Impacts on Early Emotional Development

I have chosen to share Latin America and the Caribbean with my colleagues. This area of the world is considered the most unequal region in the world (UNICEF, 2013).

UNICEF’s  mission and mandate in this region is of particular importance since more than “40% of the total population (510-million )is under 18 years of age, and more than half of the region’s children  and adolescents live in conditions of poverty”(UNICEF, 2013). In addition to poverty, according to the UNICEF’s annual State of the World’s children report 2013, there needs to be “more efforts to support the integration of children with disabilities” (UNICEF, 2013). For many children with disabilities in this region, exclusion begins in the first days of life with their birth going unregistered. Lacking official recognition, they are cut off from the social services and legal protections that are crucial to their survival and prospects. Their marginalization only increases with discrimination (UNICEF, 2013).

For the launch of the report in Da Nang, Viet Nam/MONTEVIDEO, Uruguay, 30 May 2013, UNICEF Executive Director Anthony Lake, urges the region to “see the child – before the disability” since “when you see the disability before the child, it is not only wrong for the child, but it deprives society of all that child has to offer” (UNICEF, 2013). He further states that, “for children with disabilities to count, they must be counted – at birth, at school and in life,” (UNICEF, 2013).

The data on the number of children “with disabilities, what disabilities these children have and how disabilities affect their lives are filled with inaccuracies. However, the State of the World’s Children 2013: Children with Disabilities says “that children with disabilities are the least likely to receive health care or go to school. They are among the most vulnerable to violence, abuse, exploitation and neglect, particularly if they are hidden or put in institutions – as many are because of social stigma or the economic cost of raising them. Children living in poverty are among the least likely to attend their local school or clinic but those who live in poverty and also have a disability are even less likely to do so. Gender is also a key factor, as girls with disabilities are less likely than boys to receive food and care” (UNICEF, 2013).

As I continue to explore the region’s website, I realize that these kinds of situations can negatively impact the emotional well-being and development of children on a long term basis, especially if these children continue to experience “a lack of official recognition, being cut off from the social services and legal protections that are crucial to their survival and prospects” (UNICEF, 2013). These children will also suffer the long term effects of low-self-worth as well as dying early without being given the “opportunities to fulfill their ambitions” (UNICEF, 2013).  

Consequently, the region‘s governments are being urged to “ratify and implement the Convention on the Rights of Persons with Disabilities and the Convention on the Rights of the Child.  The governments are also called upon to support families so that they can meet the higher costs of caring for children with disabilities” (UNICEF, 2013). This is also ratified by UNICEF regional director for Latin America and the Caribbean, Bernt Aasen who categorically states that, “our vision is that by 2016 every child with a disability in Latin America and the Caribbean is born without HIV, has a birth certificate, is not placed in an institution and has access to inclusive, quality, culturally acceptable and free health services and primary and secondary education” (UNICEF, 2013).

As I reflect on the insights that I have gained from doing this blog assignment, it is my firm believe that every member of the society should be given the chance to thrive in an environment that respects the dignity of the human being. Regardless of abilities or disabilities, no one should be despised, deprived, disrespected or dehumanized because they are considered less than others. As an early childhood professional, my heart has been deeply touched to be more empathetic, compassionate, and patient with all my students but especially with those who have disabilities. My heart is also moved to continue learning more about the different disabilities so that I can be more proactive in providing whatever services, resources and activities that these children and their families may need to assist them to thrive in a society that is so cold and callous towards disabilities.

Reference

UNICEF in Latin America and the Caribbean. The State of the World’s Children 2013. Children

with Disabilities. Retrieved from http://www.unicef.org/infobycountry/latinamerica.html

 

 

The Sexualization of Early Childhood

In the article, “The Sexualization of children and Adolescents Epidemic,” the author makes a very profound statement which I would like to use to open the discussion of this blog assignment. It reads thus:  “Sexualizing children is not funny and it’s not a joke, and if parents don’t start paying attention to what the American Psychological Association (APA) report found to be the growing trend to sexualize young girls and boys through video games, television shows, movies, music videos, song lyrics, magazines, clothing styles and toys, you’ll find yourself scratching your head wondering what happened to your little prince or princess well before they reach the teen years” ("The Sexualization of," 2009).

Closely aligned with the above-mentioned statement is that which is passionately mentioned by (Levin, & Kilbourne, 2009). “We are deeply worried,” they state. “Children are paying an enormous price for the Sexualization of their childhood. Girls and boys constantly encounter sexual messages and images that they cannot understand and that can confuse and even and even frighten them” (2009, p.2).

As I try to understand the depth to which our young children have been over stimulated by a very highly sexualized society, I must state here that there are certain gyrations I have observed my three year olds doing (with their feet apart) to a simple “Show me your eyes song…” that have shocked me to stop the music and asked my children to just simply do what they are asked to do without adding the gyration. It gets even worse when I see one of my four year old boys just before nap time, on his knees on his cot, and while wagging his butt, he is calling to another boy while licking his lips. I found the action very disturbing and could only shout, “Stop that and go to sleep!” Another exposure that I have witnessed is one of my four year old boys fondling the bottom of another one while he was using the urinal. I had to have a class on respecting and valuing each other' body and explain to all my students, boys and girls alike that no one has the right to touch the body of anyone.

When I reflect on the reading shared by (Levin, & Kilbourne, 2009), like them I have been asking myself, “What’s going on? Where does such behavior come from? What does it mean to and for children –and for the adults who care for them?”(2009, p. 2). I know that many will say that these things have been happening a long time ago. However, despite this nonchalant, “oh well” attitude that some may have, none of us can deny that “the Sexualization of childhood is having a profoundly disturbing impact on children’s understanding of gender, sexuality and relationships” and “while they struggle to make sense of [what they are learning], children are robbed of valuable time for age-appropriate developmental tasks, and they may begin to engage in precocious sexual behavior” (2009, p.3).

In trying to unravel how to deal with the situation, an early childhood educator cannot ignore the implications that Sexualization has on early childhood. We are seeing it far too often in our classrooms “to ignore, to become desensitized or to feel ill prepared to deal with it” (Levin, & Kilbourne, 2009). As we partner with parents, and as we engage in open, wholesome conversations with the experts, I believe that we can forge ahead in minimizing the damage being done from early childhood. By studying the topic this week, I must agree that we must begin from the foundation, the early years to tackle the problem. I have also come to realize that to lay the blame on parents will not help our children. Our eyes need to be wide open to those who “exploit our children’s developmental vulnerabilities by using sex to make huge profits” (Levin, & Kilbourne, 2009).

References

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized

childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

(2009). The sexualization of children and adolescents epidemics. Retrieved from

http://www.tellinitlikeitis.net/2009/03/the-sexualization-of-children-and-adolescents-epidemic.html

Evaluating Impacts on Professional Practice

            It may be impossible to separate one’s personal self from one’s professional identity with regard to issues and thinking related to diversity. However, as we examine ourselves daily and our awareness of who we are becomes clearer, we find that the –isms that may have impacted our lives seriously soon “pale into insignificance” literally as we work to improve the lives of our children and their families. According to (Derman-Sparks, & Edwards, 2010) “Isms are expressed in laws, in organizational policies, and in regulations, as well as in the thinking and actions of people who carry out the policies” (2010). When I examine this definition, there is no way I am going to sit back and allow the “covert or overt” messages received about by my skin color or the class that I may have been placed in by society influence the vow I have taken to help my children and their families to emancipate themselves from poverty, classism or any other isms.

As I look back in my life on the impact of classism, gender, ethnicity and language barriers on Caribbean people, I realize that as an early childhood professional, I have the crucial task of 1) “acknowledging to [my] self [any] feelings that may arise in my heart or that I may have been taught that is hurtful or painful (Derman-Sparks, & Edwards, 2010).  I must also 2) destroy these demonic influences and free up my mind to “develop more positive attitudes and greater empathy for all children and families” (2010).

Finally, it is my firm belief as (Derman-Sparks, & Edwards, 2010) state “the more passion you have about the need for creating a world of justice  and peace for children, the more you will be able to make it a priority in your work”(2010). It is my priority, commitment, and obligation to use the negatives in my life in a positive way to empower my families and their children to make this world a better place. Hence, I have come to value more than- isms, my personal interactions and relationships with my children and families that no matter how hurtful a situation I may be passing through, I have resolved to remain respectful, calm and empathetic. I have also resolve to have “colleagues/ [friends] and families” to help me on this journey. (Derman-Sparks, & Edwards, 2010) categorically state that “when we have other people to talk with, it makes it easier to decide what [we will] keep, change or add to make our teaching more effective” (2010). Thus the consequences I expect from my children and families are respect, calmness, empathy and love as I overcome any issues in my personal life.

Reference

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).