Childhood Connections to Play

Play today is so different from the play in which I remember.  I recall spending my entire evening, after homework, and weekend’s outdoors.  My friends and I would just sit and enjoy the peacefulness of the sun and often the stars.  Unfortunately, many of today’s children spend far less time outdoors than did previous generations.  There has been a 25 percent decline in the time children spend playing and a 50 percent decline in time spent in unstructured outdoor activities.  Play is the work of childhood. It's the laboratory in which we as children figure out how the world works, who we are, who we want to become, and what we can and cannot do.  Bruner (1982) and Nelson (2000) stated that play is an important part of growing up as it teaches children the way in which to use and reflect on their experiences to represent their ideas and to ask and answer the questions that fixate them.

"Knowledge arises neither from objects nor the child, but from interactions between the child and those objects."    -- Jean Piaget

“It is unfortunate when children spend most of their time indoors, they’ll not just be missing out on memories but also on everything else the outdoors has to offer them.” 

   -- Rae Pica

I remember as a child playing anything outdoors, from hopscotch, jacks, baseball (as well as cheering), jumping on the trampoline or just riding my bike around the neighborhood to visit friends.

  

When I think back to my childhood, I think of the carefree days and the longing for the weekends and summer to play endlessly with my friends.  We were involved in so many outdoor activities that involved children from our neighborhood as well as those from surrounding neighborhoods.  My family would travel every summer to new unexplored places, the most memorable being Hawaii, Texas, Washington, D.C. and the Dominican Republic.  This would be two weeks of heaven, with family and relatives, as we constantly engaged in collaborative, imaginary and parallel play.  We would climb trees, swim, or just share a snack with a newfound friend.  My parents urged me to make new friends and to be active throughout the day.  We were not allowed to just sit in the house and “do nothing”, even though the temperature was well over 100°.  I remember participating in the summer youths program from the age of nine to sixteen.  This program included a barrage of outdoor activities and hundreds of kids from nearby counties.  Kids today spend most of their days indoors involved in video games and watching television.  Recess has been eliminated from school days so kids tend to think that outdoor play is not significant, because of what we are showing them.  And because of this, the obesity rate for children is skyrocketing.

Play has played a large part in making me the person that I am today.  I remember teaching my dolls, which I know enjoy as my passion-teaching, to being actively involved in sports (coaching both a swim and dance team).  It is because of “play” that I do not mind experiencing life, watching, listening and asking questions as I go along.  I found this poem which is perfect in how I summarize what play has done for me.

Just Playing

~by Anita Wadley from Chicken Soup for the Unsinkable Soul

When I'm building in the block room,
Please dont' say I'm "just playing."
For, you see, I'm learning as I play.
About balances and shapes.

When I'm getting all dressed up,
Setting the table, caring for the babies,
Don't get the idea I'm "just playing."
For, you see, I'm learning as I play.
I may be a mother or a father someday.

When you see me up to my elbows in paint,
Or standing at an easel, or molding and shaping clay,
Please don't let me hear you say "she's just playing."
For, you see, I'm learning as I play.
I'm expressing myself and being creative.
I may be an artist or an inventor someday.

When you see me sitting in a chair
"Reading" to an imaginary audience,
Please don't laugh and think I'm "just playing."
For, you see, I'm learning as I play.
I may be a teacher someday.

When you see me combing the bushes for bugs,
Or packing my pockets with choice things I find,
Don't pass it off as "just playing."
For, you see, I'm learning as I play.
I may be a scientist someday.

When you see me engrossed in a puzzle,
Or some "plaything" at my school, (daycare)
Please don't feel the time is wasted in "play"
For you see, I'm learning as I play.
I'm learning to solve problems and concentrate.
I may in business someday.

When you see me cooking or tasting foods,
Please don't think that because I enjoy it, it is just "play."
I'm learning to follow directions and see differences.
I may be a chef someday.

When you see me learning to skip, hop, run and move my body,
Please don't say I'm "just playing."
For you see, I'm learning as I play.
I'm learning how my body works.
I may be a doctor, nurse or athlete someday.

When you ask me what I've done at school (daycare) today,
And I say, "I played."
Please don't misunderstand me.
For, you see, I'm learning as I play.
I'm learning to enjoy and be successful in work.
I'm preparing for tomorrow.
Today, I'm a child and my work is play.

Your Active Child: How to Boost Physical, Emotional, and Cognitive Development through Age-Appropriate Activity (McGraw-Hill, 2003). 

Relationship Reflection

All human beings desire social interaction.  Relationships are very important to me as they make life enjoyable, satisfying and rewarding.  It is because of those close relationships that I acquire my fundamental source of learning, and without them I would not be the person that I am today.  The quality of the relationship intensely affects the confidence I have in my everyday experiences and discovering the world around me. 

My husband is my confident in that I can share my deepest thoughts with him and trusting that he appreciates me for who I am.  He knows when I am having a difficult day and knows just the right things to say to put a smile on my face. With and through him I grasp that “this too shall pass”.  My mother, a very confident and robust lady, never holds back on her thoughts or words.  Her words of wisdom always let me know that seventy-two years on this earth has taught her something.  I confide in her daily and without a doubt always take the advice she gives, for I now realize that she has my best interest in mind.  She clearly demonstrates to me the other side of the coin, without being severe.  Through both of these relationships I communicate openly, which is an essential factor.  We can candidly discuss issues, conflicts and make sound decisions all while remaining supportive. 

With the rapidity and stress of life today, relationships are sometimes low on the totem pole of things to focus on.  Nonetheless, it is vital that all my relationships continue to be nurtured and that I invest regularly in building a strong social support.  There are friends, initially coworkers that I have known over 15 years that I still stay in close contact.  It is through this friendship that we have an unexplainable bond that cannot be separated.  We often share our innermost ideas, struggles, and beliefs.  The five hundred mile distance is nothing to us, when we speak to each other, it is as if we just spoke yesterday, starting at the giggling from when we were young. 

Although making and maintaining friendship for me has always been a challenge and can sometimes be extremely difficult.  However, when I finally let down my guard, most friends know that I am very trusting and committed to them as a friend.  I am often told that I do not have many friends, and to that I convey that my friendships are solid and based and able to withstand most anything with deeper connections and understanding.

There is abundant research that suggests that close friendships are essential to a woman's health and emotional well-being; these vital ties enable them to become better wives, mothers, daughters, and workers. To maintain these relationships, though, women need to create and maintain face-to-face rituals with their female friends. This can take the form of a book club, planning regular get-togethers; chick-flick night; or planning periodic girlfriend getaways (if your friends are out-of-towners). I remember my aunt constantly reminding me, a then newlywed, to make certain I carved time for me—“me time”.  This should be done weekly and in or out of the home, but just alone time for yourself.

If it were not for the fruitful, profound relationships that I have developed over years I would not be the person that I am today (driven, professional, uncompromising, organized and loveable).  In all aspects of my life these characteristics prove to be valuable in that they keep me grounded in my stance to become a better me.  With the assistance of my family, friends and colleagues we all push each other and help one another evolve both personally and professionally. 

http://friendshipblog.com

Moore, K. (2002). Policies & Practices: Family Communications, Ideas That Really Work.    Early Childhood Today

I am well on my way!!

The months just fly right by when you are having fun.  I am now into my third course and I cannot believe how the time has flown by.  Looking forward to this one just as the previous courses.  Thanks for stopping by and hope to be in constant communication.

Be Blessed!!

Children Learn What They Live

I hope you have enjoyed this video as much as I enjoyed sharing it with you.  Throughout the weeks of this course we have studied the developmental realms of early childhood.  The video I have included illustrates no better way for us all to encourage parents, caregivers and community member’s ways to foster and support the children we educate daily.  We have all entered into a profession that will change the life of or direction of a child, without even knowing it.   We see much promise and potential in those miniature adults and start visualizing the world’s future before us, all while learning ourselves.  We all love kids and are eager to have the opportunity to give them a voice, let us all continue to advocate for them. 

Dan Rather once stated, “The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called "truth."  And with these words of truth, do you feel that poke in your side?

Testing for Intelligence

Recent research in early childhood education and child development recognizes that children help shape their own development by learning at different rates and through different methods.  This happens mostly through social interaction within the family and those within their community.  Viewing children holistically means you need to consider the numerous settings they spend their time (home, school, and neighborhood), all these variables make-up who the child becomes.   

Assessment gives parents, educators and the child an opportunity to objectively view the skills in the context of normal sequential development and to work on the skills that will guide a child to the next developmental milestone.  An assessment also helps identify student’s weaknesses. A student may believe she understands material only to find out she is not up to grading standards. Such testing can be particularly useful in elementary school, when the opportunity to catch up to peers remains much easier. Standardized test also help identify instructional teaching methods that really work, this is a plus in early grades as teachers change their teaching style based on what is more effective for student’s learning.

I have always been intrigued by Japan and their strong educational background.  In my research I learned that entrance into elementary school is a major step in a child's life. Preparation begins several months in advance. A mother attends preliminary meetings sponsored by the school that her child will attend. The school specifies the child’s expectations upon entry. Well-organized personal habits, polite use of language, and traffic safety are among the matters emphasized.  Families make much ado of the new 1st grader's symbolic entry into a more grown-up world, with congratulations and gifts.

In Japan all children are thought to have equal potential. Differences in student achievement are said to result from the level of effort, determination, and self-discipline, not from differences in the individual’s ability. Therefore, students in elementary schools are not grouped according to their ability.

Promotion to the next grade is not based on academic achievement, but is automatic. There is no individualized instruction according to the ability difference.  But teachers are persuaded to give extra attention and encouragement to weaker students. Students are also allowed to perform additional school work at home.   Although most children manage to keep reasonable pace with the instructional objectives, some fall behind. The dilemma of children who have fallen seriously behind in their studies is discussed a lot and openly in Japan. These children are termed ochikobore, literally, those who have "fallen to the bottom" of the system.  Alike America, differences in intellectual ability, family environment, and personality characteristics are among the familiar factors which account for the deviation in academic achievement. The lack of individualization of instruction compounds the plight of the slow learner or those with other scholastic problems. Although some teachers do provide individual assistance outside of class time for the slowest learners, the burden of remedial education falls directly on the family.

When looking at the Japanese educational system, I see parental involvement, expectations being stated from entrance, and young ones taking responsibility for their own learning.  Much of what I studied seems to work well for Japan and closely resembles what works in the United States, good teachers and parental participation.

Tseng, W. (2002).  Cross-Cultural Differences in Parent-Child Assessment: U.S.A. and Japan. International Journal of  Social Psychiatry

Consequences of Racism on Children's Development

I vividly remember as a child being outcast because I was lighter than most African American in my neighborhood and small town in Southern Georgia. There were so many clear and spiteful pictures that came to mind when I read this assignment, even now as a middle age adult.  Racism within my own community has what hurt me the most.  Every summer my brother, two other cousins from Maryland and I would spend part of our break in Farmville, North Carolina.  I remember having to attend Sunday School, prior to our parent’s attending church, and being the youngest separated from those I came with.  When placed with a group of children I immediately was attacked and called everything from “high yellow mellow” to “albino” (which at the time I did not even know what that meant).  The adults in the group said nothing; just let this torment go on for what seemed forever.  I got up and ran to my family, who even at a young age knew this was not right.  At such a young age, how cruel this was and to this day I can see the images of those not knowing the damage they had caused (emotionally and socially). 

It seems as though I have been dealing with this issue most of my life and I have just adjusted to it.  As I grew older, I have been able to openly talk to people if they have the courage to ask questions.  My support system has been family and friends who have experienced similar situations and by sharing our feelings has helped to mend some of the hurt, sadness and damage done by those within my own ethnic group.

I choose to examine Australia and how racism effects the development of children.  In Australia, racism is connected to the history of colonization and migration (Aboriginal and Torres Strait people) most importantly removal of Aboriginal children from their families and denial of full citizenship.  Even though Australian society has become more diverse with continuing immigration, racist language and attitudes that were commonplace is no longer accepted.  Racist’s beliefs make their way into the media in Australia, where children are watching assumptions being made toward minority groups, particularly those visible different and not part of the largely British and Celtic background.

Racism was significantly associated with child illness in a 2010 study.   Negative affects was identified as a significant mediator of housing and child illness within native communities.  Consistent with evidence from adult populations and children from other ethnic minorities, this study found that vicarious racism is associated with poor health among those within local child populations.  While legislation now exists to protect the rights of all citizens, there is a continuing legacy today from the effects of these racist practices.

As we see, racism is just a form of bullying that negatively affects everyone.  Skin color just makes it easier to identify who you want to pick on.

Journal of Epidemiology and Community Health.doi:10.1136/jech.2010.117366

Public Health-Access to Healthy Water

Imagine being hot, thirsty and no possible clean water to drink.   These are the conditions for millions of people throughout the world.  Turning on the faucet or grabbing a bottle of water is common for many of us, but for 884 million people, this is not an ordinary occurrence.  This topic was very meaningful to me as we are seeing more natural disasters happening throughout the world that are affecting us all.  How can we turn our back on those who just one sip of water would make a world of difference?  An American taking a five-minute shower uses more water than a typical person in a developing country in a whole day. 

Haiti's 2010 earthquake destroyed this country.  In researching Haiti I was ashamed to learn that the lack of water still exist to the degree it does.  And because of this the following problems are continuing:

• $1.6 million has been raised to supply Haiti with new drills and water supplies.  The goal is $2.4 million.
• Water has been restored to more than 340 communities and the hope is that 400 will be rebuilt by 2011.
• Villages that were previously using wells have been destroyed by landslides and still have not been rebuilt.
• Quality of water is not an issue, but quantity is.  Haitians are not concerned with the brand of water they receive but that they receive.  If people are thirsty, they will weaken and die.  If those that are injured do not receive water, they will weaken and die. 
• Without clean water health supplies will be unsanitary but still have to be used.  This will spread diseases and people will become infected and eventually weaken and die.

I am determined to promoting ways that we all can get involved in improving safer water.  I have signed up with http://www.water.org/ to get continued feedback on ways to help throughout my community.  I will celebrate on March 22 along with the United Nations, as they emphasize a global solution to those struggling with healthy water. I am become a voice within my school for us all to support this overwhelming problem.