Saturday, November 6, 2010

Giving Birth

I have actually given birth five times.  The first was a hospital birth (18 years ago).  The second was a hospital birth with midwives.  The third was a home birth with midwives.  The fifth was a hospital stillbirth at 18 weeks gestation.  The fifth, (five years ago this coming Tuesday) was meant to be a hospital birth with midwives, but ended up being an emergency c-section with a physician.

Each experience was very different from the others, and each was beautiful in it's own way.  By far, however, the most positive experience I had was the home birth of my third son which was attended by midwives from the Alivio Medical center in Chicago, Illinois.  http://aliviomedicalcenter.org/.

This planned home birth had the advantages of both a traditional birth and modern healthcare.  I had most of my prenatal appointments at the medical center, and received all of the standard tests that American women receive.  In addition, I had two prenatal appointments in my home, with the midwives coming to me.

When I started feeling labor pains, I stayed at home and relaxed.  When the pains began to get closer together, I did not have to grab my bags and head for the hospital - I called my midwives and stayed right where I was.  Being at home was comfortable and much less stressful than the ride to the hospital and the procedures that take place before arriving in the sterile delivery room.

The midwives came, and they checked my progress from time to time, but the whole process was very private for my husband and I.  Things were calm and comfortable, it was the two of us together supporting each other at home, and the whole birth process felt natural and beautiful instead of feeling like a huge risk with the possibility of complications.

The midwives were present, however, to offer advice and comfort.  For pain, I took a hot bath, or got a massage.  The pain never reached a point of being unbearable.  I attribute this to the stress-free, comfortable feeling of being supported in my own home.

When it came close to time to push, the midwives became much more active.  With their encouragement and support, I gave birth to an 8 lb baby boy, Milan Yapp,  in my own bed, leaning against my husband, who then cut the cord.  We were allowed to keep the placenta so that we could bury it in the ground and plant a tree in the same spot.

Milan Yapp - 8 years later

I read an article about a hospital in Ecuador that does vertical birth, with the mother standing and squatting rather than lying horizontal in a bed.  http://www.womensenews.org/story/health/090215/gravity-birth-pulls-women-ecuador-hospital..  At this hospital modern medicine is truly integrated with traditional practices.  The women give birth vertically so that gravity can speed the birth process, and they are given traditional herbal teas and traditional shamans are present.  However, obstetricians and modern medicines are available as well, and the hospital has an infant mortality rate half that of the rest of the country.

I would recommend that anyone interested in a more traditional birthing seriously explore the options.  It is so much more pleasant than a hospital birth.
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Saturday, October 23, 2010

Code of Ethics



When reading the NAEYC Code of Ethics, I realized that the responsibility held by an Early Childhood professional goes far beyond an obligation to the children.  Because it is in the best interest of the children, a professional must be willing to work with and educate the many people they come into contact with.  The following are some of the NAEYC principles that really struck a cord with me:


Ethical Responsibilities to Families
Families* are of primary importance in children’s
development. Because the family and the early childhood
practitioner have a common interest in the child’s
well-being, we acknowledge a primary responsibility to
bring about communication, cooperation, and collaboration
between the home and early childhood program
in ways that enhance the child’s development.

The thing that resonated with me in the section of the NAEYC Code of Ethics on families was the importance of respecting families, the choices they make for their children, and their child rearing practices.  I have recently become more attuned to negative comments about families made by my center staff.  It is actually more common than not to hear staff talking badly about the families of the children in our care (and sometimes doing it right in front of the children).  I have come to understand that each family is different, and chooses to do things in different ways, and for different reasons - and as long as the child isn't in danger, it is not the place of childcare staff to voice their negative opinions.  I have started speaking out about the unsoundness of this practice.


Ethical Responsibilities to Colleagues
In a caring, cooperative workplace, human dignity is
respected, professional satisfaction is promoted, and
positive relationships are developed and sustained.
Based upon our core values, our primary responsibility
to colleagues is to establish and maintain settings
and relationships that support productive work and
meet professional needs. The same ideals that apply
to children also apply as we interact with adults in
the workplace.

Concerning responsibilities to colleagues, several ideas made an impact on my thinking.  The first was, that like families, staff come from different cultural, educational and child-rearing backgrounds.  Many staff members will do things differently than me, but that does not mean either of us are wrong.  as long as the children are safe, healthy, and happy, it is important to respect and celebrate differences among staff.

The other idea that I found thought-provoking was the idea of working directly with a colleague when I do believe they need to change their practices with children before reporting the issues to the director or owner.  In the past, I always felt that I should report things I found to be unhealthy for the children, and then let the director and owner decide whether or not as well as how to deal with it.  Now I see that, based on my experience and education, it is better to try to work as a partner with the other staff, and share my concerns and ideas with them.


Ethical Responsibilities to Community
and Society
Early childhood programs operate within the context of
their immediate community made up of families and
other institutions concerned with children’s welfare.
Our responsibilities to the community are to provide
programs that meet the diverse needs of families, to
cooperate with agencies and professions that share the
responsibility for children, to assist families in gaining
access to those agencies and allied professionals, and
to assist in the development of community programs
that are needed but not currently available.
As individuals, we acknowledge our responsibility to
provide the best possible programs of care and education
for children and to conduct ourselves with honesty
and integrity. Because of our specialized expertise in
early childhood development and education and
because the larger society shares responsibility for the
welfare and protection of young children, we acknowledge
a collective obligation to advocate for the best
interests of children within early childhood programs
and in the larger community and to serve as a voice for
young children everywhere.
The ideals and principles in this section are presented
to distinguish between those that pertain to the
work of the individual early childhood educator and
those that more typically are engaged in collectively on
behalf of the best interests of children—with the
understanding that individual early childhood educators
have a shared responsibility for addressing the
ideals and principles that are identified as “collective.”


This section was the most surprising.  I never really thought about my responsibility for children as going outside of the center.  This section, though, maps out a responsibility to work with other areas of the community to make them work together with the center and with each other to create a child centered culture throughout the town and surrounding areas.  As they say "It takes a village to raise a child," and a village that works under the NAECY Code of Ethics would help guarantee the healthy development of it's youngest residents.




All of the above principles have their basis in the best practices for young children.  These are the core values upon which the NAEYC Code of Ethics is based:






• Appreciate childhood as a unique and valuable stage
of the human life cycle
• Base our work on knowledge of how children develop
and learn
• Appreciate and support the bond between the child
and family
• Recognize that children are best understood and

supported in the context of family, culture, community,
and society
• Respect the dignity, worth, and uniqueness of each
individual (child, family member, and colleague)
• Respect diversity in children, families, and colleagues
• Recognize that children and adults achieve their full
potential in the context of relationships that are based
on trust and respect
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Friday, October 8, 2010

Course Resources


art 1: Position Statements and Influential Practices
Part 2: Global Support for Children’s Rights and Well-Being
Part 3: Selected Early Childhood Organizations
Part 4: Selected Professional Journals Available in the Walden Library
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,”and then “e-journals” to find this search interface.) 

  • YC Young Children
  • Childhood
  • Journal of Child & Family Studies
  • Child Study Journal
  • Multicultural Education
  • Early Childhood Education Journal
  • Journal of Early Childhood Research
  • International Journal of Early Childhood
  • Early Childhood Research Quarterly
  • Developmental Psychology
  • Social Studies
  • Maternal & Child Health Journal
    •
  • International Journal of Early Years Education
Additional Resources
Illinois State Board Of Education Early Childhood Resources
http://www.isbe.net/earlychi/
This website is the place to go to find out exactly what is happening in the Early Childhood field in Illinois. It lists recent news, funding opportunities, state standards, best practices, training opportunities and Illinois expectations.

The Project Approach Website
http://www.projectapproach.org/
Anyone interested in implementing The Project Approach in their classroom should go to this sight.  It has Project Approach guidelines, tips, sample projects, recent events, a resource section and an area where teachers can ask advice from others using The Project Approach.

The Illinois Early Learning Project
http://illinoisearlylearning.org/
The best thing about this site is that it has one page Tip Sheets that can be ordered or printed and then used as parent resources, staff resources, or just for personal use.  The tip sheets are available on a myriad of topics relating to Early childhood and in multiple languages - plus, they're free!  This sight is a great place to go for ideas, support or information.
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Friday, October 1, 2010

Inspiration

I have found the following quotes to be inspirational in both my life as a teacher and as a parent:

"I feel it is important to make a real contribution." - Louise Dermen Sparks

"Children need the tools to thrive/ survive in the public school system." - Louise Dermen Sparks

"Parents were involved and that made me want to be involved." - Sandy Escobide

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

"Each of us must come to care about everyone else's children. We must recognize that the welfare of our children is intimately linked to the welfare of all other people's children. After all, when one of our children needs life-saving surgery, someone else's child will perform it. If one of our children is harmed by violence, someone else's child will be responsible for the violent act. The good life for our own children can be secured only if a good life is also secured for all other people's children." - Lilian Katz

"In the United States, it is now possible for a person eighteen years of age, female as well as male, to graduate from high school, college, or university without ever having cared for, or even held, a baby; without ever having comforted or assisted another human being who really needed help. . . . No society can long sustain itself unless its members have learned the sensitivities, motivations, and skills involved in assisting and caring for other human beings." - Urie Bronfenbrenner

"One of the most significant effects of age-segregation in our society has been the isolation of children from the world of work. Whereas in the past children not only saw what their parents did for a living but even shared substantially in the task, many children nowadays have only a vague notion of the nature of the parent's job, and have had little or no opportunity to observe the parent, or for that matter any other adult, when he is fully engaged in his work." - Urie Bronfenbrenner

"Children need people in order to become human.... It is primarily through observing, playing, and working with others older and younger than himself that a child discovers both what he can do and who he can become—that he develops both his ability and his identity.... Hence to relegate children to a world of their own is to deprive them of their humanity, and ourselves as well." - Urie Bronfenbrenner

"Development, it turns out, occurs through this process of progressively more complex exchange between a child and somebody else—especially somebody who's crazy about that child." - Urie Bronfenbrenner
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Friday, September 24, 2010

Personal Childhood Web





I was a very fortunate child in that I had a strong and loving support system.  The five people who had the most impact on my development were my brother, my mother, my father, my grandmother and my grandfather.  I think back on all of these relationships as positive, and have very happy memories of all these people during my childhood years.  Additionally, I recognize the influence of these people on the adult I have become.

The first relationship I had, and the closest, was with my mother, JoAnne Yapp.  When I think of my mother during my childhood, I think about all of the things she taught me, and how she was always there to help me with any problems I was having.  My mother always spent time doing projects with me like cooking, crocheting or bike riding.  She helped me until I could do things on my own.  also, she helped me study and helped me to develop a sense of academic pride.  My mother stayed home when my brother and I were young, only going back to school and then to work once we were school age.  I am quite certain that it is because of my mother's influence that I became a teacher of young children.  because she was always there when I was little, I wanted to be close to my children as well.  Plus, she showed me what a big difference it makes for a child to have somebody who will spend time helping them understand the world.

While my father is a brilliant, hard working, man, when I think back to my childhood, the way I remember his is as a big playmate.  my father was gone at work all day, but when he came home, he spent hours playing with my brother and me.  He would let us climb on his back and ride him like a horse, or he would pretend to be a monster and chase us all over the house.  He would have parties with us where we stayed up late, watching TV in sleeping bags and eating chips and drinking 7-up.  He also took us on bike rides, camping trips, beach trips and hikes.  My father instilled a sense of fun into me as well as a love of nature.  It is because of fond memories of him that I play with my children, and take them camping and hiking and swimming.

I still see my parents several times a week, and am very blessed that they have a strong influence on my children's lives as well.

Another person who had a huge influence on my development was my brother, John.  John is two years older than me, and was, therefore, always slightly better at things than I was.  I looked up to my brother and strove to be like him, which made me work very hard on everything I did.  In turn, my brother always encouraged me to do the things he enjoyed, and was patient and willing to help me improve.  when I was seven, John was on swim team, and I, therefore, wanted to be a competitive swimmer as well.  He welcomed me onto the team, and I continued to swim competitively throughout my childhood and teenage years.  This positive experience with my brother did a lot to form the person I am, and taught me to live a healthy and active lifestyle.  Having an older brother like John meant always having a confidante and supporter, and I now try to be that type of person to those in my life.

When I remember my grandmother, I think of tenderness and love.  My grandmother was always kind, always caring, always soft, and always approving.  She was always understanding, even when I screwed up, and she was never disapproving or angry.  My grandmother was, however, very wise.  She had a keen understanding of people and their motives, faith that even the worst situations would work themselves out, and the ability to give sound advice exactly when a person was ready to receive it.  There were times in my life when I made very poor choices, and got myself into situations that seemed hopeless.  My grandmother made me feel loved and worthwhile even when I did not love myself or live like I was worth anything.  Her love and faith made me love myself enough to decide I deserved a good life, and made me feel I had the strength to create the life I envisioned.  My grandmother taught me how important it is for a child to receive unconditional love.

When I think about all of the people who loved me when I was a child, the first person who comes to mind is my grandfather.  I know, and always knew, that my grandfather loved me.  He always did things to make me feel special.  My grandfather passed away when I was ten, but I still have vivid memories of him.  I remember when he took me on a special trip to see Fantasia at the movie theater.  I remember how he would always hide money in my bedroom and pretend elves had left it for me.  I remember how, even though he had to wear a surgical mask to protect his ailing lungs when it was cold, he took me for winter walks to see neighborhood Christmas displays.  I also remember how he was funny, kind and good.  When my grandfather died, I lost a piece of my heart, but to this day I still feel his presence in my life.

These people, as well as others, taught me how important it is to make a child feel special and lovable. I have gone through some difficult periods in my life, but throughout it all, I was anchored to a family.  for this reason, I have overcome hard times, and have come to be a mother and a teacher who believes in making children feel important and worthwhile.   Because of the people who helped to form me in my younger years, I have dedicated my life to helping form confident people.

My family exploring the world together
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Wednesday, September 15, 2010

Are You My Mother?

Today I read the book "Are You My Mother?" by P.D. Eastman to my five year old class. I chose this book for several reasons. The first is that is was a favorite of mine as a child, and I have probably read it over a thousand times. I like reading books that are familiar because then I can be much more dramatic.

Another reason I like this book is because it presents an issue that the children in my school must deal with every day. Namely, the sadness of longing for their parents who are away at work. In the book, when Mother Bird realizes that her egg is getting ready to hatch, she goes out to find some food for her baby; low and behold, the egg hatches while the mother bird is gone. The baby bird immediately misses his mother, and goes out looking for her. He goes on an adventure, meeting several animals and things that are not his mother, for whom he is fervently searching.

The children in my class were enthralled by my reading of this book. When the story reached it's climax, and the poor baby bird found himself lost, alone, scared and in terrible danger, one little girl right in front of me said "I think I'm going to cry," which made me think I was going to cry.

Joyfully, the baby bird was reunited with his mother, and all was well. Still, at the point of this happy conclusion, the same little girl said "I still think I'm going to cry," which brought a feeling of tenderness to my heart. That moment embodied all of the reasons I love teaching young children. My class and I all lived that story and we all loved that book and we all experienced it together.

As happens in preschool, the event concluded far too quickly. Once the book was over, there was no time to linger. We were already late for outside play, and there is a certain danger involved in not allowing a large group of preschoolers to have their full playground session. So, the moment ended, but the feeling held on. I am looking forward to another day of teaching.
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Saturday, September 11, 2010

The Writer

I don't know, exactly, when David became a writer. Maybe he was born that way. I, however, didn't meet him until he was four years old. I do know that, by four, he was already a writer.
Don't get me wrong, he could neither read nor write by the age of four, but he had stories in his head, and he could dictate. Dictate is what he did - for hours and hours and hours.
At that time I was working as a nanny for the Pedigo family. David, as I said, was four, and his brother Jonathan was eight months old. My son, Steven, was eight months old as well, and I spent my days learning and growing with these three little boys.
I must admit that Steven and Jonathan learned early independence and developed a keen sense of mischief because much of my time was spent transcribing the stories that flowed out of young David's mind. I dare say that, at four, David was more prolific and more productive than Eliot, Hemingway or King. He had no distractions, no responsibilities, no burdens and no other focus. Every event in his life became a story, and he had a natural love for experiencing his words on paper.
So, for years, while Steven and Jonathan poured water into vents, peeled wallpaper off of walls, destroyed Lego masterpieces, and mixed potions in the toilet, David dictated and I recorded his words.
Those words were put into a file, and now, seventeen years later, they still exist. The words of four year old David did not dissipate into the wind, they exist, and always will exist, because David is a writer.
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