Advocacy Action Overview

The perseverance of advocacy in the early childhood education field is to improve ideas and answers which will influence children and their families in encouraging ways. Advocates are essential in the early childhood field, because they lead toward improving the educational system, health issues, emotional and physical needs from the local, state and national levels. Kieff (2009) shares “all early childhood professional should see themselves as agents of change with skills to voice, initiate, and formulate the change process” (P. 7).

Reference

Kieff, J. (2009). Informed advocacy in early childhood care and education. Upper Saddle River, NJ: Pearson.

Start Seeing Diversity Blog: "We Don't Say Those Words in Class!

Unfortunately, people that lack the understanding of persons with disabilities cannot fully understand the concept of being disable. And some children, like adults do not understand people with disabilities, and they are viewed as helpless. But that is not the case, some people with disability lives a functional life, and does very well. And some people with disabilities live a functionally life, better than people without disabilities. That is because, some people with disabilities has accept their lives and are committed to live their life and are happy.

            The church that I am member of has an Easter program every Easter Sunday morning.  Anyone that wants to participate can read a poem, sing a song, or partake in a skit. One particular Easter, a young man with a slight mental disability that is also a member of the church, decided that he would sing a song. Well, the other children in the church started laughing at the young man. Although, their laughs were not very loud their gestures, faces, and body languages were very much noticeable. The adults did not want to bring attention to the children that were making fun of the young man, because he might would get nervous, or he might would know that he was being laughed at; so the adults just acknowledge the children that were laughing by looking straight at them and they stop. When I was a child and I did something wrong, my mother gave me that look. 

            In addition, when the young man finished singing, the young lady that presided over the Easter program, spoke highly of the young man, and he received a standing ovation. The message that was received by the adult's response was that the young man could achieve his goals no matter what obstacles he faces. I think that the adult response also gave the young man some confidence; and no more what he should strive. Derman-Sparks, L. & A. B. Task Force. (2012) states “all children are harmed. On the one hand, struggling against bias that declares a person inferior because of gender, race, ethnicity, or disability sucks energy from and undercut a child's full development” (p. 1).

            In this case, the children without a disability also learn that because the young man or anyone that has a disability is a message; being disable does not mean that disable people cannot participate in activities while enjoying themselves. I think that it is easier for a disable person to accept their disability than a person without a disability to accept someone with a disability.

            As an anti-bias educator it is imperative that any child with a disability knows that he or she should strive to reach his or her goal. But first the anti-bias educator needs to remove, if any, bias from within. So, when a situation occurs, the educator will not have difficulties dealing with the situation. Derman-Sparks & Edwards (2010) states “understanding how young children construct their personal and social identities, how they think about differences and absorb messages about prejudice and social advantage or disadvantage, is the foundation of effective anti-bias education” (p.11).

                                                            References

Derman-Sparks, L. & A. B. Task Force. (2012) Anti-Bias Curriculum: Tools for Empowering Young             Children. Retrieved from www.teachingforchange.org.

Derman-Sparks, L. & Edwards, J. O. (2010) Anti-Bias Education for Young Children and            Ourselves. Children's Identifiably Development. Director Publications and Education             Initiatives.

Start Seeing Diversity: "We Don't Say Those Words in Class!"

Unfortunately, people that lack the understanding of persons with disabilities cannot fully understand the concept of being disable. And some children, like adults do not understand people with disabilities, and they are viewed as helpless. But that is not the case, some people with disability lives a functional life, and does very well. And some people with disabilities live a functionally life, better than people without disabilities. That is because, some people with disabilities has accept their lives and are committed to live their life and are happy.

            The church that I am member of has an Easter program every Easter Sunday morning.  Anyone that wants to participate can read a poem, sing a song, or partake in a skit. One particular Easter, a young man with a slight mental disability that is also a member of the church, decided that he would sing a song. Well, the other children in the church started laughing at the young man. Although, their laughs were not very loud their gestures, faces, and body languages were very much noticeable. The adults did not want to bring attention to the children that were making fun of the young man, because he might would get nervous, or he might would know that he was being laughed at; so the adults just acknowledge the children that were laughing by looking straight at them and they stop. When I was a child and I did something wrong, my mother gave me that look. 

            In addition, when the young man finished singing, the young lady that presided over the Easter program, spoke highly of the young man, and he received a standing ovation. The message that was received by the adult's response was that the young man could achieve his goals no matter what obstacles he faces. I think that the adult response also gave the young man some confidence; and no more what he should strive. Derman-Sparks, L. & A. B. Task Force. (2012) states “all children are harmed. On the one hand, struggling against bias that declares a person inferior because of gender, race, ethnicity, or disability sucks energy from and undercut a child's full development” (p. 1).

            In this case, the children without a disability also learn that because the young man or anyone that has a disability is a message; being disable does not mean that disable people cannot participate in activities while enjoying themselves. I think that it is easier for a disable person to accept their disability than a person without a disability to accept someone with a disability.

            As an anti-bias educator it is imperative that any child with a disability knows that he or she should strive to reach his or her goal. But first the anti-bias educator needs to remove, if any, bias from within. So, when a situation occurs, the educator will not have difficulties dealing with the situation. Derman-Sparks & Edwards (2010) states “understanding how young children construct their personal and social identities, how they think about differences and absorb messages about prejudice and social advantage or disadvantage, is the foundation of effective anti-bias education” (p.11).

                                                            References

Derman-Sparks, L. & A. B. Task Force. (2012) Anti-Bias Curriculum: Tools for Empowering Young             Children. Retrieved from www.teachingforchange.org.

Derman-Sparks, L. & Edwards, J. O. (2010) Anti-Bias Education for Young Children and            Ourselves. Children's Identifiably Development. Director Publications and Education             Initiatives.

Gender, Gender Identity, and Sexual Orientation

            I believe that early childhood centers should avoid the inclusion of books that represents gay or lesbian individuals and same-sex partnered families. I am not a homophobia. I do not have personal feelings about an individual's sexual preferences. I believe that children should learn about sexual preferences or orientation at an early age from their parents, because at the level of early childhood, explanations can confuse a child. Example, a child is taught in their Sunday school class and at home about a family structure and they have strong religious belief. The child is also taught in their childhood's center gays and same-sex partner this leaves the child confused, because the child's parent’s views are not the same as the educator's. How should a childhood center explain to a child that has strong family beliefs about sexual orientation that it is okay to have same-sex partners and be considered as family?  Derman-Sparks & Edwards (2010) states “Invisibility erases identity and experiences; visibility affirms reality. When children see themselves and their families reflected in their early childhood setting, they feel affirmed and that they belong. When children's identities and families are invisible, the opposite happens” (p. 13). Therefore, as an educator I must understand that it is important for me to respect the relationship I made with my parents and present my reactions. I know that it is imperative that I remain open-minded to finding solutions to having mutual grounds between the parent's perspectives and myself.

            If someone explains to me that they do not want anyone who is homosexual or transgender to be caring for, educating, and/or interacting with their child. I would the person to thoroughly explain to me their opinion and view-points; because sometimes a person can be ignorant to an issue because they assume and do not have thorough knowledge of the facts. As a parent I understand that every parent wants to protect their children from harm, so I too would be very skeptical if my child's teacher is homosexual or a transgender. However, as long as the teacher does not display themselves openly and expresses his/her view point about homosexual and transgender I can accept the educator. Derman-Sparks & Edwards (2010) states “young children struggle with many issues as they attempt to understand what being a girl or boy means. The support they do or do not get in their preschool years lays the foundation for the rest of their gender identity formation (p. 91). I would explain to the parent/family that having a homosexual or transgender teacher would not influence their child's sexual orientation, because their child cannot be influence by someone else sexual preferences.  Jennings (2015) states” we should be respecting every kid that comes into the school. We should be treating them equally and give them equal opportunities to succeed. We should be hiring teachers based on how well they teach, not based on their sexual orientation.

References

Derman-Sparks, L. & Edwards, J. O. (2010) Anti-Bias Education for Young Children and            Ourselves. Leaning About Gender Identity & Fairness. Director Publications and Education   Initiatives.

Jennings, K (2015) Q & A with GLSEN Founder: LGBT Teachers Still Face Barriers. Retrieved from

http://www.edweek.org/ew/articles/2015/09/09/qa-with-glsen-founder-lgbt-teachers-still.html

Physical Fitness

Contributions to obesity in children are lack of physical activity and poor diet. Obese children are more likely to become obese in adulthood, and develop heart disease, diabetes and other chronic conditions. In order for teacher’s to talk with children about obesity prevention efforts, they need to fully understand current information relevant to nutrition and physical activity in the childcare setting. According to Robertson (2010), “Childhood obesity is now the most prevalent nutrition disease in children 18 years old and younger. Obesity/overweight is an epidemic that relates to both the health of children today and to their increased risk for adult morbidity and mortality” (p. 259). Obesity lowers self-esteem and has a pour effect on peer relationships and social acceptance. Listed below are several effects to childhood obesity

*Physical, nutritional, economic, familial, and psychological factors are all results from combination of childhood obesity.

*Diabetes mellitus, pediatric hypertension, and certain cancers can all be developed from childhood obesity.

*To choose healthy physical activity as well as foods schools should offer programs to teach children to do this.

*The fast food and portion size of foods children consumes from schools, restaurants, and early childhood education environment are nutritional factors.

*The nutrition education can help families shop for a healthier selection of foods and encourage children to make better choices away from home.

Robertson (2010) states, “This Kid’s Activity Pyramid gives children activities that they should cut down on and activities they can do by themselves or with their friends and family. Project skip, which stands for Successful Kinesthetic Instruction for Preschoolers, the regular physical activity incorporated into early childhood education environment” (p. 265). Children will achieve a healthy level of activity as part of their fitness regime if they are given goals for physical activity to reach. Neutral connections in the brain are created from time spent in physical activity. Large motor activities offer preschool and school-aged children the exercise they need. Children’s gross motor or locomotor developments are important during their preschool years. There are several motor activities that come naturally to children, running, skipping, jumping, hopping, walking and climbing. Parents and teachers should encourage children to have fun and join the child and play with him. Parents and teachers can help the child to build confidence.

 When teachers provide a well-balanced diet to help obese children, they can help children learn to select high-nutrient-density foods and teach them to limit their low-nutrient-density foods. The consumption of sweetened beverages and juices should be reduced. “Teachers can increase the amount of energy output by planning exercises and other organized physical activities and offering free time for physical play” (Robertson, 2010, p. 263). Toddlers enjoy running, jumping, climbing, throwing a ball, walking, kicking a ball and dancing.

“Children’s activity has a positive impact on their physical development, cognitive development, social /emotional development. The physical activity contributes to a range of health benefits, experiences and challenges”. (Physical activity for children, 2012 p. 1). Parents should help their children be physically active every day. They should model the healthy fitness habits they want their children to learn, and limit the television time and other non-physical activities. “Parents can also make health food choices for the entire family which should include 5-9 servings of fruit and vegetables per day, and never skip which breakfast it is the most important meal of the day. When parents make plans by following established positive habits, your children will benefit and continue to follow your lead”. (How Eating, Exercising and Being Healthy Now Affects Your Children Later, 2008).

“Physical fitness is crucial in everyone’s life, but is especially crucial in a child’s life during the early childhood years. The importance of physical fitness for young children includes the following in order to: instill healthy fitness habits at a young age, encourage development and growth, practice new movement skills, increase movement skill level, and prevent obesity” (Physical activity for children, 2012, p. 1). If your child has a weakness, teach them how to turn it into strength. These are two inspirational quotes: The only Failure is not trying. – Kevin Heath, When you give a little of yourself to a child, you give a little of yourself to their future! – Kevin Heath

Physical activity helps foster development and growth, and improves skill level. Physical activity can lead to a more active, sociable lifestyle, resulting a positive relationships and high self-esteem. Physical activity patterns developed in childhood can last through adulthood. (Goodway & Robinson, 2006).Physical fitness, along with good nutrition habits can help “reduce health risk” (Team Nutrition Iowa, 2009). It can help prevent health problems, such as obesity/overweight and cardiovascular disease (Child Safety, Nutrition, and Health 2009).

References:

Child Safety, Nutrition, and Health (2009). Retrieved April 7, 2012 from

            http://nlpittman32.blogspot.com/2009/04/physical-fitness.html

How Eating, Exercising and Being Healthy Now Affects Your Children Later (2008). Retrieved

April 7, 2012 from http://www.articlesbase.com/nutrition-articles/how-eating-exercising-and-being-healthy-now-affects-your-children-later-613014.html

Parenting and Motional Quotes to live by (2012). Retrieved April 7, 2012 from

            http://www.more4kids.info/1020/parenting-and-motivational-quotes-to-live-by/

Physical activity for children (2009). Retrieved April 7, 2012 from Goodway, J. D., & Robinson, L. E. (2006, March). SKIPing toward an active start: Promoting physical activity in preschoolers. Beyond the Journal: Young Children on the Web. Retrieved March 31, 2009 from http://www.journal.naeyc.org/btj/200605/GoodwayBTJ.asp

Robertson, C. (2010). Safety, Nutrition, and Health in Early Education (4^th Ed) Belmont: Wadsworth/CENGAGE Learning.

  

Healtht Food and Nutrition

Good nutrition is important for children, having a proper nutrition is essential during the early childhood development so children grow to obtain a healthy height and weight, and also be able to concentrate in school and do not have any nutritional deficiencies. This also helps you to eat the right amount of foods in order to get all the calories and nutrients needed for proper growth and development. According to Robertson, (2010), states, “MyPyramid for Kids, suggests for children ages 6 to 11 years, the recommended daily total amount of grains is 6 ounces, with 3 ounces being whole grain. MyPyramid for Kids, is tailored for children ages 6 to 11 years, it is suggested that they eat 2 ½  cups of vegetables from the five different areas listed: dark green vegetables, orange vegetables, dry beans and peas, starchy vegetables, and others which includes tomatoes, onions, and celery. MyPyramid for Kids suggests that in the fruit group 6 to 11 years focus more on fruits and eat a variety of fruits on a daily basis. MyPyramid for Kids milk is the next major group, children 6 to 11 years are encouraged to eat calcium-rich food and choose low-fat or fat-free types. The last major category on MyPyramid for Kids is meat and beans, it suggest that children ages 6 to 11 years go lean on protein and eat 5 ounces of it daily. The pyramid also suggests the protein choices should include fish, beans, peas, nuts, and seeds” (p. 218-219).Good healthy eating habits starts from infancy, the first six months babies only need breast milk or formula. Solid foods should not be given until 4-6 months. Introducing solids foods to early causes allergies in infants. Parents should add fruits and vegetables at 6-7 months and start feeding with a spoon and add protein foods to the child’s diet at 7 months old. Add table foods at 8-12 months. Offer the baby a variety of foods to encourage good eating habits. “Parents can develop positive and healthy habits that will last a life time”(The fight launch, 2012). Keeping preschool children at healthy weight, parents can teach them healthy eating habits. Encourage the child to drink water instead of juice, sodas and other sweetened drink. To help teach the child about nutrition let them be involved in food shopping and helping you prepare meals. Discourage children from eating meals in front of the television by explaining family time is very important. Children should physically active and participate in activities that burn off energy (Children’s Health, 2012). The physical and social environment in which the child eats, strongly relates to the child’s eating pattern. “There are food allergies that occur in these children they are peanuts, nuts, fish, shell fish, and eggs are the most common foods causing reactions”(Life threatening food allergies in school and childcare settings, 2012). Making mealtime important for children could help them develop healthy eating habits. Teachers can properly prepare meals with understanding the temperament of the child, his capabilities, and his tempo. Mealtimes are times for families to connect by communicating with one another while enjoying their meal. The physical and social environment in which the child eats strongly relates to the child eating patterns. When parents eat unhealthy their children eat unhealthy. Children are influenced by what they see their parents eat. If children see parents and teachers model healthy eating behaviors they will most likely do the same. “Good nutrition is important during childhood because this is the time when lifelong habits are formed” (Davis, 2011). Childhood obesity can cause diabetes, if parents would teach their children good nutritional eating habits; they are less likely to become obese.

By children eating foods from all the recommended food groups daily, children should get enough vitamins and minerals. Menus can be created to serve the children and teachers can teach nutrition to children and parents. Food and nutrition should be a part of promoting health. Teachers must create nutritional policies to help support growth, health, and well-being of the child.

“Making cooking fun is one way to involve children in learning about healthy eating. It is fun for the whole family or class. Letting children be a part of things will keep and hold their attention. Here are some recipes that the whole class or families can do together” (Briggs, 2009).

Funny Face Pizza
Ingredients:
English muffins
Pizza sauce
Grated mozzarella cheese
Blanch broccoli spears
Sliced cooked sausage or pepperoni
Slice mushrooms
Roasted peppers
Black olives
Preheat oven to 500 degrees
2. Place English muffins on cookie sheet pan

3. Spoon 3 table spoons of pizza sauce and spread over English muffin. Sprinkle small amount of grated mozzarella cheese. Arrange pizza toppers to make a funny face: Broccoli or sausage for hair, mushrooms for a nose, pepperoni eyes, and black olives for pupils. Add more cheese on top to help secure the toppings.
4. Place cookie sheet in oven and back until bubbly; 7 to 10 minutes. Let cool slightly and enjoy. Serve with apple sauce
the nutritional value of this recipe includes grains, dairy, vegetables, meats and fruit.
This recipe was found at www.familyfun.com
 Banana Dog

Ingredients
Whole-grain hot dog bun
Peanut butter
Wheat germ or sunflower seeds
Banana
Jam
Milk

1. Spread a whole-grain hot dog bun with peanut butter, sprinkle with wheat germ or sunflower seeds and top a whole peeled banana and squiggle of jam. Add a side of milk to make a healthy snack.
This recipe follows the nutritional guidelines. It provides grain, meat dairy and a fruit.
I found this recipe at http://www.familyfun.com/
Sandwich on a Stick

Ingredients:
Bread
Cheese
Lunch meat (1/2 inch thick)
Grape tomatoes
Lettuces
Pickles
Olives
1. Cut up cubes of bread, cheese, and lunch meat.

2. Slide the cube of bread onto a skewer with the other ingredients followed by another cube of bread.
3. Set out a side of mayo, mustard, or another type of dipping sauce
Serve with a fruit cup
this recipe is fun to make and fun to eat. It meets all the nutritional needs for a nutritious meal. It has a serving of fruits, grains, dairy, meats, and vegetables
I found recipe at http://www.familyfun.com/
Another strategy to enjoy cooking is have some of your child’s friends come over on a weekend  there could be a little cooking class or the child’s friends can bring a dish they already prepared but, it has to be healthy. As parents you can teach the child the food groups of the pyramid and let them put a healthy menu together with your help.

References:

Briggs (2009).Good Nutrition and Eating Habits, Retrieved April 1, 2012 from http://ebriggs.blogspot.com/2009/04/good-nutrition-and-eating-habits.html

Robertson, C. (2010). Safety, Nutrition, and Health in Early Education (4^th Ed) Belmont: Wadsworth/CENGAGE/Learning.

Good nutrition is important for children, having a proper nutrition is essential during the early childhood development so children grow to obtain a healthy height and weight, and also be able to concentrate in school and do not have any nutritional deficiencies. This also helps you to eat the right amount of foods in order to get all the calories and nutrients needed for proper growth and development. According to Robertson, (2010), states, “MyPyramid for Kids, suggests for children ages 6 to 11 years, the recommended daily total amount of grains is 6 ounces, with 3 ounces being whole grain. MyPyramid for Kids, is tailored for children ages 6 to 11 years, it is suggested that they eat 2 ½  cups of vegetables from the five different areas listed: dark green vegetables, orange vegetables, dry beans and peas, starchy vegetables, and others which includes tomatoes, onions, and celery. MyPyramid for Kids suggests that in the fruit group 6 to 11 years focus more on fruits and eat a variety of fruits on a daily basis. MyPyramid for Kids milk is the next major group, children 6 to 11 years are encouraged to eat calcium-rich food and choose low-fat or fat-free types. The last major category on MyPyramid for Kids is meat and beans, it suggest that children ages 6 to 11 years go lean on protein and eat 5 ounces of it daily. The pyramid also suggests the protein choices should include fish, beans, peas, nuts, and seeds” (p. 218-219).Good healthy eating habits starts from infancy, the first six months babies only need breast milk or formula. Solid foods should not be given until 4-6 months. Introducing solids foods to early causes allergies in infants. Parents should add fruits and vegetables at 6-7 months and start feeding with a spoon and add protein foods to the child’s diet at 7 months old. Add table foods at 8-12 months. Offer the baby a variety of foods to encourage good eating habits. “Parents can develop positive and healthy habits that will last a life time”(The fight launch, 2012). Keeping preschool children at healthy weight, parents can teach them healthy eating habits. Encourage the child to drink water instead of juice, sodas and other sweetened drink. Tohelp teach the child about nutrition let them be involved in food shopping and helping you prepare meals. Discourage children from eating meals in front of the television by explaining family time is very important. Children should physically active and participate in activities that burn off energy (Children’s Health, 2012). The physical and social environment in which the child eats, strongly relates to the child’s eating pattern. “There are food allergies that occur in these children they are peanuts, nuts, fish, shell fish, and eggs are the most common foods causing reactions”(Life threatening food allergies in school and childcare settings, 2012). Making mealtime important for children could help them develop healthy eating habits. Teachers can properly prepare meals with understanding the temperament of the child, his capabilities, and his tempo. Mealtimes are times for families to connect by communicating with one another while enjoying their meal. The physical and social environment in which the child eats strongly relates to the child eating patterns. When parents eat unhealthy their children eat unhealthy. Children are influenced by what they see their parents eat. If children see parents and teachers model healthy eating behaviors they will most likely do the same. “Good nutrition is important during childhood because this is the time when lifelong habits are formed” (Davis, 2011). Childhood obesity can cause diabetes, if parents would teach their children good nutritional eating habits; they are less likely to become obese.

By children eating foods from all the recommended food groups daily, children should get enough vitamins and minerals. Menus can be created to serve the children and teachers can teach nutrition to children and parents. Food and nutrition should be a part of promoting health. Teachers must create nutritional policies to help support growth, health, and well-being of the child.