsul Farooq, former Senior Programme Officer in the Humanitarian Response Unit.
Polio, a viral infection of the nervous system, can cause crippling paralysis within hours. Significant progress has been made towards eradicating the disease, but it remains a serious threat to children in areas where the wild poliovirus still circulates. The number of cases worldwide dropped from 350,000 in 1988 to under 1,300 in 2004.
Haemophilus influenzae type b (Hib), prevalent mainly in developing countries, is estimated to cause approximately 3 million cases of serious disease and kills about 450,000 children every year. Most children die from pneumonia and a minority from meningitis. In developing countries about 40% of Hib meningitis cases are fatal, and 15-35% of children who survive are left with permanent disabilities. Despite gradual uptake of the Hib vaccine in developing countries, in 2001, only one in five children worldwide were immunized against Hib during the first year of life.
Rotavirus, a pervasive wheel-shaped virus, is a leading cause of severe diarrhoea in infants and young children, particularly in the developing world. Currently, there is no vaccine approved for the disease, which kills 600,000 children under five each year.
Hepatitis B virus infects many infants and children – more than 2 billion people have been infected with the virus at some point, and an estimated 350 million are lifelong carriers. However, most don't develop the clinical disease until several decades later when the virus can cause inflammation of the liver and lead to cirrhosis or liver cancer.
Yellow fever, a viral disease that occurs primarily in tropical and subtropical areas of Africa and South America, kills 30,000 each year. The virus is transmitted most often through the bite of the female Aedes aegypti mosquito. Once controlled fairly well by widespread vaccination and mosquito control, the disease is making a comeback and outbreaks are becoming more frequent.
The parasitic disease malaria is responsible for a staggering number of deaths - over one million a year - the majority children under five. A child dies every 30 seconds from malaria, many in just days after infection. Pregnant women infected with malaria can give birth to underweight babies who are then vulnerable to other diseases.
Today, 90 per cent of malaria cases occur in sub-Saharan Africa. Malaria, so named by the Romans because they believed it arose from bad (mala) air (aire) floating up from nearby swamps, is in fact caused by a single-celled parasite, Plasmodium, which is transmitted by the bite of the Anopheles mosquito. Though there is no vaccine for malaria, it can be controlled with mosquito nets and insect repellant, and is often treatable with antimalarial drugs."
Ashley Wilkins-Miller
Sunday, July 14, 2013
Child development in public health
Breastfeeding has always been important to me because of my experience breastfeeding both of my children. I nursed my son until he was 6 months, and I am currently nursing my 9 month old daughter. I plan on nursing her until she is one. I was also a WIC nutritionist for 2 years, so I am well aware of the benefits of breast feeding.
The World Health Organization (WHO) recommends mothers exclusively breastfeed infants for their first six months to achieve optimal growth, development and health, yet globally less than 40% of infants under six months of age are exclusively breastfed.
In an article from http://www.havingababyinchina.com/
When it comes to breastfeeding, China is a bit of a conundrum. Although statistics tell us that China has better breastfeeding rates than the US and Europe (http://www.llli.org/cbi/bfstats03.html), most people having a baby in a Chinese hospital will feel there is far less support and understanding about breastfeeding. Most mothers will experience a large amount of pressure to formula feed in the hospital. This is true for foreign mothers and even more true for Chinese.
Living in China you have probably noticed that formula marketing is rampant. Formula samples are given at prenatal checkups, free “breastfeeding classes” are held by formula companies, their posters are all over the walls of most hospitals. Dr.’s and hospital staff receive perks from formula companies for promoting their products. WHO and UNICEF’s Baby Friendly Hospital Initiative prohibits formula promotion or pressuring. There are over 6,000 Baby Friendly Hospitals in China compared to 105 in the US. Still I can personally attest to being in Baby Friendly Hospitals where I see at least 4 of the 10 requirements being routinely broken.
Perhaps one explanation for the difference seen between statistics and real experience is that the statistics are for the whole of China. If you look at the major metropolitan cities you see a much bleaker picture. For instance, in Shanghai, breastfeeing rates at 4 months are 22% compared to country side Chengde at 76%. The national target is 80%. (Sources: 1, 2, 3)
Still, the general attitude in China is pro-breastfeeding. In contrast to the West almost all Chinese women plan to breastfeed. Breastfeeding in public is much more acceptable in China than in the West. Since the 2008 formula scandal breastfeeding has been promoted. For most, formula feeding is not seen so much as a “choice” and women only plan to use it if they have to. Still with a lack of medically sound support, unethical marketing, and abundant family pressure few manage to exclusively breastfeed and wean long before they hoped to.
So if you plan to breastfeed what should you expect when having a baby in China?
Hospital Stay – Do not expect hospital breastfeeding support
Those foreign mothers I’ve talked to who had babies at international hospitals report receiving help with breastfeeding and less pressure to formula feed. I can’t say the same of Chinese hospitals. Of course you might get lucky and discover a local hospital that is supportive of breastfeeding! If so, use the forum on this website to promote that hospital! In any case, it is best to prepare yourself with information so you can combat any poor advice. Here are some issues to be prepared for:
Colostrum: There is a lack of understanding in Chinese hospitals when it comes to colostrum (the special breastmilk produced the first 3-4 days). Colostrum is often ignored, babies are given formula and water, and breastfeeding is started once milk comes in (day 3-5). This is unfortunate as colostrum is of paramount importance to infants. It seals the gut to protect against pathogens, colonizes the GI tract with friendly bacteria and enzymes, and it has a laxative effect that helps prevent jaundice. Because colostrum may not be abundant and looks different than mature breastmilk (and very different from formula) many doubt it’s ability to nourish a newborn. Research (and all of human history) shows that colostrum is the perfect amount for the newborns tiny stomach and is essential to infant health. No supplements of water or formula should be given unless medically indicated. Understanding colostrum and it’s transition to mature breastmilk will help you feel confident exclusively breastfeeding. See the World Health Organization’s website for more info on why exclusive breastfeeding is so important: http://www.who.int/nutrition/topics/exclusive_breastfeeding/en/
Water: Chinese see breastmilk as food not drink. 吃奶 means “eat milk.” This idea along with some Chinese medicine has lead to the belief that all babies, even right after birth, need to be supplemented with water. You will probably be instructed to give your baby water. Knowing that breastmilk has water in it and knowing the risks of giving water can be helpful. Giving water to newborns worsens jaundice, makes infants more susceptible to infection and allergies, brings imbalance to blood sugar, leads to reduced caloric intake, and lowers milk supply. There is really never a medically indicated reason to do it. Every major health organization advises against any supplements (water, food, formula) until around the baby’s 6th month of life.
Breast Massage: This is actually big business in China! Expect to have at least one visit a day from a breast massage therapist hoping to be hired. Usually they just give you their card and move along but I have observed that they can be very persistent. Even freely squeezing your breasts (without asking!) and telling you you don’t have enough milk. Although breast massage can be useful it is something any mother can learn to do herself. These services are usually offered to fix two problems, engorgement and low milk supply. Both of these problems are usually due to infrequent feeding and both can be fixed by increasing breastfeeding frequency.
Getting Enough Milk?: In China being told your baby isn’t eating enough is common. When your baby is first born breastfeeding VERY frequently is normal. 10-12 times in 24 hours or more. As your milk comes in and your baby’s stomach grows time between feedings will lengthen. Just because your baby seems to want to constantly be at the breast it doesn’t mean you don’t have enough milk for him. It’s helpful to know accurate ways to asses adequate intake. You can know how much is going in by how much is coming out! Take this chart with you to the hospital for reference.
* Day One: 1 wet, 1+ meconium (dark tarry) stool
* Day Two: 2-3 wet, 1+ meconium stools
* Day Three: 4-6 wet, transitional stools
* Day Four: 4-6 wet, transitional stools
* Day Five: 6+ wet, 3-4 yellow stools
(Taken from “Core Curiculum for Lactation Consultant Practice, 2nd Edition,” Mannel, Martens, and Walker)
Breastfeeding Issues after Discharge
Well Baby Checks: Unless you’re going through an International style clinic or hospital you may not have scheduled well baby checks. Well baby checks are important to the breastfeeding mother because your baby can be weighed, measured, and you can be assured that he/she is getting enough milk. Also most serious cases of jaundice present AFTER discharge. Especially if your baby still appears jaundice after you leave the hospital schedule a check up soon. One of the easiest solutions parents have found is to look online to find the normal schedule for check-ups and vaccines from their country and try their best to follow it.
Growth Charts: In China there is an outdated growth chart in use in most hospitals and clinics. In the West there is a slow transition to using growth charts based on breastfed babies instead of formula fed babies. The WHO chart is the one to use for breastfed or mostly breastfed babies http://www.who.int/childgrowth/standards/en/. Take it with you whenever your baby will be weighed and measured. Many mothers have been told to wean or supplement with formula because their baby is in the lower percentile on a faulty chart. Whatever you hear at a check up you can take home and look up. Some families have found it useful to purchase a digital baby scale so they can keep track of weight themselves. Scales in hospitals also seem to vary greatly so it’s good to use the same one consistently.
Nutrients: Breastfed babies often have lower iron levels and I’ve heard of many mothers being told their babies are anemic. Breastmilk iron is unique and is extremely well absorbed. 50%-70% compared to 1%-12% in formula. So breastfed babies who may test low in blood iron levels may be thriving just fine. Anemia is a serious condition so don’t take it lightly. But do consider a second opinion, preferably from a pediatrician who is familiar with breastfed babies. Research has shown that babies who are exclusively breastfed for the first 6-7 months are at a lower risk of becoming anemic than formula fed babies. (Pisacane in 1995) Breastfed babies are often also told they are calcium deficient. This again is based on the high levels of calcium in formula that are not bioavailable to the baby. Always take your baby’s blood work home and do a little research for yourself before you get scared by statements like “you’re milk is bad quality” (very unlikely), “your baby is deficient in ______”, or “your baby is underweight.” Chart of normal iron levels: http://www.kellymom.com/nutrition/vitamins/iron.html#lowiron Iron rich foods for babies starting solids: http://www.llli.org/faq/firstfoods.html
*“Stop Breastfeeding”: Of the many breastfeeding mothers, foreign and Chinese, I interact with here in China almost all have been told to “stop breastfeeding” at least once by a well meaning health professional. Unfortunately, weaning is often advised here with problems such as mastitis, slow weight gain, sore nipples, or even a cold. In all of these situations abrupt weaning will only cause many more problems for both mom and baby. That being said don’t just “tough out” breastfeeding difficulties! Get good support and help.
Milk Increasing Foods: The Chinese have many traditional galactogogues (food or herbs that increase milk supply). Soup, especially fish soup, is said to increase milk supply. Scientifically, we know that breastmilk production is regulated by a “supply and demand” system. No amount of special food will be able to save the milk supply of a mother who is not allowing her baby to drive her supply by frequent breastfeeding. That being said some Chinese galactogogues may have a cause a slight rise in prolactin (milk making hormone) levels. Fish soup is a great source of calcium, important for a culture that doesn’t consume much dairy. Except for anything typically high in toxins (like shellfish), there’s no reason not to try the “more milk” foods your ayi makes for you!
Resources and Support for the Breastfeeding Family
Lactation Consultants: In China there is no real concept of lactation consultant practice. This is not true of other Asian nations. South Korea has a very large number of International Board Certified Lactation Consultants (IBCLCs) as do Japan and Thailand. Lactation Consultants hold an official certification and are often employed by hospitals or pediatric offices in developed nations. In China, advice about breastfeeding is left to nurses (who usually have very little training), Yue Zao (the ayis hired to help a mother during her “sit month”), breast massage therapists, and mostly family members. Contacting a lactation consultant in your home country by phone or email may be possible. There are a few in China who are understandably overworked.
Support Groups: La Leche League International is active in China with Leaders in the following cities: Shanghai, Beijing, Hong Kong, Qingdao, Kunming, and Suzhou. La Leche League groups are fun to attend and are a great place to find support and encouragement. If you wish to know about a La Leche League group in your area see www.muruhui.org. This site is in Chinese. You may contact me if you cannot find the information you are looking for there. No LLL group in your area? Start your own support group! Just get together with some other moms and start sharing what you’re learning. As all of us expats know, friendship and encouragement are important ways to avoid feeling alone.
This has impacted my current life because it is my life. I have seen the benefits and I am TOTALLY for it.
Ashley Wilkins-Miller
The World Health Organization (WHO) recommends mothers exclusively breastfeed infants for their first six months to achieve optimal growth, development and health, yet globally less than 40% of infants under six months of age are exclusively breastfed.
In an article from http://www.havingababyinchina.com/
When it comes to breastfeeding, China is a bit of a conundrum. Although statistics tell us that China has better breastfeeding rates than the US and Europe (http://www.llli.org/cbi/bfstats03.html), most people having a baby in a Chinese hospital will feel there is far less support and understanding about breastfeeding. Most mothers will experience a large amount of pressure to formula feed in the hospital. This is true for foreign mothers and even more true for Chinese.
Living in China you have probably noticed that formula marketing is rampant. Formula samples are given at prenatal checkups, free “breastfeeding classes” are held by formula companies, their posters are all over the walls of most hospitals. Dr.’s and hospital staff receive perks from formula companies for promoting their products. WHO and UNICEF’s Baby Friendly Hospital Initiative prohibits formula promotion or pressuring. There are over 6,000 Baby Friendly Hospitals in China compared to 105 in the US. Still I can personally attest to being in Baby Friendly Hospitals where I see at least 4 of the 10 requirements being routinely broken.
Perhaps one explanation for the difference seen between statistics and real experience is that the statistics are for the whole of China. If you look at the major metropolitan cities you see a much bleaker picture. For instance, in Shanghai, breastfeeing rates at 4 months are 22% compared to country side Chengde at 76%. The national target is 80%. (Sources: 1, 2, 3)
Still, the general attitude in China is pro-breastfeeding. In contrast to the West almost all Chinese women plan to breastfeed. Breastfeeding in public is much more acceptable in China than in the West. Since the 2008 formula scandal breastfeeding has been promoted. For most, formula feeding is not seen so much as a “choice” and women only plan to use it if they have to. Still with a lack of medically sound support, unethical marketing, and abundant family pressure few manage to exclusively breastfeed and wean long before they hoped to.
So if you plan to breastfeed what should you expect when having a baby in China?
Hospital Stay – Do not expect hospital breastfeeding support
Those foreign mothers I’ve talked to who had babies at international hospitals report receiving help with breastfeeding and less pressure to formula feed. I can’t say the same of Chinese hospitals. Of course you might get lucky and discover a local hospital that is supportive of breastfeeding! If so, use the forum on this website to promote that hospital! In any case, it is best to prepare yourself with information so you can combat any poor advice. Here are some issues to be prepared for:
Colostrum: There is a lack of understanding in Chinese hospitals when it comes to colostrum (the special breastmilk produced the first 3-4 days). Colostrum is often ignored, babies are given formula and water, and breastfeeding is started once milk comes in (day 3-5). This is unfortunate as colostrum is of paramount importance to infants. It seals the gut to protect against pathogens, colonizes the GI tract with friendly bacteria and enzymes, and it has a laxative effect that helps prevent jaundice. Because colostrum may not be abundant and looks different than mature breastmilk (and very different from formula) many doubt it’s ability to nourish a newborn. Research (and all of human history) shows that colostrum is the perfect amount for the newborns tiny stomach and is essential to infant health. No supplements of water or formula should be given unless medically indicated. Understanding colostrum and it’s transition to mature breastmilk will help you feel confident exclusively breastfeeding. See the World Health Organization’s website for more info on why exclusive breastfeeding is so important: http://www.who.int/nutrition/topics/exclusive_breastfeeding/en/
Water: Chinese see breastmilk as food not drink. 吃奶 means “eat milk.” This idea along with some Chinese medicine has lead to the belief that all babies, even right after birth, need to be supplemented with water. You will probably be instructed to give your baby water. Knowing that breastmilk has water in it and knowing the risks of giving water can be helpful. Giving water to newborns worsens jaundice, makes infants more susceptible to infection and allergies, brings imbalance to blood sugar, leads to reduced caloric intake, and lowers milk supply. There is really never a medically indicated reason to do it. Every major health organization advises against any supplements (water, food, formula) until around the baby’s 6th month of life.
Breast Massage: This is actually big business in China! Expect to have at least one visit a day from a breast massage therapist hoping to be hired. Usually they just give you their card and move along but I have observed that they can be very persistent. Even freely squeezing your breasts (without asking!) and telling you you don’t have enough milk. Although breast massage can be useful it is something any mother can learn to do herself. These services are usually offered to fix two problems, engorgement and low milk supply. Both of these problems are usually due to infrequent feeding and both can be fixed by increasing breastfeeding frequency.
Getting Enough Milk?: In China being told your baby isn’t eating enough is common. When your baby is first born breastfeeding VERY frequently is normal. 10-12 times in 24 hours or more. As your milk comes in and your baby’s stomach grows time between feedings will lengthen. Just because your baby seems to want to constantly be at the breast it doesn’t mean you don’t have enough milk for him. It’s helpful to know accurate ways to asses adequate intake. You can know how much is going in by how much is coming out! Take this chart with you to the hospital for reference.
* Day One: 1 wet, 1+ meconium (dark tarry) stool
* Day Two: 2-3 wet, 1+ meconium stools
* Day Three: 4-6 wet, transitional stools
* Day Four: 4-6 wet, transitional stools
* Day Five: 6+ wet, 3-4 yellow stools
(Taken from “Core Curiculum for Lactation Consultant Practice, 2nd Edition,” Mannel, Martens, and Walker)
Breastfeeding Issues after Discharge
Well Baby Checks: Unless you’re going through an International style clinic or hospital you may not have scheduled well baby checks. Well baby checks are important to the breastfeeding mother because your baby can be weighed, measured, and you can be assured that he/she is getting enough milk. Also most serious cases of jaundice present AFTER discharge. Especially if your baby still appears jaundice after you leave the hospital schedule a check up soon. One of the easiest solutions parents have found is to look online to find the normal schedule for check-ups and vaccines from their country and try their best to follow it.
Growth Charts: In China there is an outdated growth chart in use in most hospitals and clinics. In the West there is a slow transition to using growth charts based on breastfed babies instead of formula fed babies. The WHO chart is the one to use for breastfed or mostly breastfed babies http://www.who.int/childgrowth/standards/en/. Take it with you whenever your baby will be weighed and measured. Many mothers have been told to wean or supplement with formula because their baby is in the lower percentile on a faulty chart. Whatever you hear at a check up you can take home and look up. Some families have found it useful to purchase a digital baby scale so they can keep track of weight themselves. Scales in hospitals also seem to vary greatly so it’s good to use the same one consistently.
Nutrients: Breastfed babies often have lower iron levels and I’ve heard of many mothers being told their babies are anemic. Breastmilk iron is unique and is extremely well absorbed. 50%-70% compared to 1%-12% in formula. So breastfed babies who may test low in blood iron levels may be thriving just fine. Anemia is a serious condition so don’t take it lightly. But do consider a second opinion, preferably from a pediatrician who is familiar with breastfed babies. Research has shown that babies who are exclusively breastfed for the first 6-7 months are at a lower risk of becoming anemic than formula fed babies. (Pisacane in 1995) Breastfed babies are often also told they are calcium deficient. This again is based on the high levels of calcium in formula that are not bioavailable to the baby. Always take your baby’s blood work home and do a little research for yourself before you get scared by statements like “you’re milk is bad quality” (very unlikely), “your baby is deficient in ______”, or “your baby is underweight.” Chart of normal iron levels: http://www.kellymom.com/nutrition/vitamins/iron.html#lowiron Iron rich foods for babies starting solids: http://www.llli.org/faq/firstfoods.html
*“Stop Breastfeeding”: Of the many breastfeeding mothers, foreign and Chinese, I interact with here in China almost all have been told to “stop breastfeeding” at least once by a well meaning health professional. Unfortunately, weaning is often advised here with problems such as mastitis, slow weight gain, sore nipples, or even a cold. In all of these situations abrupt weaning will only cause many more problems for both mom and baby. That being said don’t just “tough out” breastfeeding difficulties! Get good support and help.
Milk Increasing Foods: The Chinese have many traditional galactogogues (food or herbs that increase milk supply). Soup, especially fish soup, is said to increase milk supply. Scientifically, we know that breastmilk production is regulated by a “supply and demand” system. No amount of special food will be able to save the milk supply of a mother who is not allowing her baby to drive her supply by frequent breastfeeding. That being said some Chinese galactogogues may have a cause a slight rise in prolactin (milk making hormone) levels. Fish soup is a great source of calcium, important for a culture that doesn’t consume much dairy. Except for anything typically high in toxins (like shellfish), there’s no reason not to try the “more milk” foods your ayi makes for you!
Resources and Support for the Breastfeeding Family
Lactation Consultants: In China there is no real concept of lactation consultant practice. This is not true of other Asian nations. South Korea has a very large number of International Board Certified Lactation Consultants (IBCLCs) as do Japan and Thailand. Lactation Consultants hold an official certification and are often employed by hospitals or pediatric offices in developed nations. In China, advice about breastfeeding is left to nurses (who usually have very little training), Yue Zao (the ayis hired to help a mother during her “sit month”), breast massage therapists, and mostly family members. Contacting a lactation consultant in your home country by phone or email may be possible. There are a few in China who are understandably overworked.
Support Groups: La Leche League International is active in China with Leaders in the following cities: Shanghai, Beijing, Hong Kong, Qingdao, Kunming, and Suzhou. La Leche League groups are fun to attend and are a great place to find support and encouragement. If you wish to know about a La Leche League group in your area see www.muruhui.org. This site is in Chinese. You may contact me if you cannot find the information you are looking for there. No LLL group in your area? Start your own support group! Just get together with some other moms and start sharing what you’re learning. As all of us expats know, friendship and encouragement are important ways to avoid feeling alone.
This has impacted my current life because it is my life. I have seen the benefits and I am TOTALLY for it.
Ashley Wilkins-Miller
Sunday, July 7, 2013
EDUC-6160: Birthing Experiences
Hello All and welcome to my blog!
In our EDUC 6160 course, week 1, we were to answer these questions:
•Write about a personal birthing experience. It can be your own birth, your child's birth, or one you took part in. What do you remember about the event? Why did you choose this example? What are your thoughts regarding birth and its impact on child development?
•Choose a region of the world or a country, other than the U.S., and find out how births happen there. Write about what you learned, and the differences and similarities with your experience (in the personal example you provided). What additional insights, if any, about the impact of the birthing experience on development, did you gain from this comparison?
This first post will explain my personal experiences and another region's tradition of the "birthing experience".
I had my son in 2009 and my daughter in 2012. Both experiences were very different and had some similarities. I had my son 3 days after I graduated college. The week of my graduation was very eventful to say the least. I graduated from Winthrop University on Saturday, moved back to my home town on Sunday, and had my son on Wednesday. Whew!?! I had him two days before my due date. I went into labor at 2am. Unaware of what was going on with my body. I was unprepared and scared. I asked for EVERY DRUG I could get, I stopped dilating at 7.5 cm, and I had to have a C-Section. My recovery was terrible to say the least.
My daughter was born 3.5 years later, this time I was prepared. I opted to try a VBAC , all natural, and on my own terms. I was also fully prepared to have a C-Section if needed. My daughter was born 2 weeks early. I went to my weekly check-up to find out that I dilated to 3cm. My doctor sent me straight to the hospital. I had my music, bag, and everything ready. My husband still laughs about what he calls "Monk Music". all was well. I dilated to 9 cm without any medication, but due to a medical issue(TMI) I had to have another C-Section. Unlike the first one, I was calm, and it was a beautiful experience. My recovery was AWESOME!!!I bounced back within the first two weeks.
Here are a couple of interesting practices from different countries that I researched.
The Netherlands
Most expectant moms in Holland don't see an obstetrician, but are instead referred by their family doctor to a local midwife practice. Doctors only intervene in high-risk cases or if complications arise during delivery. Dutch women decide whether they want a home or hospital delivery. I was surprised to learn that more than half of the women at my midwife's practice deliver at home. In fact, all expectant mothers in Holland are required to pick up a kraampakket that includes all of the medical supplies necessary for a home birth. If you choose not to deliver at home, your midwife will make a house call to check on the progress of your labor and determine the ideal time for you to go to the hospital.
Even if you opt for a hospital birth, it's unlikely that you'll get an epidural. Epidurals are usually only given if it's convenient for the anesthesiologist's schedule (people often joke about the Dutch 9-to-5 epidural) or if an obstetrician determines it is necessary. Giving birth naturally remains the ideal for the vast majority of Dutch women. As my due date approached, I became more open to the idea, and in the end, no one was more surprised than I was to realize I had given birth to our son without any painkillers.
If a mother gives birth early in the day without complications, she and the baby may go home in as little as two hours. Then the unique Dutch system of kraamhulp (maternity home care) is set into motion. For seven days we had a nurse come to our home, a benefit covered by insurance. Not only did she provide medical care, but she also cleaned our apartment, cooked, and instructed us in basic parenting skills.
Local custom: Another important duty of the nurse is to manage the flow of visitors and make the traditional snack to celebrate a birth: beschuit met muisjes, which literally translates as "biscuits with mice." The "mice" are actually miniature licorice bits with blue-and-white coating for boys, pink-and-white for girls.
-Wow, I love the perks that these moms get.
Germany
As in Holland, in Germany women see midwives for their prenatal care. In fact, midwives are so respected that by law a midwife must be present at every birth, and a doctor is optional.
Malin Haugwitz, a Berlin resident who is originally from Bethesda, Maryland, says that German women focus on the event of giving birth almost more than the outcome. Following her second c-section, she heard many words of pity from friends and even from her midwife, who asked, "Do you see it as a failure?"
German women who hold full-time jobs can feel secure knowing their position will be waiting for them when and if they decide to return to work. As soon as a woman tells an employer she's pregnant, she cannot be fired. Thus, during economic downturns, being pregnant can essentially save your job. Women may stop working six weeks before their due date and are forbidden from working for eight weeks after giving birth, all with full pay. Mothers may even take up to three years of unpaid leave, the third being a floating year that can be taken at any time and by either parent.
Local custom: Another practice that Haugwitz recounts is that government offices keep a list of "accepted names" that parents must adhere to when registering the name of their child. In the case of an unusual name, they must give a compelling reason why an exception should be made. The government policy is intended to act in the best interest of the child, in an effort to thwart potential ridicule of a child with a name that's too different.
- I would LOVE to get up to three years off to take care my child with full pay, but I think some people would be in trouble with the name restriction in the states. LOL.
In the US, some women are granted 6 to 8 weeks time off to heal from their birthing experience, but I have never heard of three years on leave. That is pretty AWESOME!!!
Ashley Wilkins-Miller
Sunday, June 30, 2013
Thank you!!!
Hello all! I wanted to take the time out to thank Professor Janet Kien,Group two, my peers, and me academic advisor. You all have made this course a great experience. I only hope that my experience throughout my program is as pleasant as you all have made it thus far. I chose this picture because we as Early Childhood educators believe that we can change the world one child at a time. WE CAN and WE WILL!!!! Best wishes to you all in your future endeavors.
Ashley Wilkins-Miller
Sunday, June 23, 2013
Three ideals contained in the NAEYC and DEC codes of ethics that are meaningful to me
In this week's blog assignment, we were told to express three codes of ethics in NAEYC and DEC that were meaningful to me.
In DEC's code of ethics the one(s) that stood out to me were:
"Professional and Interpersonal Behavior:
-We shall serve as advocates for children with disabilities and their families and for the
professionals who serve them by supporting both policy and programmatic decisions that
enhance the quality of their lives."
This stood out to me because I have came across many parents of children with disabilities that didn't know what resources were out there for there children. Many times, we the educators, are the only voice for the children and the parents. We served as an advocate for them to the state agencies and therapeutic services.
"Professional Collaboration:
-We shall honor and respect the diverse backgrounds of our colleagues including such diverse
characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations."
This stood out to because I have come across many different people from various backgrounds that we treated unfairly because of their sexual orientation, and race religious beliefs. We must understand that as educators serve as representatives as to how we treat one an other to our students. Some teachers are looked at as "heroes", and if a child sees their " hero" act inappropriately towards another colleague the child may began treat others that are different the same way. The overhaul of bullies, I believe, is a result of what the children have seen or how their home/ community environment is. We do not want to add to the problem.
Some added codes that I felt stood out to me were:
"Responsive Family Centered Practices
1. We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs,
languages, and culture relative to their nurturance and support of their children toward achieving
meaningful and relevant priorities and outcomes families’ desire for themselves and their children.
2. We shall provide services and supports to children and families in a fair and equitable manner
while respecting families’ culture, race, language, socioeconomic status, marital status, and
sexual orientation.
3. We shall respect, value, promote, and encourage the active participation of ALL families by
engaging families in meaningful ways in the assessment and intervention processes.
4. We shall empower families with information and resources so that they are informed consumers
of services for their children.
5. We shall collaborate with families and colleagues in setting meaningful and relevant goals and
priorities throughout the intervention process including the full disclosure of the nature, risk, and
potential outcomes of any interventions.
6. We shall respect families’ rights to choose or refuse early childhood special education or related
services.
7. We shall be responsible for protecting the confidentiality of the children and families we serve by
protecting all forms of verbal, written, and electronic communication."
The codes that stood out to me with NAEYC were:
"Ethical Responsibilities to Children;
-I-1.8—To support the right of each child to play and
learn in an inclusive environment that meets the
needs of children with and without disabilities.
I-1.9—To advocate for and ensure that all children,
including those with special needs, have access to the
support services needed to be successful.
I-1.10—To ensure that each child’s culture, language,
ethnicity, and family structure are recognized and
valued in the program.
I-1.11—To provide all children with experiences in a
language that they know, as well as support children
in maintaining the use of their home language and in
learning English.
I-1.12—To work with families to provide a safe and
smooth transition as children and families move from one program to the next."
"Principle:
-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."
"C- Responsibilities to employees;
-P-3C.8—We shall not make hiring, retention, termination,
and promotion decisions based on an individual’s
sex, race, national origin, religious beliefs or
other affiliations, age, marital status/family structure,
disability, or sexual orientation. We shall be familiar
with and observe laws and regulations that pertain to
employment discrimination. (Aspects of this principle
do not apply to programs that have a lawful mandate
to determine eligibility based on one or more of the
criteria identified above.)
Of course these codes, ideals and principles stood out to me for similar reasons as the DEC code of Ethics. We as educator must insure the safety of our children, respect or our colleagues, and regulation of policies that are required of us.
Resources:
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved June 23, 2013, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved June 23, 2013, from
http://www.dec-sped.org/
Ashley Wilkins-Miller
In DEC's code of ethics the one(s) that stood out to me were:
"Professional and Interpersonal Behavior:
-We shall serve as advocates for children with disabilities and their families and for the
professionals who serve them by supporting both policy and programmatic decisions that
enhance the quality of their lives."
This stood out to me because I have came across many parents of children with disabilities that didn't know what resources were out there for there children. Many times, we the educators, are the only voice for the children and the parents. We served as an advocate for them to the state agencies and therapeutic services.
"Professional Collaboration:
-We shall honor and respect the diverse backgrounds of our colleagues including such diverse
characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations."
This stood out to because I have come across many different people from various backgrounds that we treated unfairly because of their sexual orientation, and race religious beliefs. We must understand that as educators serve as representatives as to how we treat one an other to our students. Some teachers are looked at as "heroes", and if a child sees their " hero" act inappropriately towards another colleague the child may began treat others that are different the same way. The overhaul of bullies, I believe, is a result of what the children have seen or how their home/ community environment is. We do not want to add to the problem.
Some added codes that I felt stood out to me were:
"Responsive Family Centered Practices
1. We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs,
languages, and culture relative to their nurturance and support of their children toward achieving
meaningful and relevant priorities and outcomes families’ desire for themselves and their children.
2. We shall provide services and supports to children and families in a fair and equitable manner
while respecting families’ culture, race, language, socioeconomic status, marital status, and
sexual orientation.
3. We shall respect, value, promote, and encourage the active participation of ALL families by
engaging families in meaningful ways in the assessment and intervention processes.
4. We shall empower families with information and resources so that they are informed consumers
of services for their children.
5. We shall collaborate with families and colleagues in setting meaningful and relevant goals and
priorities throughout the intervention process including the full disclosure of the nature, risk, and
potential outcomes of any interventions.
6. We shall respect families’ rights to choose or refuse early childhood special education or related
services.
7. We shall be responsible for protecting the confidentiality of the children and families we serve by
protecting all forms of verbal, written, and electronic communication."
The codes that stood out to me with NAEYC were:
"Ethical Responsibilities to Children;
-I-1.8—To support the right of each child to play and
learn in an inclusive environment that meets the
needs of children with and without disabilities.
I-1.9—To advocate for and ensure that all children,
including those with special needs, have access to the
support services needed to be successful.
I-1.10—To ensure that each child’s culture, language,
ethnicity, and family structure are recognized and
valued in the program.
I-1.11—To provide all children with experiences in a
language that they know, as well as support children
in maintaining the use of their home language and in
learning English.
I-1.12—To work with families to provide a safe and
smooth transition as children and families move from one program to the next."
"Principle:
-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."
"C- Responsibilities to employees;
-P-3C.8—We shall not make hiring, retention, termination,
and promotion decisions based on an individual’s
sex, race, national origin, religious beliefs or
other affiliations, age, marital status/family structure,
disability, or sexual orientation. We shall be familiar
with and observe laws and regulations that pertain to
employment discrimination. (Aspects of this principle
do not apply to programs that have a lawful mandate
to determine eligibility based on one or more of the
criteria identified above.)
Of course these codes, ideals and principles stood out to me for similar reasons as the DEC code of Ethics. We as educator must insure the safety of our children, respect or our colleagues, and regulation of policies that are required of us.
Resources:
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved June 23, 2013, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved June 23, 2013, from
http://www.dec-sped.org/
Ashley Wilkins-Miller
Sunday, June 9, 2013
Resources For Week 5
Resources
Zero to Three: National Center of Infants,Toddlers, and Families retrieved June 9,2013, from http://www.zerotothree.org/
NAEYC. (2009). Where we stand on child abuse prevention. Retrieved June 04, 2013, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
Association for Childhood Education International
http://acei.org/
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.
"Understanding Child Abuse Numbers". National Coalition for Child Protection Reform. Retrieved June 08,2013.
http://www2.ed.gov/policy/gen/guid/fpco/brochures/parents.pdf
http://www.unicefusa.org/work/education/
Ashley Wilkins-Miller
Sunday, June 2, 2013
Inspirational Quotes from Marie Montessori
Quotes by Maria Montessori
“The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.”
***
“The things he sees are not just remembered; they form a part of his soul.”
***
“Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.”
***
“It is the child who makes the man, and no man exists who was not made by the child he once was.”
***
“When dealing with children there is greater need for observing than of probing”
***
“It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.”
***
“Little children, from the moment they are weaned, are making their way toward independence.”
***
“Never help a child with a task at which he feels he can succeed.”
***
“The child is both a hope and a promise for mankind.”
***
“Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment.”
***
“The first essential for the child’s development is concentration. The child who concentrates is immensely happy.”
***
“Respect all the reasonable forms of activity in which the child engages and try to understand them.”
***
“Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.”
Inspirational Quotes from Jean Piaget
The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.
Jean Piaget
It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.
Jean Piaget
Saturday, May 25, 2013
My Personal Childhood Web
This is my cousin Reggie and I. My Cousin Reggie was my best friend. He was 5 years younger than me,and he was my"shadow". Where ever I went, he went. I spent all of my childhood with him and my other cousins at my grandmother's every summer. He passed away in a car crash in 2006. He was 17 years old.
This is my Mom and I. Oh how I love her so! She is my inspiration, coach, best friend, my world. She has supported, raised, and guided me into the woman I am today.
This is my daddy and I. He was in the military (army), and a police officer. I was his "Pumpkin". I was such a daddy girl. He showed me how a man should love me. He also let me know if he didn't like any of my boyfriends. LOL. He was my protector. I could do no wrong in his eyes.
This my aunt Darlene ( my mother's twin), and my godmother Bonita. They are like my mothers. They help raised and mold me into who I am. My godmother was firm, but had a kind heart. My aunt spoiled me.
This is my cousin Shawn. She is like a sister. She is my Aunt Darlene's daughter. We are 10 years apart. I looked up to her when I was younger. I thought she was the coolest thing walking. I wanted to be just like her when I grew up. Today she is my confidant, my sister, and the godmother of my children.
This is my cousin Robbie. We were partners in crime growing up. In school everyone thought that we were siblings. We are one year apart. I love him with all of my heart. He is now a Pharmacist in D.C.
This is my VERY best friend Tanisha. We have been friends since the 4rth grade. We have had one another's backs for over 20 years. We bonded over the fact that we both are only children.
This is my "village". This was at our family reunion when I was 14 years old. All of these people have made a mark in my upbringing. This is were I learned my family history, how to sing, write poetry, how to love, show compassion, and how to support.
Sunday, May 19, 2013
My Son's Painting
This is my son Christian's painting. He is 4 years old, and he attends a Montessori school in our area. I chose this painting because I am so proud of him( insert tear here lol). I have always had a passion for education, but since I've had children, my passion has grown. As a parent you see things clearer when it comes to children. Whether it be education, the arts, sports, etc. I also chose this painting because I think it pretty awesome!
Ashley Wilkins-Miller
Ashley Wilkins-Miller
My Friend's son.... Tron
I wanted to post this about a childhood friend of mine and her son. Tron has been battling cancer since the age of 5 years old, but he carries on with his faith in God, his family, and friends. Many times I see Ashley is overwhelmed, and I see Tron telling her "don't worry mom, God's got it". He is such an inspiration to me, and Ashley. I couldn't imagine what she is going through, and I am inspired by her her strength and courage. They are an AWESOME family. Here is a little background about what has happened recently with Tron:
Make-A-Wish South Carolina and Applebee's deliver a boat for Tron
“Tron's boat.”
Make-A-Wish comes true for Tron Foster
The words were written in white paint along the side of the boat, and as 10-year-old Tron Foster stepped out of Applebee's Monday evening, there was no mistaking that it was his.
“Wow,” said Tron, who has been battling various types of cancer and lung disease since the age of 5.
It was painted a bright orange, decorated with Clemson Tiger paws. Inside, were fishing rods, life vests and a tackle box full of bait — everything one needs for a family fishing trip.
This was what he always wanted — a Clemson Tiger fishing boat. Make-A-Wish of South Carolina and Applebee's in Spartanburg helped him reel it in.
Make-A-Wish grants the wishes of children with life-threatening medical conditions to enrich the human experience with hope, strength and joy, according to a news release. They granted 142 wishes throughout the state last year; funding is made possible through private donations, individuals, companies, and special events.
Forty-five Apple Gold Group Applebee's restaurants in North and South Carolina are striving to raise $227,000 for Make-A-Wish this year, according to the web site of the Raleigh, N.C.-based company.
Tron wasted no time climbing inside the bright orange boat. He pretended he was out on the water and slid on a life vest.
“I love the boat,” he said. “I love fishing.”
Surrounded by friends and family members in the Applebee's parking lot, Tron continued to smile — something his mother, Ashley Garner, hasn't seen him do in some time.
“It's worth it just to see him smile,” she said. “He's been so down lately. For a mom, just to see him smile is priceless.”
Tron was diagnosed with bone cancer when he was 5. He went through treatment, but ultimately, in 2011, needed a bone marrow transplant.
“I was his donor,” Garner said. “And that's surprising, because parents are never a match.”
But now, as a result of the transplant, Tron is struggling with chronic lung disease and is in need of a lung transplant.
“We turn to prayer, family, friends, and school,” Garner added. “His school, Boiling Springs Intermediate School, has been really supportive.”
The school even did fundraisers to help make his wish possible.
“This is a gift he will not forget,” she said. “He's been wanting a fishing boat for about three or four years.”
She said they plan on taking it out on the water Saturday to celebrate Tron's 11th birthday.
Beth Taylor, a member of Make-A-Wish of South Carolina's board of directors, was on hand to help fulfill the rather unique wish.
“A lot of kids wish for trips to Disney World or other trips,” she said. “We have had so much fun with this wish, because it's something different.”
Originally, the boat was a typical green johnboat, but Make-A-Wish of South Carolina 's President Russell Smith had a professional add a custom orange coat to represent Tron's favorite team.
Taylor said wishes typically cost between $6,800 and $7,200.
Back on the boat in the Applebee's parking lot, Tron, with the life vest securely around his neck, didn't want to get out.
“He could stay there all day,” said his mother, with a smile almost as big as his. (Goupstate.com)
Ashley Wilkins-Miller
“Tron's boat.”
Make-A-Wish comes true for Tron Foster
The words were written in white paint along the side of the boat, and as 10-year-old Tron Foster stepped out of Applebee's Monday evening, there was no mistaking that it was his.
“Wow,” said Tron, who has been battling various types of cancer and lung disease since the age of 5.
It was painted a bright orange, decorated with Clemson Tiger paws. Inside, were fishing rods, life vests and a tackle box full of bait — everything one needs for a family fishing trip.
This was what he always wanted — a Clemson Tiger fishing boat. Make-A-Wish of South Carolina and Applebee's in Spartanburg helped him reel it in.
Make-A-Wish grants the wishes of children with life-threatening medical conditions to enrich the human experience with hope, strength and joy, according to a news release. They granted 142 wishes throughout the state last year; funding is made possible through private donations, individuals, companies, and special events.
Forty-five Apple Gold Group Applebee's restaurants in North and South Carolina are striving to raise $227,000 for Make-A-Wish this year, according to the web site of the Raleigh, N.C.-based company.
Tron wasted no time climbing inside the bright orange boat. He pretended he was out on the water and slid on a life vest.
“I love the boat,” he said. “I love fishing.”
Surrounded by friends and family members in the Applebee's parking lot, Tron continued to smile — something his mother, Ashley Garner, hasn't seen him do in some time.
“It's worth it just to see him smile,” she said. “He's been so down lately. For a mom, just to see him smile is priceless.”
Tron was diagnosed with bone cancer when he was 5. He went through treatment, but ultimately, in 2011, needed a bone marrow transplant.
“I was his donor,” Garner said. “And that's surprising, because parents are never a match.”
But now, as a result of the transplant, Tron is struggling with chronic lung disease and is in need of a lung transplant.
“We turn to prayer, family, friends, and school,” Garner added. “His school, Boiling Springs Intermediate School, has been really supportive.”
The school even did fundraisers to help make his wish possible.
“This is a gift he will not forget,” she said. “He's been wanting a fishing boat for about three or four years.”
She said they plan on taking it out on the water Saturday to celebrate Tron's 11th birthday.
Beth Taylor, a member of Make-A-Wish of South Carolina's board of directors, was on hand to help fulfill the rather unique wish.
“A lot of kids wish for trips to Disney World or other trips,” she said. “We have had so much fun with this wish, because it's something different.”
Originally, the boat was a typical green johnboat, but Make-A-Wish of South Carolina 's President Russell Smith had a professional add a custom orange coat to represent Tron's favorite team.
Taylor said wishes typically cost between $6,800 and $7,200.
Back on the boat in the Applebee's parking lot, Tron, with the life vest securely around his neck, didn't want to get out.
“He could stay there all day,” said his mother, with a smile almost as big as his. (Goupstate.com)
Ashley Wilkins-Miller
Saturday, May 18, 2013
I like me.....Nancy Carlson
This was my favorite book growing up! I was given this book by my older cousin. One day, I came home from school visibly upset, and my cousin asked me why I was crying. I told her that I was picked on by some of my classmates, because I was different. I told her that I wished that I was like them. I wished that I looked different. She calmed me down by telling me how special I was, and how beautiful I was. The following day she came over to bring me a surprise. It was this book! This book made to feel better about my differences, and embrace who I was. It helped me to build self-confidence. If you come across any young child that struggles with low self esteem, please read them this book. It will change their outlook about things.
Ashley Wilkins-Miller
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