Childbirth

I would like to share the birthing experience of my nephew born to one of my older sisters that I had the pleasures of taking part in. CJ moved cross country away from her immediate family because of a job opportunity. Wanting to move away from a small town I soon followed. CJ a working mother of two elementary age children, ill with what she thought was the flu for about two weeks when she finally went to the doctors and got the exciting news. She continued to not be able to keep food down. She was losing weight and suffered from dehydration. The doctor put her on bed rest and there she stayed until ten weeks had past. In her seventh month her husband took a job out of town and I assured him not to worry I was only a ten minute drive from her if she need anything. One day past her due date I visited with her most of the afternoon. Before going home to get ready for my dinner date. Although it was still fairly early about 7pm. I phoned to let her know we were at my place sitting on the patio visiting and that I was just checking in. She said she thought she was starting to labor but at this rate she would call her doctor in the morning. I was not to worry enjoy my date and she would call me after she spoke with her doctor. I could not get her off my mind. I packed my backpack and asked my date if he would not mind dropping me off at my sisters. He completely understood. I unlocked the door to my sisters house as he walked back to his car. My sister met me at the door, holding the door frame “I think I better go to the hospital". She was so claim. Hearing the commotion my date helped me get her into the car and drove us to the hospital. We made it to the floor I was instructed to take her I remember her squeezing my hand, telling her to blow and like that it was over. A beautify, red, long slimy baby boy.  It was midnight.  Only five hours had pasted.  As I went to tell her children I pasted her husband running down the hall. I don’t remember calling him, how she got into the hospital robe, or the bed or when the mid-wife arrived, or leaving her children with my date. But I can still see her looking in my eyes following every instruction I gave her. Would you believe that baby boy took his first steps at our wedding? Yes my date and I have been married for nineteen years and have two daughters of our own.

I chose this experience because it is the only time I got to experience birth from the other end of the table. I scene have had the pleasure of giving birth myself twice.

My thoughts about giving birth and its impact on child development. Giving birth is a life changing event and the end resale can be devastating. Many things can go wrong when a child is being born. I have a cousin that is said to have been born with cerebral palsy. I’ve heard many stories frighten stories about the cord being tied around the baby’s neck. Or that the baby had to be delivered by emergency c section. Could the reason we have so many children diagnosed with autism is because of something happening at birth? Child birth is really a precious, scary, life changing event.

Best of Luck in all you do!

Dear Classmates,  

Just a quick note of thanks to each and every one of you.

Your support and words of encouragements during this class has helped me in so many ways.  I wish each of you the best of luck in your professional endives. 

Code of Ethics

PROFESSIONAL DEVELOPMENT AND PREPARATIONThe codes are significance to my professional life. It is necessary for me to embrace all of the codes of ethic. Putting them into practice as I continue my studies will ensure that I give my students and their families the support needed. Being a positive influence in the life of a child is a way of giving back to the community and the world.
Section 1:
Ethical responsibilities to children
Childhood is a unique and valuable stage in the life cycle. Our paramount responsibility is to provide safe, healthy, nurturing, and responsive settings for children. We are committed to supporting children's development, respecting individual differences, helping children learn to live and work cooperatively, and promoting health, self-awareness, competence, self-worth, and resiliency.
1-1.1-To be familiar with the knowledge base of early childhood care and education and to keep current through continuing education and in-service training.
1-1.2-To base program practices upon current knowledge in the field of child development and related disciplines and upon particular knowledge of each child.
1-1.3-To recognize and respect the uniqueness and the potential of each child.
1-1.4-To appreciate the special vulnerability of children.
1-1.5-To create and maintain safe and healthy settings that foster children's social, emotional, intellectual, and physical development and that respect their dignity and their contributions.
1-1.6-To support the right of each child to play and learn in inclusive early childhood programs to the fullest extent consistent with the best interests of all involved. As with adults who are disabled in the larger community, children with disabilities are ideally served in the same settings in which they would participate if they did not have a disability.
1-1.7-To ensure that children with disabilities have access to appropriate and convenient support services and to advocate for the resources necessary to provide the most appropriate settings for all children.
P-1.1-Above all, we shall not harm children. We shall not participate in practices that are disrespectful, degrading, dangerous, exploitative, intimidating, emotionally damaging, or physically harmful to children. This principle has precedence over all others in this Code.
P-1.2-We shall not participate in practices that discriminate against children by denying benefits, giving special advantages, or excluding them from programs or activities on the basis of their race, ethnicity, religion, sex, national origin, language, ability, or the status, behavior, or beliefs of their parents. (This principle does not apply to programs that have a lawful mandate to provide services to a particular population of children.)
P-1.3-We shall involve all of those with relevant knowledge (including staff and parents) in decisions concerning a child.
P-1.4-For every child we shall implement adaptations in teaching strategies, learning environment, and curricula, consult with the family, and seek recommendations from appropriate specialists to maximize the potential of the child to benefit from the program. If, after these efforts have been made to work with a child and family, the child does not appear to be benefiting from a program, or the child is seriously jeopardizing the ability of other children to benefit from the program, we shall communicate with the family and appropriate specialists to determine the child's current needs, identify the setting and services most suited to meeting these needs, and assist the family in placing the child in an appropriate setting.
P-1.5-We shall be familiar with the symptoms of child abuse, including physical, sexual, verbal, and emotional abuse, and neglect. We shall know and follow state laws and community procedures that protect children against abuse and neglect.
P-1.6-When we have reasonable cause to suspect child abuse or neglect, we shall report it to the appropriate community agency and follow up to ensure that appropriate action has been taken. When appropriate, parents or guardans will be informed that the referral has been made.
P-1.7-When another person tells us of a suspicion that a child is being abused or neglected, we shall assist that person in taking appropriate action to protect the child.
P-1.8-When a child protective agency fails to provide adequate protection for abused or neglected children, we acknowledge a collective ethical responsibility to work toward improvement of these services.
P-1.9-When we become aware of a practice or situation that endangers the health or safety of children, but has not been previously known to do so, we have an ethical responsibility to inform those who can remedy the situation and who can protect children from similar danger.

Section 11:
Ethical responsibilities to families
Families are of primary importance in children''s development. (The term family may include others, besides parents, who are responsibly involved with the child.) Because the family and the early childhood practitioner have a common interest in the child's welfare, we acknowledge a primary responsibility to bring about collaboration between the home and school in ways that enhance the child's development.
1-2.1-To develop relationships of mutual trust with families we serve.
1-2.2-To acknowledge and build upon strengths and competencies as we support families in their task of nurturing children.
1-2.3-To respect the dignity of each family and its culture, language, customs, and beliefs.
1-2.4-To respect families' childrearing values and their right to make decisions for their children.
1-2.5-To interpret each child's progress to parents within the framework of a developmental perspective and to help families understand and appreciate the value of developmentally appropriate early childhood practices.
1-2.6-To help family members improve their understanding of their children and to enhance their skills as parents.
1-2.7-To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources, and professional services.
P-2.1-We shall not deny family members access to their child's classroom or program setting.
P-2.2-We shall inform families of program philosophy, policies, and personnel qualifications, and explain why we teach as we do-which should be in accordance with our ethical responsibilities to children (see Section 1).
P-2.3-We shall inform families of and, when appropriate, involve them in policy decisions.
P-2.4-We shall involve families in significant decisions affecting their child.
P-2.5-We shall inform the family of accidents involving their child, of risks such as exposures to contagious disease that may result in infection, and of occurrences that might result in emotional stress.
P-2.6-To improve the quality of early childhood care and education, we shall cooperate with qualified child development researchers. Families shall be fully informed of any proposed research projects involving their children and shall have the opportunity to give or withhold consent without penalty. We shall not permit or participate in research that could in any way hinder the education, development, or well-being of children.
P-2.7-We shall not engage in or support exploitation of families. We shall not use our relationship with a family for private advantage or personal gain, or enter into relationships with family members that might impair our effectiveness in working with children.
P-2.8-We shall develop written policies for the protection of confidentiality and the disclosure of children's records. These policy documents shall be made available to all program personnel and families. Disclosure of children's records beyond family members, program personnel, and consultants having an obligation of confidentiality shall require familial consent (except in cases of abuse or neglect).
P-2.9-We shall maintain confidentiality and shall respect the family's right to privacy, refraining from disclosure of confidential information and intrusion into family life. However, when we have reason to believe that a child's welfare is at risk, it is permissible to share confidential information with agencies and individuals who may be able to intervene in the child's interest.
P-2.10-In cases where family members are in conflict, we shall work openly, sharing our observations of the child, to help all parties involved make informed decisions. We shall refrain from becoming an advocate for one party.
P-2.11-We shall be familiar with and appropriately use community resources and professional services that support families. After a referral has been made, we shall follow up to ensure that services have been appropriately provided.