Immunizations…against what?

There is such a widespread debate, regarding immunizing children. Some of those in favor of immunizations believe that it helps to ward off and fight diseases that can ultimately attack a child’s immune system. Therefore, this process keeps the children healthy, their learning environments healthy and builds a strong immune system. Those that are against immunizations have a myriad of reasons why not, such as religious reasons and even stating that certain immunizations are the cause leading to autism and Asperger’s syndrome.

This particular topic stood out to me this week because I spent the greater part of the past two weeks, ensuring that all of our students’ health records were up to date and recalled one student whose family did not believe in giving any immunizations at all for religious purposes. Believing that God will supply all that their body needs and will properly defend against any anitbodies or negative viruses, they chose not to have their child immunized. On a personal note, I observe this child in passing every day and he seems like the happiest, well-adjusted child with a smile that can light up a room. But, does this mean that if there is an outbreak of chicken pox in his classroom, will his fight be greater than any other child who has had an immunization? There exists a strong dichotomy of separation between church and state because thoough that is their religious right, the state officials are saying no, he must be immunized.

Children in China are required to get a total of 12 immunizations to fight off diseases similiar to those in America (with the exception of Japanese encephalitis): tuberculosis, diphtheria, tetanus, pertussis, poliomyelitis, measles, rubella, mumps, hepatitis B, hepatitis A, Japanese encephalitis, and meningococcal meningitis types A and C. The difference between China and America however, is that their government stipulated that these shots must be given free of charge, while here in America, parents can’t afford to have their child vaccinated. Unfortunately, in China, the funds have not yet become available to be able to do so as effectively, as they wished. Unfotunately, the immunization problem exists on different cultural and national levels but within that problem co-exists sub problems that no one has yet to solve.

 

Ethics & Ideals

The Division for Early Childhood (DEC) offers a code of ethics for professionals in the early childhood field. Some of these ethics stand out and speak to me personally, as a professional and as an advocate for children. Additionally, the National Association for the Education of Young Children (NAEYC) spotlights a code of ethical conduct and statement of commitment to follow in the professional field of education. Three of these statements are below:

• We shall demonstrate our respect and concern for children, families, colleagues, and others with whom we work, honoring their beliefs, values, customs, languages, and culture (DEC). This is especially important to me as an advocate for diversity and respect for all cultures and beliefs, while emphasizing the beauty of individuality.

• Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children (NAEYC). Having witnessed stories of child abuse from those who were entrusted to care for them, this principle speaks very strongly to me, as I never believe a child should be degraded in any way. Understanding their level of innocence and willingness to trust so easily, it is of utmost importance that we never take advantage of that and use it wisely to teach, encourage and support.

• To provide the community with high-quality early childhood care and education programs and services (NAEYC). This principle speaks to me because I am a strong beleiver in providing the same supports for families in all communities. If one community receives a higher standard of childcare because they are wealthy, the same standard should be provided for lower income communities. The health, well-being and development of any child should not be sacrificed due to money.

   

 

Additional resources-websites

The High Scope Curriculum

www.highscope.org

The Child Care Council of Nassau County

www.childcarenassau.org

Early Childhood.com-Information and Products for Early Childhood Professionals

www.earlychildhood.com

 

 

Suggested links from Walden University

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al.  (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53. 
   

 

Inspirational Quotes

Though not a direct quote from the founder of Head Start, Lyndon B. Johnson, below is the mission statement directly from Head Start.

“The overall goal of Head Start is to bring about a greater degree of social competence in the young children of low-income families. It takes into account the interrelatedness of cognitive and intellectual development, physical and mental health, and nutritional needs”

Additionally, Dr. Marci Whitebrook stated,

“We cannot fail to remember the crisis in our field…we can develop a group of leaders who are willing to question the status quo and to take the necessary risks to make working with young children a career that people can afford to pursue and a career that is respected.

 

The Importance of Educating Our Future

I chose the name ‘educatingourfuture’ because we are either already in or putting ourselves in a position to do just that. Being in the field of Early Childhood Studies, it is important that we understand just how critical educating our future really is. We are responsible for guiding and directing the future leaders of our society and with that responsibility comes a tremendous expectation that we are just as passionate about ensuring their success, as much as our own success.

In my position at an elementary charter school, I am afforded many wonderful opportunities to interact with our students on a regular, every day basis. This is a recent story of an incident that struck a chord with me. (Names have been changed). This story is not the usual ‘touch my heart’ type of story, but this touched my heart in a different way.

Jimmy is a 2nd grader with a very charming personality, quiet demeanor and a great smile. His mother is a singe mother who raises him in a NYC housing project. One day Jimmy was interacting with a fellow classmate and when the classmate angered him, Jimmy said “I’ll kill you”. Whether or not this was said in jest, it was rightfully so taken in a serious context by the teacher who overheard it. Jimmy was sent to the dean’s office for a demerit and a call was placed home to Mom. When I saw Jimmy, he looked sad and not his usual self so I asked him what happened. He explained the story to me and my eyes started to well up with tears. I knew Jimmy was not a monster, not an angry child and not a fighter. So, for him to say something so startling was disturbing to my spirit. It disturbed me because I immediately wanted to understand the family dynamics of his life and figure out what I could do in my position to make sure he believes we are a source of support and not just another disciplinarian in his life. I wanted to take the time to understand Jimmy and his feelings and let him know if no one else is there for him, I am and will continue to be. This is especially critical when dealing with young African-American males and I want to do everything in my power to help them understand that they do have support and they can succeed with the right amount of support.

Below is a quote that I have always appreciated the true meaning of:

“One hundred years from now,
It won’t matter what car I drove,
What kind of house I lived in,
How much I had in my bank account,
Nor what my clothes looked like,
But, the world may be a little better
Because I was important in the life of a child.”

A particular children’s book that I actually enjoy is titled Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst.

I enjoy this book simply because despite my love and passion for the field of education, I have good days and bad days. When I have a particularly bad day, I call it my terrible, horrible, no good, very bad day. In a strange sense, it helps to keep me connected to the kids and allows me to understand that despite the bad day, I will come back tonorrow and do it all over again, just for them. The theme of the book is that everybody has bad days and that helps me to remember it’s all a part of the territory.