Unit 3 - Government of Saskatchewan
Transcription
Unit 3 - Government of Saskatchewan
Perspectives on human development across the life span A Student Journal In this issue: Volume 3, Number 1 Unit Three: Infancy A Journal of Developmental Psychology to support Psychology 30, a course offering of Saskatchewan Education In this issue: Infancy Volume 3, Number 1 Feature Articles Ages and Stages: From birth to two years of age Page 4 A year or two is not much compared to the almost eighty years of the average life span. However, children in their first two years reach half their adult height, develop cognitive abilities that have surprised even researchers, and learn to express almost every emotion, not just joy and fear, but also many others, including jealousy and shame. And two of the most important human abilities, talking and loving are already apparent. This article describes, in detail, these radical and wonderful changes. Parenting and Child Rearing from a Cross-cultural Perspective! Page 12 In conversation with Soji and Titi Oyenuga, parents of a 5 month old child, Ages and Stages explores parenting and child rearing from the perspective of a Nigerian family. The Child Care Partnership: Managing and monitoring your child care Page 15 The Saskatchewan Child Care Association (SCCA) is a non-profit membership organization dedicated to quality child care and education for young children. Quality child care requires a partnership among caregivers (teachers/educators), children, families, communities and government. The SCCA aids this partnership by advising policymakers at all government levels; by raising public awareness, developing information for parents and providing professional development for caregivers. This information, reprinted with permission, is one example of the resources available in Saskatchewan to promote child care. Factsheet: Early Childhood Development Page 19 Drawing on statistical information gathered from a variety of governmental and organizational sources, the following facts provide a fascinating and illuminating base for considering the issues in child care in Canada for the beginning of the new century. Page 2 Unit Three: Infancy A Journal of Developmental Psychology to support Psychology 30, a course offering of Saskatchewan Education Making connections …. Supporting Families and Children: Government of Canada Initiatives Page 21 The Government of Canada plays a major role in supporting Canadian families and their children through strong income support, Employment Insurance parental benefits, tax supports, communitybased programs and research through partnerships with provincial and territorial governments. As the most recent Government of Canada initiatives illustrate, we are committed to ensuring that our actions reflect the values of a caring society. The National Children's Agenda: Developing a Shared Vision Page 24 During the spring and summer of 1999, Canadians participated in a public dialogue through many activities, including roundtable discussions, focus groups and individual feedback. The dialogue was coordinated at national, provincial and territorial levels, and was documented by transcripts, reports and other correspondence gathered at a national centre established for this purpose. This article describes the process, and the results of the public dialogue leading to the declaration of The National Children's Agenda. For moms everywhere! Page 31 A few months ago, when I was picking up the children at school, another mother I knew well rushed up to me. Emily was fuming with indignation. “Do you know what you and I are?” she demanded. My Anthology Page 32 To truly make Ages and Stages your own, we provide a space where you can keep sayings, pictures, poems, anecdotes, musical lyrics, anything that you find intriguing, inspiring, amusing or thought provoking. Page 3 Unit Three: Infancy AGES & STAGES - NEWBORN TO 2 YEARS Lesia Oesterreich, M.S. Family Life Extension Specialist Human Development and Family Studies Iowa State University A year or two is not much compared to the almost eighty years of the average life span. However, children in their first two years reach half their adult height, develop cognitive abilities that have surprised even researchers, and learn to express almost every emotion, not just joy and fear, but also many others, including jealousy and shame. And two of the most important human abilities, talking and loving are already apparent. This article describes, in detail, these radical and wonderful changes. Throughout the first year, infants grow at a tremendously fast rate. In fact, by the end of the first year they will have tripled in birth weight. Length can be expected to double. By their first birthday, most infants will be crawling and even may be taking a timid first step! The most essential ingredient in infant care is a warm, responsive, and dependable adult caregiver. Try to spend lots of time holding, cuddling, and playing with the infants in your care. You will be richly rewarded with babbles, smiles, and squeals of laughter. BY 4 MONTHS PHYSICAL DEVELOPMENT • weight: 10-18 pounds • length: 23-27 inches • sleeps about 6 hours before waking during the night • averages 14-17 hours of sleep daily • lifts head and chest when lying on stomach • holds both eyes in a fixed position • follows a moving object or person with eyes • grasps rattle or finger • wiggles and kicks with arms and legs • rolls over (stomach to back) • sits with support SOCIAL AND EMOTIONAL DEVELOPMENT • cries (with tears) to communicate pain, fear, discomfort, or loneliness • babbles or coos • loves to be touched and held close • responds to a shaking rattle or bell • returns a smile • responds to peak-a-boo games INTELLECTUAL DEVELOPMENT • explores objects with mouth • plays with fingers, hands, toes • reacts to sound of voice, rattle, bell • turns head toward bright colors and lights • recognizes bottle or breast Page 4 Unit Three: Infancy BY 8 MONTHS • • • • • • • • • • • • • • • • • • • • PHYSICAL DEVELOPMENT weight: 14-23 pounds length: 25-30 inches first teeth begin to appear drools, mouths and chews on objects needs at least 3-4 feedings per day reaches for cup or spoon when being fed drinks from a cup with help enjoys some finely-chopped solid foods closes mouth firmly or turns head when no longer hungry may sleep 11-13 hours at night although this varies greatly needs 2-3 naps during the day develops a rhythm for feeding, eliminating, sleeping, and being awake true eye color is established rolls from back to stomach and stomach to back sits alone without support and holds head erect raises up on arms and knees into crawling position; rocks back and forth, but may not move forward uses finger and thumb to pick up an object transfers objects from one hand to the other hair growth begins to cover head • • • • • • • • • • • • • • • • • • • • • • • • • INTELLECTUAL DEVELOPMENT cries in different ways to say he is hurt, wet, hungry, or lonely makes noises to voice displeasure or satisfaction recognizes and looks for familiar voices and sounds learns by using senses like smell, taste, touch, sight, hearing focuses eyes on small objects and reaches for them looks for ball rolled out of sight searches for toys hidden under a blanket, basket, or container explores objects by touching, shaking, banging, and mouthing babbles expressively as if talking enjoys dropping objects over edge of chair or crib SOCIAL AND EMOTIONAL DEVELOPMENT responds to own name shows fear of falling off high places such as table or stairs spends a great deal of time watching and observing responds differently to strangers and family members imitates sounds, actions, and facial expressions made by others shows distress if toy is taken away squeals, laughs, babbles, smiles in response likes to be tickled and touched smiles at own reflection in mirror raises arms as a sign to be held recognizes family member names responds to distress of others by showing distress or crying shows mild to severe anxiety at separation from parent Page 5 Unit Three: Infancy BY 12 MONTHS PHYSICAL DEVELOPMENT • • • • • • • • • • • • • • weight: 17-27 pounds length: 27-32 inches sleeps 11-13 hours at night some babies will stop taking a morning nap; others will continue both morning and afternoon naps begins to refuse bottle or weans self from breast during day needs 3 meals a day with 2 snacks in between enjoys drinking from a cup begins to eat finger foods continues to explore everything by mouth enjoys opening and closing cabinet doors crawls well pulls self to a standing position stands alone holding onto furniture for support walks holding onto furniture or with adult help INTELLECTUAL DEVELOPMENT • • • • • • • says first word says da-da and ma-ma or equivalent "dances" or bounces to music interested in picture books pays attention to conversations claps hands, waves bye, if prompted likes to place objects inside one another SOCIAL AND EMOTIONAL DEVELOPMENT • • • • • • • • imitates adult actions such as drinking from a cup, talking on phone responds to name likes to watch self in mirror expresses fear or anxiety toward strangers wants caregiver or parent to be in constant sight offers toys or objects to others but expects them to be returned may become attached to a favorite toy or blanket pushes away something he does not want IDEAS FOR CAREGIVERS • • • • • • Help infants develop a sense of trust and security by responding to their cries. Feeling secure encourages infants to try new things. Be consistent so that they will know what to expect. Place babies in new places and new positions so that they can see you and others from different angles. Hold and cuddle infants when feeding them. Even infants who hold their own bottle need to be held. Being held and cuddled frequently is extremely important in the development of baby's sense of self-worth and security. Holding and cuddling a baby is also a great stress releaser for an adult. Do not prop infants drinking from a bottle as it may cause choking. Respect a baby's natural schedule. Most babies will settle into a regular routine for eating, sleeping, and soiling their diapers, but the schedule will vary depending on the baby. Some babies need to eat more frequently than some others. Some will sleep more and take longer naps. Baby-proof everything! Store toxic substances such as dishwasher detergent, make-up, paint, or medicine up high. Put safety latches on cabinets and covers on electrical outlets. Lower crib mattresses so that older infants can't fall over the rail. Cover sharp corners of tables or shelves that infants might bump into. Expose babies to bright colors and a variety of objects to look at. Pictures, moving objects, brightly colored or contrasting color toys attract infants. Page 6 Unit Three: Infancy • • • • • • • • • • • Provide an environment rich with sound. Help infants learn to recognize common household sounds such as a vacuum cleaner, a radio, a clock, a whistling tea kettle, or a doorbell. Provide interesting objects for infants to feel, touch, mouth, and explore. Square nylon scarves, cold metal bowls, plastic measuring cups, large wooden spoons, and wet washcloths are favorite household toys. Keep easy-to-swallow objects out of infant's reach. Babies should not be allowed to play with anything smaller than a half dollar (about 1-1/4 inch). Provide opportunities for infants to smell different smells. Lemon, vanilla, and apple juice are wonderful kitchen smells. Babies also enjoy smelling tree bark, dirt, grass, and other natural things. Expose older babies to a variety of tastes and temperatures in food. Offer cold sherbet, warm oatmeal, mashed peaches, and chopped cooked carrots. Help babies develop a sense of movement and balance by gently bouncing, swaying, swooping, and swinging with them. Talk to infants. Face infants when talking to them so they can see you and smile with you. Talk about what you are doing, familiar objects, or people. You may even want to babble back or echo sounds your baby makes much as you would in a regular conversation. Even though an infant cannot understand everything you say, he will be learning many words that will form the basis for language later on. Read to infants. Babies enjoy cuddling on a caregiver's lap, looking at colorful picture books, and hearing the rhythm of their voice. With time they begin to understand that words have meaning and can be used to identify objects. Encourage older infants to feed themselves by offering pieces of banana and soft bread sticks. Give babies a spoon with some mashed potatoes or other sticky food, and let them practice eating with a spoon. Yes, it will be messy! Be patient. Learning this skill takes lots of practice. Play peek-a-boo. Hide your face behind a blanket and then peek out at the baby. Older babies will learn to do this themselves and will enjoy this game for a long time. Give babies the freedom to move around. Young infants enjoy being on their backs so that they can kick, wiggle, and look around. Older infants need space and time to practice crawling, creeping, pulling up, and walking. Spending too much time in a walker, playpen, or infant swing may inhibit the development of these important skills. Stay with infants when someone new is around. Encourage strangers to approach slowly. Introduce an infant by name, and let him explore someone new in the safety of your presence. AGES & STAGES - 12 TO 18 MONTHS One-year-olds are delightful. Babies this age are developing a real personality and will reward you with laughter, funny faces, and affectionate hugs. First steps and first words are exciting events. Growth during this time is still rapid, but height and weight gains are not as dramatic. As growth decreases, appetite decreases and children may eat less. Page 7 Unit Three: Infancy PHYSICAL DEVELOPMENT INTELLECTUAL DEVELOPMENT • weight: 17-30 pounds • says 8-20 words you can understand • height: 27-35 inches • looks at person talking to him • crawls well • says "hi" or "bye" if reminded • stands alone, sits down • uses expressions like oh-oh • gestures or points to indicate wants • asks for something by pointing or using one word • likes to push, pull, and dump things • identifies object in a book • pulls off hat, socks, and mittens • plays peek-a-boo • turns pages in a book • looks for objects that are out of sight • stacks 2 blocks • understands and follows simple 1-step directions • likes to poke, twist, and squeeze • likes to take things apart • enjoys flushing toilets and closing doors SOCIAL AND EMOTIONAL DEVELOPMENT • enjoys carrying small objects while • becomes upset when separated from parent walking, often one in each hand • likes to hand objects to others • holds crayon and scribbles, but with little • plays alone on floor with toys control • recognizes self in mirror or pictures • waves bye-bye and claps hands • enjoys being held and read to • walks without help • imitates others, especially by coughing, sneezing, • enjoys holding spoon when eating, but or making animal sounds experiences difficulty in getting spoon • enjoys an audience and applause into mouth • rolls a ball to adult on request IDEAS FOR CAREGIVERS • • • • • • • Enjoy some "floor time" with one-year-olds each day. Crawl around together, play peek-a-boo behind the sofa, or roll a ball back and forth. Young children will love having you down on their level. Review your baby-proofing. Children's increasing growth and mobility make it possible for them to reach unsafe heights and play with dangerous material. Get down on your knees in each room and look at things from a child's perspective. Put toxic items like paint, dishwashing detergent, medicine, and make-up in high cupboards, preferably with a safety cabinet latch. Put together an "everyday junk box" of items that are fun to feel, poke, and squeeze. You might include plastic margarine tubs, an old sock, tissue paper to crumple, measuring cups of different sizes, a turkey baster, a nylon scarf, an egg carton, and paper cups. Remember, items smaller than a half-dollar can cause choking. Encourage play with safe mirrors. Stand or sit with a child before a mirror. Talk with him, make funny faces, and encourage movement. Provide a variety of simple picture books. Children can point at objects, animals, and people as you name them. Encourage them to name items and talk about the activities in the pictures. Provide equipment so that children can practice placing small items into containers. For example, let them drop clothespins into a plastic bottle. Provide containers with loose-fitting lids, and encourage children to open and close them. Relax and have fun dancing to music. Encourage children to bounce, sway, and wiggle. Page 8 Unit Three: Infancy • • • Use diapering time to point to some body parts and say them with an infant. Nose, ears, arms, legs, tummy, toes.... Around 18 months a child may get anxious and clinging about being separated from parents and other familiar caregivers. This behavior is normal. If possible, minimize separations during this time and stick to consistent routines. Talk frequently to children to increase language skills and encourage cooperation. You can make dressing time more interesting by pointing to and identifying the name of clothes or body parts. For instance, "See this warm, red coat? Your arms go into the sleeves. See this soft, blue cap? It goes on your head!" AGES & STAGES - 18 to 24 Months Children this age are truly on the go. A greater sense of independence begins to develop as children begin to walk, run, and climb with greater skill. You also may notice that toddlers this age love to imitate everything. Pretending to talk on the phone is a favorite activity. SOCIAL AND EMOTIONAL DEVELOPMENT • likes to imitate parents' actions • begins to show signs of independence; says "no" • has difficulty sharing • very possessive • finds it difficult to wait and wants things right now! • gets angry sometimes and has temper tantrums • acts shy around strangers • comforts a distressed friend or parent • refers to self by name • uses the words "me" and "mine" • enjoys looking at picture books • tries to do many things by himself • enjoys adult attention • enjoys simple pretend play like wearing hats and talking on phone • enjoys exploring, gets into everything, and requires constant supervision • generally unable to remember rules • often gets physically aggressive when frustrated slaps, hits • shows affection by returning a hug or kiss • may become attached to a toy or blanket INTELLECTUAL DEVELOPMENT • has a vocabulary of several hundred words, including names of toys • uses 2-3 word sentences • echoes single words that are spoken by someone else • talks to self and "jabbers" expressively • shows preferences between toys • likes to choose between two objects • hums or tries to sing • listens to short rhymes or fingerplays • points to eyes, ears, or nose when asked • uses the words "please" and "thank you" if prompted • enjoys singing familiar songs Page 9 Unit Three: Infancy PHYSICAL DEVELOPMENT • weight: 20-32 pounds • height: 30-37 inches • walks well • likes to run, but can't always stop and turn well • drinks from a straw • feeds self with a spoon • helps wash hands • stacks 2-4 blocks • tosses or rolls a large ball • opens cabinets, drawers, and boxes • bends over to pick up toy without falling • walks up steps with help • takes steps backward • enjoys sitting on and moving small-wheeled riding toys • begins to gain some control of bowels and bladder; complete control may not be achieved until around age 3. (Boys often do not complete toilet learning until age 3-1/2.) IDEAS FOR CAREGIVERS • • • • • • • Enjoy dancing with children to music with different rhythms. Provide simple musical instruments such as a rattle or an oatmeal box drum. Now is a good time to teach children simple fingerplays such as "Eensy Weensy Spider." Talk with children about everyday things. After 18 months, language development seems to explode. Children will be learning new words at a very rapid rate. Read simple books with children every day. Choose books made of cardboard or cloth pages. Stories that have familiar objects are best. Encourage toddlers to turn pages. Make your own scrapbook of objects or people your toddlers know by using a small, sturdy photo album. Encourage language development by expanding on what a toddler says. When the child says "kitty," you can say, "Yes, the kitty is little and soft." Play a simple game of "find." Place 3 familiar toys in front of a toddler and say, "Give me the --." See if he tries to find it and hand it to you. Encourage a toddler to play dressup by providing a full-length mirror on the wall and a "pretend box" filled with caps, scarves, and old shoes. AGES & STAGES - TWO-YEAR-OLDS Two-year-olds like to be independent! Favorite words are "Mine" and "No" and "I do it!" Emotions take on a roller coaster-like quality as 2-year-olds can go from excitement to anger to laughter within a few moments. A great deal of time is spent exploring, pushing, pulling, filling, dumping, and touching. Twoyear-olds are surer of themselves and of what they can do as they grow. Their bodies stretch out, and most Page 10 Unit Three: Infancy will lose the potbellied look during this third year of life. As their appetites lessen, they may be particular about food. They are still growing fairly rapidly. Toddlers are very attached to their caregivers. You may find them trying out new ideas and exploring their surroundings, but still staying close to you as they need a base of support and trust. Two-year-olds are usually interested in other children. However, social interest and physical abilities sometimes collide as a hug becomes a tackle and a gentle pat becomes a whack. You will need to teach children how to express affection appropriately. SOCIAL AND EMOTIONAL DEVELOPMENT • plays alongside others more than with them acts shy around strangers likes to imitate parents easily frustrated affectionate - hugs and kisses insists on trying to do several tasks without help enjoys simple make-believe like talking on phone, putting on hat very possessive - offers toys to other children but then wants them back needs considerable time to change activities capable of frequent tantrums, which are often a result of his inability to express himself even though he has ideas can show aggressive behavior and the intent to hurt others can be extremely demanding and persistent destructive to objects around him when frustrated and angry possessive about caregiver's attention; show feelings of jealousy has fears and nightmares has sense of humor; capable of laughter shows interest in dressing, brushing hair and teeth cannot sit still or play with a toy for more than a few minutes • • • • • • • • • • • • • • • • • PHYSICAL DEVELOPMENT • • • • • • • • • • • • • • • • • weight: 22-38 pounds height: 32-40 inches has almost a full set of teeth walks up and down stairs by holding onto railing feeds self with spoon experiments by touching, smelling, and tasting likes to push, pull, fill, and dump can turn pages of a book stacks 4-6 objects scribbles vigorously with crayons or markers many children (but not all) will learn to use toilet walks without help walks backwards tosses or rolls a large ball stoops or squats opens cabinets, drawers can bend over to pick up toy without falling INTELLECTUAL DEVELOPMENT • • • • • • • • enjoys simple stories, rhymes, and songs uses 2-3 word sentences says names of toys hums or tries to sing enjoys looking at books points to eyes, ears, or nose when asked repeats words interested in learning how to use common items IDEAS FOR CAREGIVERS • • Baby-proof your house again. Two-year-olds are taller and more skillful at opening doors and getting into mischief. Read aloud to children every day. Encourage toddlers to look at books with large pictures and sturdy pages. Simple story lines are best. Page 11 Unit Three: Infancy • • • • • • • • • • • • • • • • • Try to expand a 2-year-old's knowledge of words and sentence structure. Let her hear the correct word order, but don't demand that she imitate you. For example, if she says "more juice," say "Anna wants more orange juice." Encourage them to identify noises like vacuum, tap water, dogs barking, thunder, airplane, and car. Let toddlers help you with simple chores such as picking up toys or putting clothes in the laundry basket. Encourage them to name things that you are using. Add new information to what a child is saying. "Yes that's a blanket, a soft, warm blanket." Give toddlers clear and simple choices. "Do you want to drink milk or juice? Do you want to wear green or blue socks?" Know how to handle a temper tantrum: 1. Don't yell or hit the child, 2. Remain calm, 3. Talk in soothing tone, 4. Put your hand gently on child's arm if possible. Provide newspaper, flattened grocery sacks, and computer scraps for drawing and painting. Color books, workbooks, and ditto sheets are not recommended. Avoid making models of clay or drawing pictures for children to copy. They learn more by working out their own ideas, and adult-induced items can actually hinder learning. Do not expect toddlers to share or take turns. Right now they are focused on learning how to physically handle themselves and on learning to talk. Learning to share will come later. Provide spaces where toddlers can spend time alone. An old cardboard box or a blanket over a card table works great. Avoid pressuring children to be right or left-handed. A few 2-year- olds will begin to show preference for one hand, but many children will continue to use both hands for a few years. Provide safe outlets for physical activity and space exploration like small steps, boxes, barrels, tires, pulling and pushing toys, ride-on and ride-in toys. Provide opportunities for learning about cause and effect by giving toddlers many opportunities to fill, dump, collect, gather, give, hide, and seek. Play "parade" or "follow the leader." Sing sequential songs like "Old MacDonald" to explain sequences. Encourage verbal skills by giving simple directions like "Close the door, please" or "Would you pick up the doll?" Encourage a toddler's love for imitation by teaching fingerplays and songs. Play "you are a mirror." Stand or sit facing the children and have them copy everything you do. Reverse roles and let the child lead while you mirror the actions. Encourage sand, mud, clay, and water play. Toddlers enjoy messy play and learn a great deal from mixing, sifting, pouring, stirring, and shaping. Reprinted with permission from National Network for Child Care -NNCC. Oesterreich, L. (1995). Ages & stages - two-year-olds. In L. Oesterreich, B. Holt, & S. Karas, Iowa family child care handbook [Pm 1541] (pp. 199-201). Ames, IA: Iowa State University Extension. Website: http://www.nncc.org/ Page 12 Unit Three: Infancy Parenting and Child Rearing from a Cross-cultural Perspective Abstract: In conversation with Soji and Titi Oyenuga, parents of a 5 month old child, Ages and Stages explores parenting and child rearing from the perspective of a Nigerian family. Ages and Stages: Would you please describe your national and cultural background? Ages and Stages: Could you tell us more about your particular tribe? Soji and Titi: Our family comes from Nigeria, a Central African country of close to 120 million people. We come from a country of great diversity. There are literally hundreds of different tribes, each with their own customs and traditions. There are over 400 different languages spoken in Nigeria of which 3 are major. There are also many different faith systems, including the Islamic faith, Christianity as well as traditional spiritual beliefs. And so while we are Nigerian, that also has many different meanings. The British once controlled Nigeria, and so there are still many aspects of our society which came from Britain, such as education, and English is the primary language of instruction in our country. Soji and Titi: We belong to one of the three major tribes in Nigeria. Religion plays a major role in our culture. In the North, the major tribe is the Hausa, who are predominately Muslim. In the south-east, the Igbo tribe is the largest, and they are mainly Christian. We belong to the third major tribe in Nigeria, the Yoruba, which is based in the south-west. Our tribe has both Christian as well as Muslim influences. Ages and Stages: How would you describe your culture's approach to the family? Soji and Titi: Our families are very much extended families. In fact, the whole community supports each other. We remain very close to our parents and relatives. The average size of a Nigerian family is about 8, usually Nigerian families have 5 or more children, but that depends on the economic climate and if there is enough work and money to support such a large family. It is primarily the male's responsibility to care for, and support our parents. They in turn help care for our family. Males are the providers in our culture. The role of women is to care for the children and take care of the home, although that is slowly changing and more women are now taking up careers and working outside of the home. Ages and Stages: Please describe the roles that you play, as parents, as well as your family Page 13 Unit Three: Infancy members play, in supporting your beautiful daughter's growth. Soji and Titi: Oreoluwa, which literally means "God's gift", is supported by us directly, but even by our family, from before the time of her birth. Our mothers (the grandmothers) will come and live with us just before the birth of the child. They will stay with us after the birth for at least 41 days, when they will have completed their role as supporters of the mother and child, and then return home. For 41 days after the birth of the child, the mother is not allowed to do anything except rest and feed the baby. But the support of the family for the mother and child does not end there. As the grandmothers return to their homes, so a younger, female sibling of the mother will move into our house and help raise the child. We then become responsible for this younger sibling, providing shelter, food and clothing, even providing her education. The child is the woman's. The mother will breast feed, and with the help of the younger sibling, care for the baby. the baby is the father's name, but the first name or names of the baby are chosen by the parents from suggestions that family and friends offer. We had over 20 names given to us by our friends and family. These names come from how people responded to the baby's birth, for example, how they felt, or something that happened to them. We narrowed the 20 suggestions down to 10, and then chose Oreoluwa as the first name. Ages and Stages: You have mentioned the roles of the mother and the family, especially the female members, but what of the role of the father and other male members of the family? Soji and Titi: The role of the males in our culture is to provide for the family. Males provide the income necessary to shelter, feed, clothe and pay for the expenses of the family. That is our role, the physical jobs that need to be done are done by the males. Children are the responsibility of the mother. The father is not even present in the delivery room. Fathers do not have very much interaction with the baby, we do not feed or help raise the child. Fathers provide the financial and emotional support. Ages and Stages: You mentioned that your daughter's name means "God's gift". How did you choose her name? Soji and Titi: All babies are named on the 8th day after birth in a naming ceremony. The last name of Ages and Stages: In your culture, are boys and girls raised differently? Soji and Titi: Yes, even from birth, males and females are raised differently. For example, girls will have both ears pierced before they leave the hospital, that is one tradition in our culture. Girls are taught through their play that certain roles are considered appropriate for females, and some are Page 14 Unit Three: Infancy more appropriate for males. Males are more valued in our society because they are the providers of the family, and also because they carry on the family name. Also, males do all of the physical work. But both males and females are taught to respect their elders. When you come in to the presence of an elder, women will bend their knees or kneel down on the ground. Men will lay prostrate on the ground if it is a formal meeting, or genuflect (bend at the waist) if it is more informal. Ages and Stages: I would like to sincerely thank you for taking the time to share your story with us. Making connections …. • • • Interview a family from a culture other than North American. How does their culture approach parenting and childrearing? What is the Aboriginal approach to parenting and child-rearing? For information on programs and services, contact the Program Coordinator: Kise wa to ta to win Aboriginal Parent Program, 510 Cynthia Street, Saskatoon, Sask. Phone: 665-3337 Reflection: Using the Factsheet: Early Childhood Development included in this issue of Ages and Stages, reflect on the implications that statistics regarding working mothers and the financial costs of raising children have on the parenting and child-rearing practices of Canadians. Page 15 Unit Three: Infancy A parent's responsibility does not end with finding and establishing quality child care. Successful arrangements require an ongoing commitment to the three-way partnership between the parents, children and caregivers. Aside from the specific information that is included in the agreement, there are several issues that you should discuss with your caregiver in the initial stages of the relationship: Initial Agreement The first step towards a quality child care arrangement is the development of an agreement or contract between you and your caregiver. This will let both of you know your responsibilities in the child care process. Information should be included in a parent information package. The agreement should include: Agreed upon arrival and departure times The facility's hours of operation Costs for late pick up or early drop off Details outlining who can pick up the child Parental involvement/responsibilities Who lives at the facility The smoking policy of the child care environment Policies regarding sick children Administering of medication Liability insurance coverage Alternate caregivers during vacations, illness or emergencies Notice for withdrawal of child Fee structure: cost, how to pay, when to pay, payment during vacation or child's illness Review your agreement regularly and be sure you are upholding your end. If the agreement is no longer working, set a time to review it with your caregiver. Once you have agreed on these items, keep to the terms of the agreement. Emergency Information For the safety and security of your child, it is important that your caregiver has accurate, current information. These records should include: You have the right to interview or screen anyone who may be involved with your child. Ask your caregiver about the other people (spouse, teenage children, neighbours) and alternate caregivers who will be with your child regularly. The facility's policies for the disciplining of children Procedures in case of emergency Extra clothing, diapers or food that you will need to provide A plan to introduce your child to care The child's medical history Allergies Any chronic conditions Family and emergency contact information The names of those authorized to pick up the child. Notify the caregiver immediately if there are any changes to this information. If you will not be at your usual places during the day or you know that you are going to be unreachable by phone, make sure that your caregiver has accurate emergency contact information. Page 16 Unit Three: Infancy Read Your Mail Essential Rules for a Good Child Care Partnership: Get Involved Take this partnership seriously. Become involved in your child's care. The key to maintaining quality care is the development of frequent, informal interactions between caregivers and parents that are based on mutual respect. Be polite, friendly and open to communication. It only takes a small amount of time to make a big difference! This is the most effective way to ensure quality care and a good partnership. Be on Time Avoid early drop-off and late pick-up. Pick up your child at the agreed upon time. Your child is expecting your arrival and might be upset if you are late on a regular basis. Lateness without notice can disrupt the personal lives of caregivers. If you are consistently late, change your departure time, have someone else pick up your child or arrange for a different time. If you must be late then let the caregiver know ahead of time. Pay on Time Don't forget to treat your child care arrangement like any other important business agreement - pay on time. It is hard for caregivers to be bill collectors because they depend on your good-will as much as your revenue. However late payments will be in the back of the caregiver's mind and could have an impact on your relationship. The money spent on care and materials for your child comes right out of the child care facility's budget. Provide the Agreed Upon Terms Be prompt in responding to the caregiver's request for clothes and equipment. Communicate Inform the caregiver about important changes - good or bad - in your child's life. Remember that even when talking to you the caregiver's primary responsibility is the children. If you want to guarantee the caregiver's full attention make an appointment to meet at an appropriate time. If you do not want your child to hear the discussion, phone the caregiver at a time when both can talk. Caregivers communicate officially with parents in several ways. There are announcements of meetings or other events on bulletin boards and sometimes there are newsletters to keep you informed of current activities. Look for messages in your child's cubby, lunch box or back-pack. Follow the Illness Guidelines One sick child brought to care for the morning can affect a caregiver's workload and many other families' lives for weeks. Consider having a plan for back-up care in case of your child's illness. Furthermore, when your caregiver is ill, accept that care may not be able to be provided. Licensed caregivers are required to have alternate caregivers in the case of sickness or emergency. Don't Sneak Out Some mornings it might seem easy to sneak away from the child care setting while your child is busy DON"T! You will violate your child's trust if you leave without saying good-bye. When leaving, explain when you will return in a way that will be understood (i.e. after the afternoon snack). Try to Avoid Rushing Pick-up and drop-off can be the most chaotic times of the day and, if hurried, can produce unpleasant results. Give yourself at least ten minutes for these transitions. Whenever possible, follow a consistent daily routine. Be Supportive and Considerate You have chosen with great care. Now have faith that the caregiver will do the job well and that your child will grow and learn from the experience. If you have differences with the caregiver, tactfully bring them out into the open. Your direct approach will be appreciated. Try to avoid harsh confrontations and harmful accusations. When you and your caregiver agree upon an issue, try to be conscientious about sticking to the agreement. Remember to treat your caregiver as a professional. In turn, your caregiver should treat you as a valued client. A positive attitude, combined with a focus on strengths makes for a good relationship and for good care. Page 17 Unit Three: Infancy Child Care Checklist Once the child care service begins it will require your ongoing monitoring to ensure that the placement provides a good experience for your child. Use these suggestions to keep track of your child care arrangement. Daily Monitoring Guidelines Leave yourself time to talk to the caregiver during both drop-off and pick-up. If you have any concerns, talk to the caregiver and try to arrive at a solution that works for both of you. Read any posted schedules or messages. Talk to your child about how the day went and listen to feelings and thoughts. Take time to make sure that the child care setting looks and feels comfortable and clean for children. Once or Twice a Year Monitoring Guidelines Review the facility's license and policies. Attend an open house, a parent meeting or a board meeting. Visit the health care setting for at least two hours on one occasion. Participate in a special event, activity, birthday party or lunch. Have an in-depth meeting with your caregiver to review your child's progress, the terms of your agreement and any concerns. Weekly Monitoring Guidelines Read newsletters or notices provided by your caregiver. Think of three appropriate activities your child has participated in during the week. Arrive fifteen minutes early one day to observe your child's interaction with others. Describe to another person how your caregiver carries out a basic routine (feeding, toileting) with your child. Ask your child or caregiver what television programs your child watches. Find out how often, where and for how long your child is usually outside. Ask about your child's eating habits. Is your child receiving nutritious, well-balanced foods. Ask about visitors or any new people who helped in your child's group at the centre. Monthly Monitoring Guidelines Have your spouse, a family member or friend pick up your child; then ask for impressions. If your child is in centre care, speak with the director to get a sense of the overall operation and current issues. Drop in unexpectedly at least once. Observe the interaction between the caregiver and children and the activities they are involved in. Compare your observations with the feedback provided by your caregiver and child. Spend one half hour at the start or end of a day or during lunch to watch one activity or routine. Signs of Problems Every relationship, whether professional or personal, encounters various challenges. It is unrealistic to expect a problem-free child care relationship, but there are some steps that can be taken to avoid problems or to help deal with these challenges when they occur. Red Flags Red flags are warning signals that indicate things that may not be quite right in your child care arrangement. Does your child: Whimper or exhibit fear when dropped off. Show a real reluctance to go to child care (other than the normal desire not to leave the parent). Have a loss of appetite or a significant change in sleep patterns (i.e. bedwetting) Appear unusually upset, apprehensive or fearful of adults or other children. Physically withdraw from the caregiver. Crave attention, upset easily or cry unusually often. Page 18 Unit Three: Infancy Appear to often be over-tired when picked up. Appear withdrawn, apathetic, more excitable or aggressive than usual. Does your caregiver: Let children scream and fight in the background while talking to you. Speak with a sharp, negative tone to you or the children, or use aggressive body language. Deny you entry beyond the front door. Become angry or defensive when you calmly ask questions about your child. Speak negatively about other children or adults Imply that a problem with your child is all your fault. Fail to give you feedback on your child's day or appear to avoid you. Frequently have headaches, back problems or look physically drained or ill. Leave the facility unclean or unsafe for children. Speak about feeling lonely, isolated, and burdened or appears to have lost interest in caregiving. Seem distressed by recent family unemployment or personal problems. Take on too many children. Leave children unsupervised. Let the children watch too much television. You should discuss these behaviours with the caregiver immediately in a low-key, nonaccusing manner. If your caregiver has not noticed anything or seems evasive you may have to consider other arrangements. A combination of several red flags should be a sign to parents that their care arrangement may not be working out. Parental Stress Many parents suffer from feelings of guilt over leaving a child in care. Some feel like they have to 'make it up' to their children for leaving them during the day. Others believe deep down that only a parent can care for a child. These feelings, while often perfectly natural, can lead to problems in care arrangements if parents let their own stress cloud their judgment. They can unfairly blame caregivers and jeopardize good parent/caregiver relationships. Most importantly, children pick up on their own feelings of anxiety. One way to deal with stress related problems is to talk to someone about how you are feeling. If you are feeling guilty, you might consider talking to your caregiver about it. Finally, a great way to combat parental stress is to spend quality time with your child. Talk about each other's day on the ride home or read a story together in the evening. If you approach the care in a positive way, your child will too! As a parent do you: Feel the caregiver has values and childrearing methods entirely different from your own. Always worry about your child when you are at work or have a gut feeling things aren't going as well as they should. Feel that the caregiver has taken advantage of you because you have no other options. Not feel welcome or accepted in child care environment or feel intimidated by the caregiver. Suspect your caregiver doesn't like your child. Lack trust with your caregiver. Find that other parents seem dissatisfied or discontent with the care. The Saskatchewan Child Care Association (SCCA) is a non-profit membership organization dedicated to quality child care and education for young children. Quality child care requires a partnership among caregivers (teachers/educators), children, families, communities and government. The SCCA aids this partnership by advising policymakers at all government levels; by raising public awareness, developing information for parents and providing professional development for caregivers. If you would like more information about the SCCA, choosing child care, or resource materials, please contact the SCCA by phone at (306) 9750875; toll free 1-888-658-4408; fax at (306) 9750879; or by e-mail at [email protected] Page 19 Unit Three: Infancy Factsheet: Early Childhood Development Drawing on statistical information gathered from a variety of governmental and organizational sources, the following facts provide a fascinating and illuminating base for considering the issues in child care in Canada for the beginning of the new century. Fact: Research on brain development has shown that, by the time a baby is born, its brain contains all the nerve cells it will ever have. The amount of stimulation the child receives and the richness of the environment in which the child spends his or her first three to five years will largely determine the child’s, and later the adult’s personality and behaviour. • The foundation of basic trust is established in the first two years of life. • Around the age of one year, the speech centre in the brain is ready to begin producing language. • The capacity to empathize with others begins to develop in the first three years of life. • Control over one’s aggressive behaviour is crystallized by three years of age. • By the age of five or six, children have learned a variety of coping and problem-solving skills. Fact: The period from preconception to age five could be described as the “investment” phase for healthy child development and subsequently, the development of healthy adults. • During these critical early years, when the return on investment is highest, public expenditures are relatively small. • Conversely, higher public expenditures are made later, often to address the problems that result when needed services and supports are not provided during infancy and early childhood. Fact: The number and severity of adverse early experiences negatively affects brain development and future potential. • A negative environment places a child “at-risk” of developing learning, behavioural and physical problems which may be difficult or even impossible to resolve. Fact: The earlier we provide the support children need in their lives, the greater the positive impact throughout their lives. • Key to building resiliency in children is the development of a secure attachment, during the first twelve to eighteen months of life, to at least one primary caregiver, and the ability of caregivers to meet the child’s developmental needs. Fact: Early intervention means identifying “at risk” children between birth and school age, then providing supports and services to the child and their family to reduce or prevent developmental problems. • Risk factors include such things as social isolation, child abuse, violence within the family, parental depression, poor parenting, substance abuse and disabilities. • Early interventions are multifaceted and may be child-focused and/or parent-caregiver focused, which includes community-coordinated supports and programs. • In Canada, research indicates that for every $1 invested in early childhood programs, there is an approximate $2 benefit. Fact: The well-being of children is inherently related to the well-being of their caregivers, families and communities. • Infants and children thrive on secure attachments with nurturing caregivers. Page 20 Unit Three: Infancy • • A well functioning family is a building block for a child’s future potential. Children and families need healthy, safe, secure and socially-connected communities. Fact: The period between ages 6 and 18 years can be described as the “enhancement” or “remediation” phase. • If the first five years of a child’s life have not gone well, they may be less ready to enter school because they have not developed age-appropriate language or social skills and may be emotionally immature. • Both the financial costs and the costs to the child of reversing the effects of a poor start in life are far greater than the costs of prevention and early intervention. Fact: More than three quarters of mothers with children aged 6-14 are in the workforce as are seven out of ten mothers with children under the age of 6. (Vanier Institute of the Family, 2000) Fact: Economists from Statistics Canada project that the labour participation of women aged 15 – 44 will rise from the current rate of approximately 71% to about 80% by the year 2011. Fact: Almost 400,000 children are born each year, and 86% of their mothers end up back in the workplace in a year. (Globe and Mail, February 25, 2000) Fact: The Vanier Institute of the Family estimates that women in the labour force contribute approximately $25.6 billion dollars a year in federal and provincial taxes. Fact: A 1998 national poll found that nearly 90% of Canadians think that high quality childcare is important to help ensure Canada’s future social and economic well-being, and 81% think governments should develop a plan to improve child care. (The Progress of Canada’s Children: Into the Millenium, Canadian Council on Social Development, 1999) Fact: There has been a 400% increase in the use of paid child care services by preschool children of families since 1967. (Human Resource Sector Study on Child Care, 1998) Fact: In 1998, the cost of raising a child from birth to age 18 was estimated to be $160,000 – up by $4000 from 1995. The largest proportion of this cost – 33% was attributed to child care, and shelter was the next largest expenditure at 23%. (Canadian Council on Social Development, 1999) Fact: Between 1991 and 1998, the proportion of workers with dependents who reported excess tension due to family/work conflicts increased from 38% to 44%. (Canadian Council on Social Development, 1999) Fact: Close to 1.4 million children use paid child care services in Canada, but there are only about 500,000 regulated spaces. (Human Resource Sector Study on Child Care, 1998) Sources: Saskatchewan Social Services, Canadian Child Care Advocacy Association Making connections ….. • • • Contact your local M.L.A. and inquire about early intervention programs, supports and services provided by the provincial government. Contact the Office of the Minister of Health in Ottawa, and inquire about early intervention programs, supports and services provided by the federal government. The National Children’s Agenda (http://unionsociale.gc.ca/nca_e.html) Page 21 Unit Three: Infancy Supporting Families and Children: Government of Canada Initiatives The Government of Canada plays a major role in supporting Canadian families and their children through strong income support, Employment Insurance parental benefits, tax supports, community-based programs and research through partnerships with provincial and territorial governments. As the most recent Government of Canada initiatives illustrate, we are committed to ensuring that our actions reflect the values of a caring society. The Government of Canada and provincial and territorial governments agreed on the terms of an early childhood development framework, with an investment by the federal government of $2.2 billion over five years, starting in 2001/02. This significant investment is one more step being taken in the government’s overall plan to support Canadian families and their children. The Government of Canada has made helping children and their families a priority of its long-term commitment to a better quality of life. Healthy children, secure families and vibrant communities are all essential in defining quality of life in Canada. Current evidence suggests that the early years of childhood are especially vital to a child’s development and future ability to learn. Promoting early childhood development can have long term benefits that extend throughout children’s lives. The Government of Canada plays a major role in supporting Canadian families and their children through strong income support, Employment Insurance parental benefits, tax supports, community-based programs and research through partnerships with provincial and territorial governments. As the most recent Government of Canada initiatives illustrate, we are committed to ensuring that our actions reflect the values of a caring society. Early Childhood Development The Government of Canada, provincial and territorial governments have launched an early childhood development initiative that will provide more money in services and programs for young children and their families. Early childhood development is a priority under the National Children's Agenda. There is growing evidence about how critical the early years are to a child's development. Canadian governments realize they need to invest wisely in services supporting children during their early years so that these children will be happy, healthy and ready to learn. In support of this initiative, the Government of Canada is making a substantial investment of $ 2.2 billion in early childhood development over the next 5 years, starting in 2001/02. Provincial and territorial governments have agreed to use this increased funding to • promote healthy pregnancy, birth and infancy, • improve parenting and family supports, • strengthen early childhood development, learning and care, and • strengthen community supports. For Canadian families, these new investments will ultimately mean better access to services such as prenatal classes and screening, preschool programs and child care, and parent information and family support. Each provincial or territorial government will be able to tailor its early childhood development Page 22 Unit Three: Infancy services to better meet the needs of Canadian children. Investments in early childhood development could mean better services for pregnant women and infants, more child care spaces or a network of parent resource centers. Regardless of how governments choose to invest in their youngest citizens, they will report publicly on what they are doing. This will allow governments, and Canadians, to track our progress in improving the well-being of young children. Early childhood development is one of several major investments being made by the Government of Canada in its action plan for children and their families. Under this plan, we worked together with provincial and territorial governments and First Nations to help children living in poverty through the National Child Benefit. Federal contributions to income support in this area will reach $2.5 billion by the year 2004. We are also extending parental leave under Employment Insurance from six months to one year for employed parents. This will enable parents to spend more time with their children during the first year of life, a crucial period in their development. To provide support for all Canadian families, we made them our first priority for tax cuts. All of these major investments are in addition to ongoing Government of Canada initiatives. For example, knowing how to invest wisely in children depends on having good research to show us how well our children are doing and how we can help them do even better. Programs supporting Aboriginal children and their families, such as Aboriginal Head Start, are essential to our plan. And, of course, health initiatives, such as the Community Action Program for Children and the Canadian Prenatal Nutrition Program, are also key. Whether through our partnership with provincial and territorial governments, or through Government of Canada initiatives, we are working to ensure that all Canadian children are given the best start possible in life. Extended Parental Benefits Recognizing that parents have primary responsibility for the well-being of their children, the Government of Canada is also making it possible for them to spend more time at home during the critical first year of life. Maternity and parental benefits will double from the current six months to one full year, and the leave available to adoptive parents will triple, from 10 weeks to 35 weeks. This will give parents the choice to spend an extra six months with their children during that precious initial period following a birth or adoption. The government will also make it easier for parents to collect benefits by working 600 hours of insurable employment, 100 hours less than the current requirement. More Income for Canadian Families To provide support for all Canadian families, we made them our first priority for tax cuts. Families with children will get tax breaks averaging 21 per cent by the time the 2000 budget measures are fully in place. By 2004, yearly funding to families under the Canada Child Tax Benefit will have increased by $2.5 billion. Parents will then be able to claim annual benefits of up to $2,400 for the first child and $2,200 for subsequent children—up from the current maximums of $1,805 and $1,605 respectively. And the Canada Child Tax Benefit is now indexed to keep up with the cost of living. The National Child Benefit is both a federal supplement paid through the Canada Child Tax Benefit and a series of provincial, territorial and First Nations reinvestments in enhanced programs and services for low-income children and families. This initiative helps those parents who want to work but have low-paying jobs to improve their quality of life while caring for their children. Research Ultimately, research helps policy makers decide which policies and programs best support children and their families. To this end, the Government of Canada is actively engaged in a number of targeted research initiatives. The National Longitudinal Survey of Children and Youth is a long-term study of Canadian children that tracks their development and well-being from birth to early adulthood. The survey collects information Page 23 Unit Three: Infancy about factors (family, friends, schools and communities) influencing a child’s physical, behavioural and learning development. This forms the basis of a directed policy-oriented research program. At the community level, Understanding the Early Years is a research initiative that focuses on children under the age of six and involves teachers, parents, guardians and community agencies. It helps communities understand how their children are doing and how best to respond to their needs. With this information, communities can put in place specific action plans that will help their children—both before and after they enter school—to reach their full potential. Aboriginal Programs and Services The Government of Canada addresses the special needs of Aboriginal children and their families through many of the initiatives described above. The development of a longitudinal research survey of Aboriginal children is under discussion. Federal/provincial/territorial initiatives such as the new early childhood development agreement and the National Child Benefit involve First Nations in the development and management of programs and services on reserve. And ongoing programs supporting Aboriginal children and their families, such as Aboriginal Head Start, are also essential to our plan. This early intervention program for young Aboriginal children and families living in urban and large northern communities directly involves parents and the community in the design and implementation of pre-school projects and includes the promotion of culture and languages, education, health, nutrition, counseling and improved social supports. • • six years of age living in conditions of risk such as low-income families, teenage-parent families and children experiencing developmental delays. CAPC is now serving 70,000 parents and their children in over 300 urban, rural and remote communities across Canada. The Canada Prenatal Nutrition Program helps communities develop or enhance programs for pregnant women at risk by providing support, education, referrals and counseling on issues such as alcohol abuse, stress and family violence. The program offers services to about 26,000 women at risk. The Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) initiative aims at preventing one of the major known preventable birth defects. FAS occurs in about three of every 1,000 births in Canada and can cause intellectual deficits and learning disabilities that may also lead to other secondary disabilities such as early school drop out, trouble with the law and alcohol and drug abuse problems. Prevention is achieved through increasing awareness and supporting community action. Healthy Family Initiatives The Government of Canada is committed to enhancing the health and well-being of Canadian families and their children through a number of programs and initiatives. • The Community Action Program for Children (CAPC) addresses the health and social development needs of children from birth to Page 24 Unit Three: Infancy Public Report Public Dialogue on the National Children's Agenda Developing a Shared Vision During the spring and summer of 1999, Canadians participated in the public dialogue through many activities, including roundtable discussions, focus groups and individual feedback. The dialogue was coordinated at national, provincial and territorial levels, and was documented by transcripts, reports and other correspondence gathered at a national centre established for this purpose. “We believe our heritage, culture and religion are what make us human beings. It is very difficult in the city to learn these things because many of the knowledgeable people who know about it and can help us don’t live here. We must have help and resources so that we can reach out and build connections between us and them.” ... an adult participant Shared Activities by Governments • Five roundtable discussions were held in Vancouver, Edmonton, Toronto, Ottawa and St. John's. Delegates from across the country were invited to represent the interests of non-governmental organizations involved with children through education, recreation, special needs and disabilities, research and advocacy. • Members of the general public participated in focus groups held in Vancouver, Edmonton, Toronto, Ottawa and St. John's. • Five Aboriginal organizations held discussions within their constituencies. These organizations included the Assembly of First Nations, the Congress of Aboriginal Peoples, the Inuit Tapirisat of Canada, the Métis National Council and the Native Women's Association of Canada. • A 1-800 number and web site were established to distribute the dialogue documents and receive feedback. • A workbook was available by mail, fax or on-line to assist individual Canadians in commenting on the dialogue documents. • A national workshop of professionals, academics and representatives from the five Aboriginal organizations was held in September 1999 to discuss the supplementary document, A National Children's Agenda—Measuring Child Well-being and Monitoring Progress. Additional Activities Each jurisdiction also held discussions, workshops and activities suited to their environments. Some organized presentations and information tables at conferences and regional events related to children. Others organized consultations and presentations among Aboriginal organizations, teachers, family resource centres and other associations and networks concerned with children. Page 25 Unit Three: Infancy Activities for Children and Youth Early in the public dialogue process, Canadians emphasized the importance of providing opportunities for children and youth to comment on the National Children's Agenda. During the spring and summer of 1999, provinces and territories distributed the dialogue documents to and engaged in discussion with youth groups, delegations and participants in children’s activities, including: • Symposium on the Rights of the Child (British Columbia); • First Circle: Uniting for Children Forum (Alberta); • The Youth Delegation (Saskatchewan); • Camp Stephens (Manitoba); • Regional youth workshops (Ontario, Nova Scotia); and • Community Youth Network (Newfoundland). Activities Beyond Governments Many non-governmental organizations, including child and youth services agencies, advocacy organizations, professional associations and francophone organizations held meetings within their constituencies to discuss the National Children’s Agenda and the perspectives of children and youth. What Was Said? General Comments on the Dialogue Documents • Participants in the public dialogue expressed strong support for the National Children's Agenda. Most believed that Canadians share the NCA vision for children and hold many of its values and goals in common. • Participants saw roles for parents, themselves, and for business, communities and all Canadians in putting the National Children’s Agenda into action. They also emphasized that an agenda for children needs concrete and long-term commitments on the part of governments. • Participants also said that all children must have access to opportunities and resources, including children with different abilities and children living in different economic, cultural, linguistic and regional circumstances. • Participants stressed that the voices and perspectives of children and youth must play an important role in the progress of the National Children's Agenda, both now and in the future. Some participants suggested that public participation in the National Children’s Agenda could have been invited earlier in its development. Finally, the five Aboriginal organizations that held discussions within their constituencies have completed written reports on those discussions. These reports are available from the organizations: • Assembly of First Nations – (613) 241-6789 • Congress of Aboriginal Peoples - (613) 747-6022 • Inuit Tapirisat of Canada – (613) 238-8181 • Métis National Council – (613) 232-3216 • Native Women's Association of Canada – (613) 722-3033 Page 26 Unit Three: Infancy Comments on the Agenda’s Vision, Values and Goals "I want this whole world to realize that people should care for one another. All kids should be loved and looked after and not rejected or abandoned. We need to feel safe and always be happy and not have to worry about if we are going to make it home from school." ... a youth There was broad support for the vision statements set out in the National Children’s Agenda. Some participants discussed additions to the statements, yet many wanted them to be simple. In summary, participants suggested: • The vision, values and goals must be inspirational. They must be statements that every Canadian can remember. • Emphasis must be placed on respecting and valuing children for who they are now, in addition to who they will become in the future. • The vision statements should be clear when discussing the best interests of children; the highest priority must be given to the perspectives and interests of children themselves. The statements must embrace children’s national, international and Aboriginal rights. • The vision must embrace all children, including those with disabilities and special needs, newcomers to Canada, children in official language minority communities and children living in urban, rural and remote communities. • References to families should include extended families, caregivers, non-traditional families and single parents. • Special emphasis on Aboriginal children in the vision statements is important and appropriate. Comments on How Canadians Can Best Respond Participants’ comments on the six areas for action outlined by the National Children’s Agenda (from original discussion document as noted above) can be summarized by the following: • Participants strongly agreed that a special effort must be directed to early childhood health and development. Participants discussed the importance of universal access to early childhood programs, and provided examples of services that should be accessible to everyone, including preand post-natal care, nutritional care, childcare, and preschool and literacy programs. • Participants discussed the advantages of broad educational and learning opportunities that start early in childhood and continue at a post-secondary level. They emphasized that learning must go beyond formal environments, and they stressed the importance of creative, cultural and spiritual elements, as well as opportunities for recreation and play. Many participants said that activities must value learning for the joy of learning, in addition to the benefits that learning can bring later in life. • The importance of support for families of all types, including single and stay-at-home parents, was emphasized. • Participants agreed that some children need special support. Many reiterated the importance of steps to improve the circumstances of children living in poverty, Aboriginal children (including those living off reserve), children with disabilities and other special needs, and recently arrived immigrant children. Page 27 Unit Three: Infancy • • • • • Participants emphasized the seriousness of child poverty, and said that steps must be taken to provide children with basic needs, including food, clothing and shelter. Many said that child poverty in Canada must be addressed before other goals can be achieved. Participants wanted to ensure that older children are not overlooked. They suggested that the National Children’s Agenda must promote activities for children of all ages. Opportunities for older children and adolescents are vital, and should include encouragement through mentoring and community involvement. Affordable access to recreational and creative activities was also emphasized. Some participants said that support for families is vital, but must not contribute to unnecessary government presence in family life. Participants recognized and affirmed that many roles are necessary to bring the National Children’s Agenda to life. There was a consensus that in addition to the primary role of parents, supported by families and communities, governments also place a high priority on the well-being of children. Participants wanted citizens and their communities to assume greater personal responsibility for better parenting and to pay more careful attention to children’s well-being. Many said that workplaces, businesses and corporations must also be asked to contribute through the promotion of family-friendly employment policies, community giving and other leadership roles. Comments on Measuring and Monitoring Our Activities Participants agreed that it is important to measure and monitor the progress of children in order to improve policies and programs that affect children’s well-being. Some participants believed that public, government and business interest in economic information should be complemented by information on social conditions, including the circumstances of Canada’s children. Participants’ comments on measuring and monitoring can be summarized by the following: • To be effective, information about children should be made available to national, provincial, regional and community policy makers and leaders. Information should also be provided to the public. Participants discussed the value of using a common set of broad societal indicators to track the well-being of Canada’s children. • To be meaningful, information on indicators—measurements used to track how well children are doing—should be reported regularly and compared over time. Participants said that these indicators should track changes in children’s lives, as well as the environments that influence them. Participants discussed the importance of gathering information about children who face special challenges, including Aboriginal children and children with disabilities. • Participants said that new ways to share research, experience and information about children should be found. Participants discussed examples of programs and ideas that have made a positive difference for children. It was suggested that governments gather and share this information. By sharing knowledge, even in instances where information is changing or incomplete, people providing programs and services for children can review and adapt effective practices. • Participants suggested that federal, provincial, territorial and local governments work together with non-governmental organizations and interested Canadians to measure and track children’s progress. Aboriginal Voices The five national Aboriginal organizations conducted their own dialogue processes and provided reports to Ministers. The following quotes are excerpts from the Aboriginal reports: Page 28 Unit Three: Infancy Inuit Tapirisat of Canada “Children shouldn’t have to leave home to receive support which is the case in the North for children who are disabled, who have to travel great distances to receive care.” Assembly of First Nations “The scope of First Nation’s childcare must be broad enough to meet the diverse and changing needs of societies in transition. Childcare services must be flexible to meet parent’s needs for childcare support while parents attend training or participate in employment through modern or traditional means. Most importantly, childcare must support parents, individuals and communities in order to assist them in moving towards self-sufficiency.” Native Women’s Association of Canada “It was suggested that a component be added (to the Vision) that stipulates that children will be respected for their cultural, religious and racial backgrounds and a firm foundation will be built for children to learn respect and care for each other regardless of diversity.” Métis National Council “The Métis National Council would like to see “an annual report card on the status of Métis children in the care of the state, i.e. correctional institutions, provincial family and child services, foster homes, private family care agencies, drug and alcohol rehabilitation and other social agencies.” Congress of Aboriginal Peoples “As participants in the development of this (children’s) agenda, Aboriginal people can open the eyes of all Canadians, since traditional Aboriginal child care approaches are increasingly seen as being in harmony with emerging child development research. We believe that children represent the primary means through which our cultures can preserve traditions, heritage and languages. In this sense our children are considered to be the hope of the future.” A Shared Vision for Canada's Children The following vision, values and goals have been amended to reflect suggestions and ideas offered by Canadians who participated in the public dialogue. These statements are the foundation of the National Children's Agenda. Governments recognize that the National Children's Agenda will work only if it reaches beyond governments and inspires all Canadians to help put children front and centre. Citizens understand their own communities and their own partners best. We invite everyone to join in hope, and in a special promise to make room for children in the centre of our society. A) Our Vision: What do we, as a society, want for our children? • We want all of our children to be loved and to thrive. • We want every child to be valued and to develop his or her unique physical, emotional, intellectual, spiritual and creative capacities. • We want every child to be respected and protected, and in turn, to respect and protect the rights of others. • We want all of our children to belong and contribute to communities that appreciate diversity, support different abilities and share their resources. Page 29 Unit Three: Infancy B) Our Values: What do we, as a society, believe about our children? • We believe that children thrive within families and communities that can meet their physical needs, as well as provide security, nurturing, respect and love. We believe we can support children by helping parents, families and their communities provide the resources their children need. • We believe our children must be recognized for their inherent worth and valued for who they are as much as who they will become. We believe that children's voices must be respected in determining their best interests. We believe that protecting children's interests is a basic social responsibility. • We believe in the importance of parents, elders and extended families in nurturing Aboriginal children. We value the voices of Aboriginal children, and honour their traditional and spiritual significance in Aboriginal communities. • We believe in the importance of educators, coaches, caregivers and other mentors in nurturing children. We believe in the value of working together. • We believe our goals for children must reflect Canada's rich traditions and cultures. We believe our goals must be achieved in partnership with the communities we live in. • We believe that the protections granted to children by Canada's Charter of Rights and Freedoms and the United Nations Convention on the Rights of the Child must be preserved. C) Our Goals: What do we hope to achieve? The following goals incorporate knowledge we have about influences on child development. They are directed by the National Children's Agenda's vision for children and the values this vision embodies. The goals are focused on four measurable areas: health; safety and security; success at learning; and social engagement and responsibility. We can track our progress in achieving these goals by measuring and reporting on key indicators and influences on children's lives. As a nation, we aspire to have children who are: • Healthy-Physically and Emotionally Children who are as physically and emotionally healthy as they can be, with strong self-esteem, life skills and enthusiasm. Children who are physically and mentally active, live healthy lifestyles, are free of preventable disease and injury, and enjoy healthy environments. • Safe and Secure Children whose basic needs are met, including love, shelter, food, clothing, recreation and play. Children who are protected from abuse, neglect, exploitation and dangerous environments, and who are given support by caring adults. • Successful at Learning Children who achieve physical, emotional and social development, language skills, literacy, numeracy and general knowledge to the best of their capabilities. Children who are ready for learning throughout their lives so they can gain the abilities they need for present and future fulfillment. • Socially Engaged and Responsible Children who can form stable attachments to nurturing adults when they are young and develop supportive relationships within and outside their families. Children who value Canada's cultural heritage and diversity, and who develop an understanding of the rights and responsibilities of belonging to a wider society. Children who respect themselves and others through being respected, and understand the personal and social consequences of their choices. Page 30 Unit Three: Infancy Next Steps- How can we respond? What Canadians can do Parents, families, communities, businesses, non-profit organizations, professional networks, associations and thousands of volunteers make key contributions to the well-being of Canada's children and youth. Canada's governments value this work and the partnerships that will help to engage everyone-including children and youth themselves-to improve the well-being of Canada's children, for today and for the future. The National Children's Agenda has the potential to focus and coordinate the leadership and initiative demonstrated by dedicated citizens across the country. What we can do as governments Governments across Canada have introduced a broad range of benefits and services to help Canadian children have the best possible opportunity to develop to their full potential. Provincial and territorial governments deliver many of these services, including education, health care and child welfare. In addition, federal, provincial and territorial governments are working together to improve the economic security of families through the National Child Benefit. The National Child Benefit aims to help prevent and reduce the depth of child poverty, help parents to find and keep jobs by providing benefits and services that better support low-income families and their children and reduce overlap and duplication between governments. The National Children's Agenda shared vision is influencing other intergovernmental initiatives. For example, governments are exploring opportunities for further collaboration on early childhood development. In addition, governments are considering ways to foster strong adolescent development. Governments are also looking at better ways to monitor the progress of Canada's children and to share effective approaches to improving child well-being. The shared vision of the National Children's Agenda will guide our governments in our ongoing efforts to support children and families. Page 31 Unit Three: Infancy For Moms Everywhere! A few months ago, when I was picking up the children at school, another mother I knew well rushed up to me. Emily was fuming with indignation. “Do you know what you and I are?” she demanded. Before I could answer, and I didn’t really have one handy, she blurted out the reason for her question. It seemed she had just returned from renewing her driver’s license at The County Clerk’s office. Asked by the woman recorder to state her occupation, Emily had hesitated, uncertain how to classify herself. What I mean is,” explained the recorder, “do you have a job, or are you just a .....?” “Of course I have a job,” snapped Emily. “I’m a mother!” “We don’t list ‘mother’ as an occupation... ‘housewife’ covers it,” said the recorder emphatically. I forgot all about her story until one day I found myself in the same situation, this time at our own Town Hall. The Clerk was obviously a career woman, poised, efficient, and possessed of a high-sounding title like “Official interrogator” or “Town Registrar.” “And what is your occupation?” she probed. I don’t know what made me say it. The words simply popped out. “I’m a Research Associate in the field of Child Development and Human Relations.” The clerk paused, ball-point pen frozen in midair, and looked up as though she had not heard right. I repeated the title slowly, emphasizing the most significant words. Then I stared with wonder as my pompous pronouncement was written in bold, black ink on the official questionnaire. “Might I ask,” said the clerk with new interest, “just what you do in your field?” Coolly, without any trace of fluster in my voice, I heard myself reply, “I have a continuing program of research (what mother doesn’t) in the laboratory and in the field (normally I would have said indoors and out). I’m working for my Masters (the whole darned family) and already have four credits (all daughters). “Of course, the job is one of the most demanding in the humanities (any mom care to disagree?), and I often work 14 hours a day (24 is more like it). But the job is more challenging than most run-of-the-mill careers and the rewards are in satisfaction rather than just money.” There was an increasing note of respect in the clerk’s voice as she completed the form, stood up, and then personally ushered me to the door. As I drove into our driveway, buoyed up by my glamorous new career, I was greeted by my lab assistants - ages 13, 7, and 3. Upstairs I could hear our new experimental model (6 months) in the child development program, testing out a new vocal pattern. I felt triumphant! I had scored a beat on bureaucracy! And I had gone on the official records as someone more distinguished and indispensable to mankind than “just another mother.” ¾ Motherhood... what a glorious career. Especially when there’s a title on the door. Whether a stay at home Mom or a career Mom, we all carry this title. • • Making connections ……. What is the status of mothers in society today? How has that status changed, if at all? Re-write this anecdote from the perspective of (a) a father, (b) a child Page 32 Unit Three: Infancy My Anthology Page 33