My Connections to Play

MY CHILDHOOD YEARS OF PLAY AND IMAGINATION

“The activities that are the easiest, cheapest, and most fun to do – such as singing, playing games, reading, storytelling, and just talking and listening – are also the best for child development.” By Jerome Singer (professor, Yale University)

“Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child’s soul.” Friedrich Froebel (founder of the concept of kindergarten)

“It is in playing, and only in playing, that the individual child or adult is able to be creative and to use the whole personality, and it is only in being creative that the individual discovers the self.” D.W. Winnicott (British pediatrician)                                                                           

My fondest memories of play are associated with my younger sister, Becky.  Living on a small dairy farm with cows, horses (Scamp and Duchess), chickens, Midnight and Snowball (pet rabbits), Tommy Cat (our quiet and ever present black Tom cat that would let us dress him up in baby doll clothes and pretend he was our baby), and our protector Freckles (part German Shepard and part we don’t know what dog) we had the best the world had to offer.  We would venture past our milk barn and over the hill to the pasture or sage brush and there was no limit to what we could do.  The big cottonwood tree in the pasture was just right for a tree house and it had the perfect stream of water that ran beside it in a small irrigation ditch.  Although it never ended up with a house built in it, it still provided a sanctuary for our imagination as we created never ending dramas from the latest television show or book.  Over the hill and through the sagebrush was the best ditch with high sides and shallow water that barely covered rocks.  It made the pebbles shine and they became gold as we used mom’s old pie tins to pan for the precious treasure.  Becky had a little red wagon.  We would load our dolls in it and play “Wagon Train” or pretend that we were escaping from a villain. 

Our mother was our greatest supporter.  It didn’t matter how much of a mess we made, only that we were safe and happy.  It seems like we played and played some more.  Such freedom has carried through with me today.  I think that is why I love play any kind of game, love to travel, and enjoy experimenting with different food recipes.

Play then and now presents many differences.  When I was young, we played outdoors as much as we could and today children play mostly indoors with video games and X-Boxes.  The cost of play when I was young was minimal as we played dress-up in our parent’s and older sister’s clothes.  Also, we used cardboard boxes, twine from the barnyard, and other materials that were uncommon to a store.  Our essential play props and toys consisted of dolls, homemade doll clothes, a dramatic set (cupboard, table and chairs) made by our grandfather which was our mother’s when she was a little girl.  Today almost all toys are purchased from a vendor.  We did not have imagination painted for us on a computer, iPod, or video game.  We had to make up our own stories which usually came from stories our mother told us, from books she read to us, or from very few television shows we were able to watch.  My hope for children of today is for them to experience the outdoors as I did, to be excited by the little things such as an old cottonwood tree and a dog named Freckles, to learn how to roll down a hill, to run barefoot through the grass, to be supported as they use their creativity, but mostly to feel and be safe.   

When one learns how to play as a child, one will know how to play as an adult.  As a youngster, life wasn’t all play, we had responsibilities such as feeding and watering our animals, keeping our rooms clean, helping our mom with meals, gardening, canning, laundry to name a few.  I think children need to feel the joy of responsibility in order to know the pleasure that comes from play.  Work gives us the drive to enjoy and to look forward to playing.  Play is innate to a child, but becomes something we have to remember to take time for as an adult. 

It is my hope that all adults remember how wonderful it was to play and imagine and pass that on to their children responsibly. Our creative minds come from the play we enjoy as children. When we lose that we lose our innocence.

Relationship Reflection

Relationships are what make the world go around.  Without the many connections (lasting and/or momentarily) we make there would be no motivation to improve the quality life.  Of my many associations that I have developed throughout my life, I can say without a doubt my existence would be unimportant had I never taken the time to get to know their memorable characteristics.  As I continue to forge my relationships, I have to acknowledge the interdependence that comes with the alliance is what supports my being as I grow and develop into someone who values life. 

The current and lasting people in my life include my husband (LaMar), my sisters (Vicki, Sheryl, Deanna, Linda, Becky, and Shawna) and there spouses, all my extended family, my mentor teacher (Jana), the people that I work with, and many friends in Idaho and Utah.  The interesting fact about all those relationships is they each deal with children in one way or another.  They all care for, love, and work with children and families in various ways. 

Each relationship gives positives in many ways, but two stand out as the foundations for which all others are supported, trust and unconditional love.  I can say without reservation that each is a trusted family, friend, and/or colleague, and each offer unconditional support and love.  At difficult times in my life, relationships have been my saving grace.  Depending on the struggles I have faced, I knew that someone close would be there to lift and walk with me through each unique tribulation.  One such test I face now is making it through my courses and Walden and at the same time teaching a fifth grade classroom of twenty-nine (29) students.  The torment was that I added the classroom of fifth graders in the second quarter, because their first teacher had the unfortunate malady of having to retire due to Multiple Sclerosis.  I really didn’t know what I was thinking when I said that I would change from my ELL (English Language Learners) position to teaching fifth graders other than the challenge.  It has truly been a challenge, but because of supportive individuals like LaMar, Linda and Tom, Jana, Vera, parents of children in my class, and other family and co-workers, I would not be able to see the “light at the end of the tunnel”.  They have been my saving grace as I have worked, studied, and prayed for guidance and help.

Such dedicated individuals deserve reciprocal behavior from me which includes unconditional love, support, positive affirmations and whatever I can give they may stand in need of.  Let me add that I want to do what I can to assist, help, and lift them, because they are my true confidant.  When one has genuine caring relationships, one yearns to grow, develop, and succeed academically, personally, and within the work place. 

LaMar is dedicated to stopping by my classroom after he has completed his day of working with delinquent students each day and helps me correct papers, input grades, discuss issues for the day and plan remedies, and is my proof reader for my Walden coursework.  Linda volunteers in my classroom and has also helped in correcting papers and disseminated great ideas for working with students that need extra motivation.  Tom supports Linda in her giving of her time to help me.  Jana shares her great ideas for making learning valuable, gives me positive affirmations about my work with students, and keeps me on the straight and narrow concerning requirements and rules.  Vera strives to make me feel part of the team and aids me in making sure I understand and implement required daily duties, and always has time to answer my questions with a smile and positive confirmations that I am doing what I am supposed to be doing.  Wow!  How wouldn’t someone thrive with all that encouragement?  It is their consistent help that spurs me on in making my work with children valuable and rewarding. 

While doing this assignment it was refreshing to review and remind myself of all the positive influences I have in my life.  Sometimes we tend to dwell on the negatives, but when we review the positives we realize how much influence for good we have in our lives.  It also makes us realize that we must take the time to identify and thank those who are influential in our lives.  I have so much for which to be thankful, “my cup runneth over”. 

All About Children

"The soul is healed by being with children"   English Proverb

Early Learning Brain Development and Lifelong Outcomes
This 5:15 minute video features Dr. Jack Shonkoff from the Center for the Developing Child at Harvard University talking about brain research and opportunities that early learning present for children. 

http://www.youtube.com/watch?v=7Qb3DXY_7fU&feature=related


The Greatest Love of All
I love to listen and watch this video from YouTube.  While listening to Whitney Houston sing The Greatest Love of All you can view pictures of children in different stages of development as they do what they do best, being a child. 

 http://www.youtube.com/watch?v=3mZWHxw9ylk

References

Bloomingproud. (Uploader). (2008, February 5). The Greatest Love of All [music video]. Whitney Houston (Artist). Retrieved December 23, 2011 from  http://www.youtube.com/watch?v=3mZWHxw9ylk

Compassion International. (2002-2011). Releasing children in poverty. Retrieved from http://www.compassion.com/child-advocacy/find-your-voice/famous-quotes/default.htm

Pennsylvania's Promise for Children (Producer). (2009, June 18) Early learning brain development and lifelong outcomes [Video podcast]. Retrieved December 23, 2011 from http://www.youtube.com/watch?v=7Qb3DXY_7fU&feature=related

Educating the Whole Child

Assessments used correctly and for the purpose of understanding children’s developmental levels can be useful, but all too often, we end up using them to help us teach to the test. What that leads to is excessive testing.  A change I would like to see in gauging children’s grasp of ideas is to view all aspects of their functionability.  Where do the emotional, spiritual, physical, and social aspects fit into the picture of how to help children succeed?  Attention to all the domains makes for a well -rounded child who will be an able individual in society.  I feel as if we are educating children to be half of who they can be.  We need to integrate all the senses to come full circle in learning.  That is how we can ensure a better chance for individuals to be fulfilled.    

How does Japan assess their school age children?

In my research, I found that from kindergarten up to twelve years of age, Japan provides an awesome environment of learning for their children.  Japanese children are happy learners.  The teachers are caring and provide their students with curriculum that engages them in creativity.  However, after that, the future is paved towards testing form hell.  A Japanese child’s education from then on becomes “test based”.  For more information on Japan’s education system you can visit http://www.japantoday.com/category/commentary/view/japan-and-its-standardized-test-based-education-system

            I want to help children appreciate their own emotional, physical, social, spiritual, and other parts of their being. Those are the foundations for their intellect to grow exponentially.  I have observed more than once, a child who understands the academic realm and can pass any intellectual test put before them, but oft time they are the ones who cannot seem to function socially or really understand what would make their life meaningful. 

STORIES OF POVERTY

As a child, I was blessed to escape the atrocities of war, poverty, natural disaster, disease, hunger and other extreme stressors. However, I have known others who have had to brave war, poverty, disease, and other maladies as children and as adults.  Today, I want to tell you about my mother who was a young child during the depression.  She hardly ever spoke about it, but when she did I listened because I was intrigued by her stories.  Living during the great depression that began in 1929 when the stock market crashed was an experience that she would never forget.  She would say when she was a child, children of her age learned to, "use it up, wear it out, make it do" (a phrase that was also used in WWII (1941-1945)). She grew up on a small row crop farm in Utah and the family was poor.  I remember her saying that potatoes and onions were the only food staple that would store during the winter and that was what they ate hoping they would make it through the winter.  They would eat potato sandwiches (if they were lucky to have flour for bread) and “poor man’s stew” which consisted of potatoes, onions and water.  It was a meal that the vagrants (homeless men who rode the rail looking for work.) ate. Oft times the vagrants would stop by her home and her mother always shared what little they had. Living in poverty shaped her into a frugal individual.  The family and their church was the support system that helped them make it through those trying times.

While visiting China several years ago I happened upon a mother with four (4) small children begging on the streets of Beijing. The mother sat on the street with the youngest child in her arms. The mother held a tin cup while cradling the youngster. The other children huddled near the mother trying to hide from onlookers and attempting to stay warm. This was a family from outside the city. “Unacceptable types who came to prey on the people of Beijing,” our guide informed us. I gave her a five dollar bill and you would have thought I gave her the world. This money, I was told, would feed that family for a month.

Living in the very extremes of poverty can affect children’s development biosocially, cognitively, and psychosocially. Maslow’s Hierarchy of Needs paints the picture of how children’s needs if not met will not progress. Cognitive learning, physical development, and social mores will all be adversely affected.  One cannot think about learning or having friends if they are searching for food and shelter constantly.  

 

Huitt, W. (2007). Maslow's hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/regsys/maslow.html

Good Mental Health

More often these days, when I am feeling the stress of life it is an indicator that I need some down time.  So, I have to make time to rejuvenate my endorphins and feel the release of troubles from my mind.  I do this in myriad ways. Number one; I practice deep breathing techniques that I learned from Dr. Mehmet Oz (Better Homes and Gardens, 2010), number two; I see my Chiropractor, number three; I get a massage, number four; I take a relaxing bath with fragrance and candles, or I settle down with a bowl of buttery popcorn and watch a movie that will make me laugh. 

I have noticed that there are many individuals who are talking about feeling the pressures of everyday living and that they need a break, but they do not have the time.  I hear about it as parents pick their children up from school, at parent/teacher conferences, and as I talk with acquaintances in the grocery store.  I see this tension trickle down to the children.  It manifests itself in “melt-downs” that are initiated by something as simple as a peer invades someone’s space when they are not invited.  Let’s face it; there are so many variables (divorce, death of a parent, illness, pressures of doing well in school, bullying, etc.)  facing children today.  We need to solve for the variables (M x H = gmh (good mental health)) to fix the problems that children are facing so they can experience good mental health and learn ways that will ensure their well-being. 

What can we, as educators do? Mental Health American has listed ways for parent, guardians, and caregivers to support children with good mental health (Mental Health America, 2011). As you view the following lists take note that all health topics are related to another. Therefore, we must be cognizant of all aspects of our health in order to encourage good mental health.

Basics for a child’s good physical health:

• Nutritious food
• Adequate shelter and sleep
• Exercise
• Immunizations
• Healthy living environment

Basics for a child’s good mental health:

• Unconditional love from family
• Self-confidence and high self-esteem
• The opportunity to play with other children
• Encouraging teachers and supportive caretakers
• Safe and secure surroundings
• Appropriate guidance and discipline

Mental Health in Africa:

Low income, low mortality rate, elevated incidences of communicable disease, malnutrition and overall susceptibility to conflicts affects Africa on a daily basis. Because of such matters, mental health problems seem to be the last on their list of concerns for the government to deal with.   

In 2000, the WHO (World Health Organization) estimated that children younger than fifteen made up one half of the total population.  They anticipated that for the age range of 0 – 9 years, three percent suffered from a mental disorder (Okasha, 2002).  Those particular children experience parental neglect which causes deficient psychosocial development and brain damage is the primary cause of severe mental retardation (Okasha, 2002).

You might ask, “Is anyone doing anything about the lack of mental health services in Africa”?  Well, in 2001, the World Psychiatry Association (WPA) asked African leaders of psychiatry to attend a meeting in Cairo to talk about combating the current mental health concerns and design a plan for teamwork that would follow the collaboration of WHO/WPA (Okasha, 2002).  There roundtable of discussion pinpointed main concerns in the area of delivery of services and the value that is placed on mental health.  They also outlined the many challenges they face in combating adverse mental health problems which include lack of awareness, lack of human and monetary resources, absence of policies, and others (Okasha, 2002).  In light of the many barriers, leaders of psychiatry in Africa have decided to form the African Association of Psychiatry and Allied Professions, to study, plan and endorse the mental health and mental health care (Okasha, 2002).

To read more about Africa and the topic of mental health, visit the following site: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1489826/

Mental Health America (2011). What every child needs for good mental health. Mental Health America. Retrieved from http://www.nmha.org/go/home

Okasha, A. (2002, February 1). Mental health in africa: the role of the wpa. World Psychiatry, 1(1) 32-35. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1489826/

Oz, M., M.D. (2009). Dr. mehmet oz’s guide to preventing a heart attack. Better Homes and Gardens network site for Heart-Healthy Living. Retrieved from http://www.hearthealthyonline.com/heart-attack-stroke/heart-attack-stroke-basics/dr-mehmet-oz_ss3.html

The Miracle of Birth

This is a sensitive subject for me.  I was never able to have children and a failed adoption of a brother and sister fell through leaving me with mixed emotions and a broken heart.  As I progress in age, I have found peace through my work with children and families and as an aunt and great aunt. 

In reminiscing about children that I am close to and their births, the one that I remember most is that of my youngest sister.  There is ten years difference in our ages.  It is of memorable essence to me because it was a time of stress and great joy.  This baby was another “meant to be” as I was, which is my mother’s reference to not being a planned pregnancy.  For some reason I recall it as a time of great excitement.  There were already six girls and we were hoping for boy.  However, my mother would tell us that it didn’t matter if it was a girl or a boy, only that it had ten toes, ten fingers, and was healthy.  Because my parents were happy about the upcoming event, we were also.  The stress was fear for my mother.  As I look back, I did not really understand everything that was happening, I only knew that mom had to spend a long time in the hospital and that my father and older sisters took care to make sure my needs were met.  Because of that unselfish care, I did not really understand the ramifications of someone having toxemia (now it is called preeclampsia).  This condition can prevent the placenta from getting enough blood. If the placenta doesn't get enough blood, the baby gets less oxygen and food. This can result in low birth weight. When my sister, Shawna, finally arrived it was thrilling news that both mom and baby were fine.  Shawna was born at four pounds and six ounces.  There would be another long wait before we could meet our new baby sister as the doctor would not release her to come home until she weighed at least five pounds.  I remember seeing her for the first time.  It seemed surreal as she was so small.  I was amazed as we could hardly fold a diaper small enough for her and the baby apparel we had was too big.  My mom had to make special clothes that would fit her.  Needless to say, she was special to us and we doted on her.  I now understand why she was the “apple in my father’s eye”. 

Childbirth in the Netherlands:

Pregnant mothers do not see an obstetrician, but are referred to a midwife by the family doctor.  Physicians only intervene when the pregnancy is deemed “high risk” or if there are delivery complications.  They have the choice of having their baby at home or in a hospital.  If the choice is home birth, then it is the expectant mother’s responsibility to supply their own “kraampakket” (necessary medical supplies).  Natural birth is the choice of the majority of Dutch women.  Epidurals are only given if it is “convenient for the anesthesiologist”.  If the birth transpires early in the day without complications, the mother and new baby may go home within two hours.  Once home, there is kraamhulp (maternity home care for seven days) which is paid by insurance.  At this time a nurse comes to the home and provides medical services as well as cooking and cleaning the home.  For more information about childbirth in the Netherlands and other countries, visit the following site:  http://www.parents.com/pregnancy/giving-birth/vaginal/birth-customs-around-the-world/?page=2

As I read about the current birthing methods in the Netherlands I recognized that my mother and my sister would probably not have a good chance at survival there.  The similarities are, there are Americans who have home birth and a midwife to assist with the birthing. Also a hospital is available if there are any complications in the US and in the Netherlands. The differences are they can only have an epidural during certain hours in the Netherlands, while here in the US an epidural is available at any time. Another difference is that insurance in the Netherlands pays for a nurse to provide medical, cleaning, cooking, and other services for the mother and the family for seven days, while here in the US this service is not provided. In the Netherlands a mother can be sent home two hours after the birth if there are no complications, while in the US they are sent home after two to three days if there are no complications.