Culture and Communication

Culture is all around us … quite literally. No matter where we go, there will be some type of diversity we encounter. Whether it is at the grocery story, in a discussion post, or even within our own families, there will always be similarities and differences that someone has to contribute to cultural diversity. Yet, did you ever stop to think about how much culture and diversity influences our communication? Reading through the article written by Beebe, Beebe, and Redmond (2011), I was blown away when I read this sentence, “culture has a direct effect on how we communicate with one another” (p. 97). As I began to piece this connection and relationship together, I asked myself the daunting question of, “Do I find myself communicating differently with individuals who are from different groups and/or cultures?” I was shocked to discover that the answer to that was a very obvious yes. I never realized this until now, but I do engage (unconsciously) in different communication styles when I am interacting with those who are in some way, shape, or form different than me. Here are just a few examples:

• Those who speak another language other than English – I will admit that I am a monolingual person. I only speak English, with a very minor understanding and verbal ability to speak Spanish. This can sometimes be a challenge when I am working with families who solely speak Spanish (or perhaps another language). While translators definitely come in hand, I have discovered that “even when language is translated, meaning can be missed or mangled” (Beebe, Beebe, & Redmond, 2011, p. 100). For instance, when we were requesting more personal supplies for a student, we somehow misinterpreted the word “pad” for “pill.” The student’s poor grandmother was very confused and upset about the pills her granddaughter was on. So, there are times when I do have to take the bull by the horns and attempt to have a conversation with these individuals, even though there is a clear communication barrier. However, I have found that to compensate for this verbal challenge, I overcompensate my nonverbal skills. I utilize a lot more body movements and gestures to try to help get the message across. For example, I incorporate a lot of illustrators to “help visually explain what is being said” (O’Hair & Wiemann, 2012, p. 135). I have discovered that my overuse of nonverbal communication is more pronounced when communicating with those who speak a different language.
• Marginalized Groups, especially the LGBT community and other races – Over the past several years, I have developed a deep sense of respect for those in marginalized groups who endure such hardships and oppression, while I have more opportunities and privileges in some situations. With this being said, I definitely incorporate politically correct language into nearly all of my conversations with these individuals. I have consciously attempted to “replace the biased language with more neutral terms” (O’Hair & Wiemann, 2012, p. 112) to try to help the other individual feel more at ease. I am learning, however, that while this may be a good intention,  I can “unintentionally offend someone through more subtle use and misuse of language” (Beebe, Beebe, & Redmond 2011, p. 89).
• My Family verses My Colleagues – Even though I have discovered differences in my communication with those outside of my personal group, I was startled to find a difference in my communication among my family verses those I work with. Within my family, we were raised under the strong conviction not to use “bad language,” including cursing. If someone were to even let a swear word out, there were negative consequences. Therefore, whenever I am around my family, I engaged in a more wholesome language/communication style, while delicately avoiding any insulting language to them. However, when I am among my colleagues, we share a sort of slang “that is informal, nonstandard, and usually particular” (O’Hair & Wiemann, 2012, p. 106) to our classroom group. We engage in friendly banter and sometimes use swear words for humorous occasions (which are always used when not around our students). If I were to use this type of slang around my family members, I would get a lot of weird looks and suffer the consequences. Therefore, I can really decipher how much my communication differs between my colleagues and my family.

Considering these differences in my communication styles among people who are in different groups or cultures, I have formulated several strategies (based on the learning resources from this week) that would help enhance effective communication among all of the groups lists above, as well as for others that are not listed. They are as follows:

In further elaboration …

• Create a “third culture” perspective – This type of perspective will foster effective communication because the “people involved in the conversation (will) construct ‘a mutually beneficial interactive environment in which individuals from two different cultures can function in a way beneficial to all involved'” (Beebe, Beebe, & Redmond, 2011, p. 107). Therefore, rather than having to understand two different cultures within a communication context, this “third culture” perspective is “more comprehensive and inclusive” (Beebe, Beebe, & Redmond, 2011, p. 106), leading to greater understanding for everyone.
• Investigate and get to know the background of other individuals  – As time permits, a great way to enhance effective communication is to get to know and understand the culture, background, perspectives, point of views, and so forth of the other person to truly recognize and identify how they best communicate. It will not only help you behave appropriately, but it will also decrease the impact of any communication barriers (Beebe, Beebe, & Redmond, 2011, p. 104). Furthermore, you may be able to acknowledge a common ground between all involved, which will also foster effective communication (Beebe, Beebe, & Redmond, 2011, p. 103). Finally, this strategy may help you avoid the pitfalls of cultural myopia and ethnocentrism.
• Always apply the “Platinum Rule” – Milton Bennett identified the Platinum Rule as “Do to others as they themselves would like to be treated” (Beebe, Beebe, & Redmond, 2011, p. 114). By applying this rule to communication, regardless of who you are interacting with, you will be focusing on how the other individual would like to be treated. Through doing this, you will be taking the emphasis off of yourself and how your culture/perspectives influence you and placing the emphasis on the other individual, which will lead to more effective communication.
• Adopt an “other-oriented” perspective – This goes hand-in-hand with applying the “Platinum Rule.” The more someone adopts an “other-oriented” perspective, the greater the communication will become. When this perspective is donned, you may be able to “adjust your communication style and language, if necessary, to put the person at ease” (Beebe, Beebe, & Redmond, 2011, p. 110). Furthermore, you may experience more empathy by being able to “take into account another person’s thoughts and perspective, and … consider what the other person may be experiencing emotionally” (Beebe, Beebe, & Redmond, 2011, p. 110). Overall, “the logical extension of being flexible and becoming other-oriented is to adapt your communication to enhance the quality and effectiveness of your interpersonal communication” (Beebe, Beebe, & Redmond, 2011, p. 112).
• Identify and acknowledge your personal culture and social identities – “Your culture and your life experiences determine your worldview (which) shapes your thoughts, language, and actions; it permeates all aspects of how you interact with society” (Beebe, Beebe, & Redmond, 2011, p. 93). Whether you realize it or not, your personal culture and social identities have an impact on how you communicate. The more you become aware of how these influence your communication, the better you will be able to control any prejudices, biases, or stereotypes that may have risen unconsciously. However, the less one is aware of this impact, there may be “the potential for misunderstanding and mistrust” (Beebe, Beebe, & Redmond, 2011, p. 97). Therefore, in order to embrace effective communication with individuals from different cultures and groups, I believe it is important to identify and acknowledge your own personal culture and social identities with can significantly impact your communication.

References:

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.

O’Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin’s.

 

Perspectives on Diversity and Culture

Looking over this assignment in the beginning of the week, I knew that I wanted to get responses from people who were different from me in one way or another. I define myself as a heterosexual, white woman. Therefore, I knew that I wanted to reach out to people who were different from me in a variety of ways, ranging from race to sexuality. Fortunately, I was able to contact all three of these individuals (well, ok, two out of the three were fairly simple to ask). I’m thankful that I was able to gather three distinct, yet similar perspectives on culture and diversity, as it really helped to deepen my grasp on these two topics.

Included Perspectives of Culture and Diversity

Reflecting on all of the responses from these individuals, I have discovered some aspects of culture and diversity that I have studied recently scattered through their definitions. These include:

• Surface Culture
  Louise Derman-Sparks shared that surface culture are “external symbols of the underlying beliefs and values and rules about behavior” (Laurete Education, Inc., 2011). I was startled to see that all three individuals shared examples or referred to surface culture within their definitions of either culture or diversity. For example:
  
  • Sam mentioned that culture is experiencing other races, which is a very obvious external factor.
  • Kristen also defined diversity based on the color of one’s skin.
  • Bernie did take a different approach by referring to what foods she eats or how she celebrates Christmas.
• Social Identities
  While not all three individuals mentioned a type of social identity, I did notice that Sam defined himself as a black man and based his definitions on this. It was apparent that his social identity as a black man meant a lot to him, and he was proud of this identification factor.
• Diversity
  All three individuals mentioned that diversity is essentially a mixture of cultures and individuals, not just one homogeneous group of people. As I continue to learn throughout this course, I am realizing that diversity does indeed encompass a large group of people with both similarities and differences
  • Sam said that diversity is “being around other races.”
  • Kristen defines diversity as “being exposed to differences.”
  • Bernie also referred to diversity as “a variety of cultures.”

Omitted Aspects of Culture and Diversity

Although all three of these individuals did include some of the anticipated aspects that I have learned about culture and diversity within their definitions, I was somewhat shocked to find that there were a few (anticipated) aspects that were left out. A few of these include:

• Deep Culture
  Yes, all three of these people mentioned aspects that revolved around surface culture, but what about the deeper aspects that truly are enmeshed in an person’s culture? Derman-Sparks and Edwards (2010) referred to this deeper culture as being “much deeper and more significant than those things” (p. 56). (Please note – “those things” refer to surface culture aspects). Some examples are:
  
  • Sam defined culture as being around other races, but what about being within your race? Ramsey (2004) wrote that there are “more genetic differences within different ‘racial groups’ … than across them” (p. 5).There are clearly differences even within an ethic or racial group. Therefore, culture can also include being around those are who within your race, yet are different that you
  • Kristen did include differences within her definition of diversity, yet she only reached as far as the color of skin or nails. While these are clear differences, they remain external factors. Differences go so much more deeper than what is on the outside.
  • Bernie also stayed within the surface culture area, by only mentioning food and holiday celebrations that mark her culture. She did mention that this is really what does define her, however there are other aspects of deeper culture that can be included.
• Social Identities
  Yes, I realize that this was included in Sam’s definition, which was to be expected. However, I was shocked to find that Kristen did not clearly identified part of her culture within a sexual orientation perimeter. Hearing some of the stories she has shared growing up as a lesbian, I was anticipating that she would define her culture based upon this root. However, it was not included.
• Personal Factor
  I have been learning that culture is very personal, and it has been ingrained in everyone since birth. As I asked the questions to these three individuals, I offered an example of how I see my culture (white, Christian woman who is a mother). However, all three of them chose to stay within a generic definition of both culture and diversity. Sam did touch a bit on personal aspects by referencing to his race, and Bernie did share two examples of her culture; however, none of them told me what their personal culture is. All three defined culture and diversity as being within larger groups.

Insights Gained

Looking back on these individuals’ responses and what aspects were and were not included, I realized that I gained several insights that have allowed me to grasp deeper thoughts and perspectives of my own in regards to diversity and culture.

1. Deep culture is not always immediately identified. Listening to all three of these definitions, I quickly realized that those aspects affiliated with the deeper side of culture are not usually readily recognized. While those aspects are the root of our identity and culture, they require time to ponder and think about it. After each person shared their definitions (which are recorded above), I went on to ask a few specific questions just out of curiosity. It was through these deeper questions that the individuals were able to begin to recognize how the deeper elements of culture affect them. I was able to clearly see that if there is no present oppression, an individual “may not be thinking of [their] race, class, sexual orientation, religion, and age” (Gonzalez-Mena, 2008, p. 11). 
2. Differences are usually highlighted. Within these various definitions, all three individuals referred to the differences of others or being with those who are not like you. I was able to see that as first glance, culture is often see as mixture of only differences. While there are definitely differences within culture, it is also important to embrace and celebrate the similarities too. Culture, in my personal opinion, is actually a mixture of both the similarities and differences that people have to offer, rather than solely the differences. However, people often only focus on these differences. This has encouraged me to set an example by discovering how I am the same and difference in comparison to others, and this is ok!
3. Culture and diversity are lived daily, but remain somewhat unfamiliar defined topics. Since I have been studying both culture and diversity, I am able to provide a thorough definition of these terms. I can grasp both the surface and deep culture. I can see how diversity is a combination of both similarities and differences. This is only because I have been reading and learning about these topics recently. If someone had asked me before this course, I would have probably offered a definition similar to one above. Culture is something that I practice and live every day, but if I had been asked to stop and actually define it, it would have been difficult. I learned that individuals may not necessarily be able to provide a textbook definition of either culture or diversity, however their lives are enriched with both daily.

Through looking through these different lens, I was able to gain a deeper perspective and meaning of what culture and diversity mean to me both personally and professionally.

References:

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Gonzalez-Mena, J. (2008). Diversity in Early Care and Education (5^th ed., pp. 8-13). Boston, MA: McGraw Hill.

Laurete Education. (2011). Culture and Diversity. [Media Presentation]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2821339_1%26url%3D

Ramsey, P. G. (2004). Teaching and learning in a diverse world (pp. 3–6). New York, NY: Teachers College Press.

 

Research that Benefits Children and Families – Uplifting Stories

As we have been learning this week through our learning resources and assignments, there are ethical considerations to take into account while doing research. This code of ethics may not necessarily be a long list of personal beliefs or values, but rather a precise plan how a particular study will be planned, conducted, and reported. Between you and me, I struggled a lot with the learning resources this week. All of the specific codes and regulation numbers confused me, and I had to re-read a few different articles several times. The bottom line that I came to after pondering all of the resources is that research must be carefully thought through, designed, and conducted with it comes to children. The four areas below typically are approved when research involves children:

• The risks are nothing more than minimal (minimal equates to the typical discomforts and harms experiences in everyday life or in testings).
• More than minimal risks may occur, but the research directly benefits the participant undergoing the study.
• More than minimal harm may occur, however the results can lead to greater understandings and insights about the condition or disorder that the participant has (ie: learning more about effective strategies when instructing children with autism).
• Research that may cause more than minimal risks, but the outcomes provide opportunities to learn more the general health and well-being of children and their development *special note, research studies that use this option must be approved by the HHS (Health and Human Services) secretary* (U.S. Department of Health and Human Services: Office for Human Research Protections (OHRP). (n.d.).

So, when research abides by one of the above ethical considerations, the results and outcomes can lead to a positive impact on the lives of children and families. File (2008) agrees by stating, “Applied research projects contribute information to our field that benefits young children and families we serve and all of us who work conscientiously to improve the quality of early care and education” (p. 87).

After seeing how research can have a positive influence on children and families, I asked myself how have I personally (and professionally) witnessed positive examples? Two instances quickly came to my mind …

Research personally affected my life and saved my son’s. However, let me back up and provide a bit of a background for you. I was pregnant with my first born child in 2009 (and quite frankly, he is still my only child). I went into labor with him nearly 42 weeks gestational. Everything at the prenatal appointments looked excellent, and even during active labor, he was doing well. It was only the last hour of delivery that things took a turn for the worse.

While I can’t remember the full specifics of the half-hour leading up to his delivery, I do remember that he was pulled out of my belly (emergency C-Section) at 6:32 pm on a Saturday evening. I thought it was odd that I didn’t hear him cry, and I learned a few hours later why this was. You see, he was born blue, with no heartbeat or a breath of life. If you know anything about APGAR scores, his were 0 across the board. After 2-3 minutes of CPR, he was resuscitated and rushed to the NICU. However, the brain damage from the loss of oxygen was imminent.

At the hospital where I delivered, they had begun a new experimental program for babies born with potential brain damage. It was called a “cooling mat.” Babies were placed on this cooling mat, which significantly reduces the body temperature for 3 days. Fortunately, my son qualified for this experimental program and was placed on the cooling mat for the first 3 days of his life. He was sedated and on a ventilator, but it was all in hopes that the brain damage wouldn’t continue. Essentially, it was an experiment – a part of research. A trial and error. Nobody could tell me if he would be significantly brain damaged or even wake up. We just had to wait …

Three days later, my son was removed from the cooling mat and started the process of warming up. He began to

Ephraim on the cooling mat

wake up and slowly make progress. The brain damage from his birth was already present on the MRI, but thankfully it was not any worse due to the cooling mat procedure. He spent 24 days in the NICU, learning how to doing multiple feats that many babies are typically born with (like sucking), but he is a trooper and managed to pull through it all.

Due to the new cooling mat program, he became a participant in a longitudinal study that would follow him until he is five years old. Every six months or so, he would go for developmental testing to determine where he was in comparison to those his age. Even though this program has dissolved in my area, there is still a research study going on about the long term benefits of children who were on a cooling mat immediately after birth.

Fast forward nearly three and a half years, my son (Ephraim) is one of the happiest little boys I have ever known (and I’m not saying this just because he’s my son). He had a lot of challenges and struggles, but this doesn’t stop him. He can’t sit up yet, but he scoots all around the floor in an army crawl. Eating is a huge issue, but he has overcome the possibility of a feeding tube numerous times. While he is on a pureed diet, he is able to eat all of his meals orally. With the addition of multiple therapies each week, he is slowly making process in all developmental areas. He is a miracle, for sure. My miracle, indeed.

The research study of the cooling mat saved my son. Or at least I like to think of it like that. Had my son not had

Ephraim today in his gait trainer (a device designed to help him walk).

the chance to be on the cooling mat, his brain damage could have been significantly worse. Sure, he faced more than minimal discomfort by being sedated and chilled for nearly the first three days of his life. I was aware of the risks that surrounded this experiment, but the benefits for my son far outweighed these risks. The discomfort was worth it, in my eyes, for a chance that the brain damage wouldn’t get worse. In addition, this research study also affected my life as a mother. The cooling mat had just come to this hospital a few weeks prior to my son’s birth. Otherwise, my son would have had to be transferred to a children’s hospital nearly two hours away. I was thankful that I was able to stay close by my son’s side, rather than worry about his care and prognosis in a different hospital. This research study, while it was brief and disseminated before my son turned 5, was a lifesaver for my son.

 

 

 

Even though I did experience research first hand, I also took a step back and looked for positive examples I have come across in my professional career. While I have read numerous research articles, one in particular revealed positive examples of how research affects children and families.

A research study was conducted on a group of migrant children and their families during kindergarten. Parents were offered an opportunity to participate in a voluntary program that taught them how to be involved and engaged in their child’s academic activities. Parents could opt to attend just one session or all of them if desired. It was the hopes of the study that if parent quality and involvement increased, academic achievement, as well as social and behavioral development, would rise.

Once the children completed kindergarten, they were then re-evaluated at the end of first grade to see if there was an increase in academic knowledge. It was discovered that the children in the experimental group had greater language scores when compared to those children in the control group. Already this experimental study had begun to see the impact of increasing parent involvement and quality.

Six years later, this group of children was re-evaluated once again. (This is actually what the article mainly discussed – the results from the initial study six years later.) The state reading assessments were examined for both groups. Although not a surprise, it was found that the experimental group, children whose parents attended the parent program, had significantly higher scores in comparison to those in the control group (children whose parents did not participate in the parent program).

This research study produces positive effects for the experimental group, as they continue to reap the benefits from their parents attending the parent program. This journal article is an excellent example of how research positively contributes to the optimal development and learning of children. If you want to read this article in depth, the citation is as follows:

Clair, L. S., Jackson, B., & Zweiback, R. (2012). Six Years Later: Effect of Family Involvement Training on the     Language Skills of Children from Migrant Families. School Community Journal, 22(1)

Since we are in this journey together, I will conclude my blog post with some questions for you to ponder (and even perhaps respond to):

• How has the research simulation project been going for you? Have you experienced any rough spots, like I did this week with reading about ethics?
• If you have identified any positive examples within research, has this encouraged you to continue to further your research exploration?
• Have you identified any positive research examples that correlate to your specific topic?
• What have you found helpful to you as you complete your research simulation?

References:

Clair, L. S., Jackson, B., & Zweiback, R. (2012). Six Years Later: Effect of Family Involvement Training on the Language Skills of Children from Migrant Families. School Community Journal, 22(1), 9-19.

File, N. (2008). When researchers come to your program. YC: Young Children, 63(5), 80–87.

Mac Naughton, G. & Rolfe, S.A. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.

U.S. Department of Health and Human Services: Office for Human Research Protections (OHRP). (n.d.[a]). Research with children—FAQs. HHS.gov. Retrieved from http://answers.hhs.gov/ohrp/categories/1570

 

Getting to Know Your International Contacts – Part 1

Sadly, I must write that I have not been able to make any personal connections with international early childhood educators. It was an honest attempt over the past few weeks, with over 50 international educators contacted through different media outputs. I initially began with email addresses provided through the blog resources  in week 1. The only email that I received back (other than those that were returned to me for erroneous email addresses) requested that I find another professional, as a Walden student had already contacted them first. Therefore, I decided to find a few early childhood organizations through the popular media, Facebook. I was able to leave messages for two different groups, one located in Tanzania and the other in Australia. I actually heard back from both organizations, requesting more information. Emails were sent back to them with details and specific questions. However, it has been several days with no response. Therefore, I turned to the alternative to this assignment by listening to two pod casts through the World Forum Radio.

Irma Allen, Swaziland Development Authority 
(click here to listen)

Irma Allen is the Chairperson to the Swaziland Development Authority. In her pod cast, she shared with her listeners about utilizing the nature and environment around her. With nature being her classroom, she uses the nature as supplies to teach children, ranging from the dew on the trees, the water in the streams, or even the spiderwebs sparkling in the sun. Through the use of this “curriculum,” students (and even educators) are able to grow a deeper fondness and appreciation for the environment and world. Ms. Allen ended her pod cast with an example of a former student who went through this program. The student spoke highly of what he learned, including the fact that he felt loved and developed an appreciation for his home, environment, and the world. Although he had a rough past growing up, his early childhood experience gave him a place and role in life (Allen, 2009).

Listening to Ms. Allen’s pod cast, I am challenged to use the nature as supplies to teach my lessons. I would love to take the children outdoors and teach them through the snow, sun, wind, and even rain (under appropriate conditions). I was able to connect the fact that through using nature, not only are children learning academically, they are also developing an appreciation for the world around them. This fantastic program emphasizes a lot of great points, and I plan to incorporate them into my own daily lesson plans.

Delfina Mitchell, Liberty Children’s Home, Belize 
(click here to listen)

Delfina Mitchell is the director of Liberty Children’s House in Belize. This organization currently houses 42 children who have suffered from physical or sexual abuse, been abandoned or neglected. When a child first comes to this group home, they are given a period to heal and regroup from negative experiences, rather than being thrown into a school setting immediately. Ms. Mitchell shared a story about a nine year old boy who had come to this program within the past year. Due to extensive abuse and exposure to it, the boy wouldn’t speak. A home school setting was initiated for him, with an attempt to then transition into a more public school setting. This, however, was unsuccessful, as the boy was kicked out within a week. During a 30 minute horseback ride with Ms. Mitchell, the small boy began to speak about his past experiences. Although he was speaking, his language was difficult to hear, with apparent regression. The boy began to slowly be exposed to informal school time and plenty of time in the gardens. With the right amount of medication and schooling time, the boy is beginning to talk more and more (Mitchell, 2009).

As I listened to Ms. Mitchell’s pod cast, I was saddened to hear about the amount of abuse children endure in Central America. Furthermore, I was shocked to learn about the boy’s regression due to the amount of abuse he faced. This pod cast has taught me that children who are healing from abusive situations need plenty of time to heal on their own accord. A child cannot be rushed, and time is of the essence when gently guiding them back on track. There is no cookie-cutter mold for these children, as every child will have to be individually addressed. While I was discouraged to hear about children who face negative situations, I was pleased to know that Ms. Mitchell is impacted the lives of these children in a positive manner that will prepare them for future success.

 After listening to these two pod casts, I searched for contact information for Ms. Allen and Ms. Mitchell. Emails were sent out to both of them, however no response has been received yet. In lieu of responses, I explored the Childhood Poverty Research and Policy Centre’s website to learn more about the poverty in India.

India (click here to learn more)

Out of the 1.03 billion citizens in India, 260.2 million are in poverty, which puts this country at the top of the list for having the majority of poor people within South Asia.

Listed below are some of the insights I gained from researching about this country and poverty:

•  Poverty hits areas, regions, and people in different wayssThroughout India, poverty affects regions in different ways. The rural area is often hit the hardest, suffering from a “lack of access to assets, skills, and low levels of health and education” (Childhood Poverty Research and Policy Centre, n.d).
• With an increase in population, the resources to address poverty also needs to grow.As Asia faces a “growing population, industrialization and globalization” (Childhood Poverty Research and Policy Centre, n.d.). Tremendous pressure is placed on the healthcare system, as communicable and uncommunicable diseases are on the rise, especially among those in poverty.
• Poverty in India has increased the amount of child labors, negatively impacting learning and development.While improvements are being made to help reduce infant morality rates and to improve school enrollment, almost half of the child population in India struggle with malnutrition. Furthermore, “20% of the world’s out-of-school children” (Childhood Poverty Research and Policy Centre, n.d.) are from India, with almost one-third of those children working under the age of 16.
• Even though poverty remains a significant issue, action is being taken to help reduce poverty.
  
  Programs that are aimed to erase poverty or at least minimize the damage caused by it are directed by the central government. Three main programs are used to help reduce poverty: “rural employment creation and infrastructure development programmes, self-employment, and food subsidy programs” (Childhood Poverty Research and Policy Centre, n.d.). In addition, various rural work programs are also available. The Integrated Child Development Service Programs specifically targets children from birth to six years old (Childhood Poverty Research and Policy Centre, n.d.). 

Completing this assignment this week has really opened my eyes to the consequences negative experiences can have on children throughout their lives, but it also revealed a lot of different strategies and programs throughout the world that are working to help eliminate this negatively, which will help children reach their optimal potential.

References:

Allen, I. (2009, December 11). Episode 7: Irma Allen. World Forum Radio. Podcast Retrieved from http://ccie-media.s3.amazonaws.com/podcasts/WFR_05_IrmaAllen.mp3

Child Poverty Research and Policy Centre. (n.d.). Country Overviews [India]. Retrieved from http://www.childhoodpoverty.org/index.php?action=countryo#11

Mitchell, D. (2009, November 2). Episode 3: Delfina Mitchell. World Forum Radio. Podcast Retrieved from http://ccie-media.s3.amazonaws.com/podcasts/WFR_03_DelfenaMitchell.mp3

 

Personal Childhood Web: My Mommy

Mommy and Erin

She is … my mommy – Kathy.

My favorite memory is … her swimming with me on a hot day. My mommy doesn’t like to swim. Even after we got a new pool where the water tended to get hot quickly, she would often encourages us from the sidelines. One afternoon, as the temperature became sweltering hot, she donned her bathing suit and clambering into the pool. I will never forget the shocked look on my face as I was now face-to-face with my mother in the pool. I enjoyed every minute in that pool with her, because I got to do my favorite activity with one of my favorite people in the world.

She influenced my life when I was a child by … always communicating with me. My mother was always talking to me. If we went somewhere, she talked to me about what we were seeing. She asked me questions to provoke my thinking and challenged me to grow. She taught me to have a passion for learning and to never stop learning. She inspired me to always reach for more, no matter how tired I might be feeling. She influenced my life my teaching me to leave things better for those who would come after us. I learned about compassion and empathy through my mommy. I learned how to treat others with diginity and respect, even if they didn’t return it. I learned to always give and don’t expect anything in return. The influence on my childhood through my mother is invaluable and has shaped me into the woman that I am today.

She nurtured and cared about me through… always reading to me. I remember that whenever we took a car trip, my mommy had a book in her hand. We read countless books in the car. Through her reading to me, I felt her love for me radiate from her being. I also knew that she cared for me in ways that I couldn’t imagine by working numerous jobs just to provide for us. I recall her going to work in the evenings and overnights, and yet she spend time with me during the days. She cared for me through making personal sacrifices. She spent so much time with me. Sometimes I think she created extra time in her schedule just to make sure that I knew I was loved and cared for. My mommy nurtured and cared for me through countless ways that have left me a better human being.

She made me feel special by …investing time individualized specifically for me. I felt incredibly important to her because she always created unique opportunities to spend time with me. I remember one day she took me to the doll factory. I adored dolls when I was younger, and I was thrilled to spend time with my mommy looking at the toy I loved best. My mom made me feel special by creating powerful memories that were tailored to my personal interests. Through making these incredible memories, they have stuck with me through childhood into adulthood. I will never forget how important and special I felt to my mom as I grew up.

Her influence continues today … I still find my mommy in me as an adult. Whenever I go out to a resturant with friends, I gather up all the plates after our meal and stack them in a neat pile. I often get questionable looks when I do this. I simply say that this is how my mother raised me. I have a passion for reading that I know came from her. I have also taken in her footsteps by having a career in education. I have adopted her deep compassion for others and her kindness towards those who are in need. I find my mother’s influence in me wherever I go, and I know that I will carry her in my heart until I die.

 

Personal Childhood Web: My Daddy

Daddy and Erin

He is … my daddy – Brian.

My favorite memory is … There was this little hoagie shop about twenty minutes from our house. On a regular basis, my daddy and I would take trips, just him and I, to this hoagie place. We would order the same time and always get an extra hoagie for the next day. We would sit and discuss our day over lunch. After eating, we would head to the Walmart down the road, where he would buy me a stuffed animal. The next day, we would eat our hoagies at the same time, thinking about each other.

He influenced my life when I was a child by … my daddy has always been crazy about me. He had a big influence on my life as I grew. He was the one to teach me how to walk before running. He instilled wisdom in me. He taught me the right from the wrong. Whenever I made a mistake, he made sure to lovingly discipline me. Even though I knew I had done wrong, my daddy made sure to love me through disciple. I’ll never forget the look of love in his eyes every time he had to discipline me. As I grew and more difficult issues present themselves, he continued to teach me patience and unconditional love. He was always there, even when I didn’t think he was. He influenced my life by showing me that he is just a human who makes mistakes, but he surely was the best father I could ever ask for.

He nutured and cared about me through… taking the time to tell me stories at bed time. Every night when I was a child, he would stop what he was doing and take time to tell me a bed time story. Yet, they weren’t your typical “Hickory Dickory Dock” stories. They were stories from his childhood. Sometimes they would make me laugh and other times my heart would feel sad. I’ll never forget those bed time stories. He took time to take me to the park. Rather than sit by the side, he was right there by my side, going down the slide with me. He showed his love and care for me by always cheering me on wherever I was. At our field days in elementary school, my dad took the day off from work and cheered me on from the sidelines during most of my events. However, during the running portion, my worst feature, he ran right by my side, cheering me on the whole way. I have always known my daddy nurtured and cared for me all throughout my childhood by the amounts of time he spend with me and the depths of encouragement he showered me with.

He made me feel special by … spending time with just me. My daddy worked very hard in the military and to provide for our family. He also went back to school to finish up his Master’s degree. In the midst of his busy schedule, he always made time just for me. Sometimes he would throw me over his shoulders and carry me around. Other times we would slide down the slide at the local park. We also spend quiet time together at that little hoagie shop. I knew that I was special to my dad because he would take the time to invest in just me and made me feel like I was the world to him.

His influence continues today … My daddy still remains one of my biggest fans. Even though I may make decisions in my adulthood that he doesn’t neccesarily agree with, he still shows me that he is on my side. He still continues to cheer me on. Rather than running at field day, he encourages me when I tell him about a new potential job offer. He shows me his support and love through his kind words and encouragement. He also still takes time to do things with just me. When he is out, he will bring me home my favorite snack. It’s a snack that only I like, and he always remembers which kind I specifically prefer. Though we don’t spend as much time together now, he still influences me today by showering me with his love and encouragement, while allowing me room to spread my wings to fly.

 

Personal Childhood Web: My Grandparents

Nana, Poppop, and Erin

They Are… my maternal grandparents: Poppop – Jesse and Nana – Janet

My favorite memory is … When I was eleven or twelve, I remember that I was privilaged to spend a few days by myself at my grandparents’ house. My grandmother spend the next few days teaching me how to sew. She first took me to the store to pick out my own pattern and fabric. Then she showed me how to cut the pattern out and use a straight pin. She patiently watched as I fumbled with a sewing machine to create my first pair of overalls. I was so proud of my first outfit I sewed with my grandmother, and I never forgot the few days they showered me with love and patience.

They influenced my life when I was a child by … always taking time to give me personal and individualized attention. When I would visit my grandparents with my family, the time was usually split between my other two siblings and my parents. Whenever they would talk to me or play with me, they would show that they listened to me by asking questions about my personal interests and likes. I always loved dolls growing up, and my grandmother took time to create new outfits for me to dress them in. My grandfather would ask specific questions about my school year or what sport I was into. I was impacted by their individualized attention they showed me, and I will never forget how important they made me feel.

They nurtured and cared about me through… taking the time to invest in me personally. They also spend countless hours with me, from playing to reading to just talking. Whenever we did spend time together, their attention and devotion was focused directly towards me. They took time to learn about what interested me and what activity I was involved in at school. They showed their care for me through respecting me. Even though I was just a child, I always felt just a little bit taller when I was around them. They nurtured and cared about me through making me feel like the most important person in the world.

They made me feel special by … treating me with respect. When interacting with a child, it is easy to treat that child like a child. However, whenever I spend time with my grandparents, even as a child, I never truly felt like “a child.” I always felt like I was a person treated with respect and dignity. I felt years about my age when I was around my grandparents. I felt important because they took time to invest in my life by talking about what I liked. When I received a gift from them, it was somehow tied into my interests at that time. I felt special to my grandparents because they respect me and treated me like an important person, no matter what my age was.

Their influence continues today … Now that I am an adult, my interests and likes have changed significantly. Rather than talking about the latest doll, we discuss what my job was like yesterday. My grandmother sometimes has a hard time remembering the details about my life, and my grandfather is aging as well. Yet, every time I visit them, they impress me by remembering the smallest details about my life. They remember what job I have and what church I’m going to. They ask me how I feel about current events that interest me. Through this, I still feel important to them. They don’t let their old age stop them from taking a profound interest in me. They work harder now to remember what I am doing currently. I am deeply influenced by their love and respect they have had for me from childhood into adulthood.

 

Personal Childhood Web: My Brother

He is … my little brother, about three years younger than me – Keith

My favorite memory is … When I was about seven or eight years old and Keith was four or five, I recall that we LOVED Power Rangers. We collected every color Power Ranger there was and went bonkers when a new sword had come out. Our love for this cartoon show was evident when we created the Power Ranger club. We met every afternoon under our bunk beds and wrote down notes about Power Rangers. Even though we were the only two members in this “club,” it still created lasting memories.

He influenced my life when I was a child by … My little brother and I would play daily with each other during our childhood. He fueled my passion for creativity and stretched my imagination. He was my constant companion and play partner. Whenever I needed someone to play with, he was there. As we grew older, our interests began to seperate, but we would still take time out to play a video game together or laugh over a silly joke. My brother influenced my life by showing me what it is like to live carefree and child-like. He influenced me by taking time to play with me and grow my imagination. He influenced me and left a lasting impact on my life by always being there, no matter what.

He nutured and cared about me through … taking the time to play with me all the time. From playing with Power Rangers to sliding in the mud outside, we would always find something to get into. He showed me he cared for me spending time with me wherever we went. I could tell how much he loved me because wherever I went, he was. I remember we didn’t like sleeping in our room one night, so we took our sleeping bags and sleeped at the bottom of the stairs. He nutured and cared for me by being my friend, my constant companion, my playmate, my confidant, my partner-in-crime … my brother.

He made me feel special by … spending almost all his time with me during our childhood. Whenever we would play together, I remember a special look in his eyes as I talked to him. It was a look of amazement and wonder that his big sister was taking the time to play with him. That look has always stayed with me because it showed me that I was special to him, just like he was special to me. By spending all of our time together, I knew I was special to him, because he chose ME to play with … to explore with … to dream with.

His influence continues today … My brother and I have grown up and grown apart. Our paths have taken us in different directions in life. He is working in the government and I in education. He works night, while I take the day shift. Our interactions have slowed down significantly, yet there are still occasions when we share a laugh or a memory. I try to take an interest in his hobby sometimes and share with him something new I learned about it. As I talk to him, I see that look he had as a child. When that look pops up, I treasure the moment between us. It brings me back to our childhood and the days of wild imagination and dreams. He still influences me today by gently reminding me that I was significant in his childhood and that I am important to him to this day.