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I AM THE CHILD
I am the child, All the world waits for
my coming, All the earth watches
with interest to see what I shall become.
Civilisation hangs in the balance,
For what I am, the world of tomorrow will be.
I am the child,I have come into
your world, about which I know nothing.
Why I came I know not;
How I came I know not.
I am curious; I am interested.
I am the child.You hold in your hand my destiny.You determine, largely, whether I
shall succeed or fail.Give me, I pray you, those things that
make for happiness.Train me, I beg you, that I may be a
blessing to the world.from “Child’s
Appeal”,
Mamie Gene Cole
DEFINITION
Basic child care: The basic and foundation of taking
care or protecting children. The necessities that children need
during their childhood. The necessities that children have
the rights to receive.
INTRODUCTION
Basic process of taking care children plays an important role in children’s development
We need to stimulate children’s physical, emotional, intellectual and social growth
There’s a need to help children explore individual interests, develop talents and independence, build self-esteem, and learn how to get along with other
Spiritual
Intellectual&
PsychologicalPhysical
Educational&
Cognitive
Social &
Emotional
BASICCHILDCARE
SOCIAL & EMOTIONAL
Develop self-esteem in young children
Get children to socialise Allow them to express their feelings Guide them from egocentric infants
to cooperative children
EDUCATIONAL & COGNITIVE
Develop children’s creativity Foster cognitive development
through discovery learning Expose children to pre-writing and
pre-reading
INTELLECTUAL &
PSYCHOLOGICAL
Provide opportunities for children to develop their thinking skill
Develop curiosity and interest E.g: let children explore the beauty
of nature on their own
SPIRITUAL
Expose children to the basic Islamic knowledge and ways of life
Expose them to the basic learning of al-Quran etc
E.g: ‘doa’, be thankful, be honest Tell them the rewards the will get for
good deeds
Children have the right:
To be with their parents or with those who care for them.
To health care and to receive enough food and clean water.
Adequate standard of living. Free and appropriate education.
Children with disabilities have the right to special care and developmental services
Speak their own language, religion and culture with other members of their group.
Be kept safe and be exploited, abused, neglected or abducted.
Not be used as cheap labour, soldier or trafficking of drugs.
Legal protection from injustice. Express their own opinion to meet to
express their view and to privacy. To have access to info and material
from a diversity of material n international sources.
1. Lead poisoning
Many families are living in low income communities.
Have inadequate medical care & lack proper access to health information.
Exposure to lead poisoning. lead based paints on walls, furniture and baby cribs.
The primary way children become lead poisoned is by eating dust, oil, or paint chips containing lead.
Leads to brain damage and mental retardation.
Taste slightly sweet and appealing to children.
2. Air pollution
Exposure to smog and other types of air pollution.
Affecting children living in urban areas.
Greater risk of asthma and other respiratory illnesses.
Children cannot do physical activities and missed days of school as well.
3. Dioxin
A by-product of incinerators & paper manufacturing.
Children are the most affected. It’s believed that dioxin is now
carried by almost everyone on earth. The amount varies from individual to
individual.
Many young children continue to live in physical
environment that are detrimental to their health
growth and overall development.
Child abuse
One of the most terrible crises of childhood
Prevent Child Abuse America (“Child Abuse” 1999) reports that for every 1000 children, there were 47 reported cases of abuse/neglect.
15% were confirmed and many reported cases are never investigated at all.
4 kinds of abuse: Physical abuse-black eye, cigarette
burns, ear injuries, sore areas of the scalp, head or skeletal injuries
Sexual abuse-intrusion, molestation with genital contact, rape, commercial exploitation through prostitution or pornographic production.
Neglect-abandonment, refusal of custody, inadequate nutrition, clothing, etc.
Psychological abuse-verbal insult, close confinement, knowingly “permitted” drug or alcohol, spousal abuse in the child’s presence
Dimensions of Diversity
Racial differences Cultural differences Socioeconomic Status Family Composition
Racial differences
Race has determined a person’s status and the distribution of opportunities and privileges (Gibbs & Huang, 1989)
Where and how people live, work, and go to school are largely dependent on their racial membership.
Covert discrimination is evident It determines one’s rank in society.
The resulting economic hardships cause stresses on families that may adversely affect children’s socio-emotional functioning (McLoyd, 1990)
Moreover, constant exposure to racism means that many families of color live in a state of mundane extreme environment stress (Peters, 1985)
Many children become alienated by being constantly exposed to and excluded from more affluent and privileged lifestyle.
Cultural differences Culture influences all human activity,
including the history, attitudes, values, traditions, roles, tools and arts that are unique to specific groups.
Many of the behaviors that distinguish groups from one another are quite subtle, yet they may jeopardize communication among members of different groups and affect children’s school performance.
Longstreet (1978) identified 5 aspects of ethnicity differences;
Verbal communication – how speech is used Nonverbal communication – body language
and gestures Orientation modes – social behavior patterns Social values – roles and priorities to
particular group Intellectual modes – individuals’ learning
styles and ways of learning.
Children may express their ideas and feelings in different ways, use divergent rules for initiating and continuing conversations, enact domestic and occupational roles differently and prefer particular kinds of activities.
Socioeconomic Status
Our society is clearly divided by socioeconomic status.
The divisions are defined as upper, middle, and low, with some increments such as upper-middle.
During 1980s, the income and lifestyle gap between rich and the poor widened enormously.
Thus, not only are children being raised in segregated settings, but they are having qualitatively different child care experiences in their early years, which may contribute to the later educational gaps between groups.
Children who live in poverty have higher school dropout rates, which appear to be related most closely to their accumulated discouragement about poor academic performance (Garcia, 1991)
Many poor children encounter unfamiliar social and behavioral expectations.
Prepare children for their initial school experiences by exposing them to some of the unfamiliar expectations in a safe environment
Family Composition
Today, many children are being raised by single parents.
These households are lacking in both material and psychological resources.
Many single parents create extensive networks of relatives or friends that provide support and camaraderie.
Remarriages often result in complex family structures and relationship with stepparents, stepsiblings and half-siblings.
These blended families can become the source of support for the children but still have the potential for feeling rivalrous or rejected.
The Role of Ideology Philosophy
Today, early enrichment programs for poor children are championed vigorously.
Voltaire thought the “the lower classes should be guided, not educated”
(Aries, 1962,p.311)
Social Class and Industrialization
Social class differences firmly entrenched in people’s thinking.
Society accepted as normal slave-like conditions of employment for poor children precluded any nurturing or educational opportunities.
Religion
Puritan religious beliefs shaped the early conceptualization of children as inherently evil.
Started the rigorous child-rearing methods now, labeled as child abuse
Greven (1973) cites early Calvinist writings on child care:
“The root and foundation of misconduct in children is human depravity; depravity in the parent, and depravity in the child”.
Provision for Early Education
The children were trained and educated without punishment or any fear it, and were while in school by far the happiest human beings I have ever seen.
(Owen, 1971, p.135)
“…slay not your children because of penury…”
(6:151)
“Every newborn child is born in a state of fitrah. Then his parents make him a Jew, a Christian or a Magian.”
(al-Hadith)
“Mothers shall suckle their children for 2 whole years; (that is) for those who wish to complete the suckling. The duty of feeding and clothing nursing mothers in a seemly manner is upon the father of the child. No one should be charged beyond his capacity. A mother should not be made to suffer because of her child, nor should he to whom the child is born (be made to suffer) because of his child. And on the (father’s) heir is incumbent the like of that (which was incumbent on the father). If they desire to wean the child by mutual consent and (after) consultation, it is no sin for them; and if ye wish to give your children out to nurse, it is no sin for you, provided that ye pay what is due from you in kindness…”
(2:233)
Does society have the right to interfere in a family’s private life? In domestic violence? Why or why not?
Basic child care is discussed as the right of every child. It means, every child deserves to get enough shelter, food, and other basic necessities. However, for children who are born in poverty, their parents cannot afford to provide such necessities adequately. In your opinion, is this situation goes against the children’s rights as discussed before?
Every child deserves the rights of having or receiving adequate care
from the family as well as the world, regardless their diversity and
differences of background, socio-economic status, races, religion and so on. As a responsible community, we should aware so that children
would not be deprived of their rights.
In summary, child care quality is strongly associated with children’s child care outcomes.
If children are fortunate enough to have high-quality care, we can predict that they will also have optimal child development outcomes.
If children are enrolled in low-quality care the reverse is true.
References
Grossman, B.D & Keyes, C. (1990)Early Childhood AdministrationUSA: Allyn and Bacon
Hendrick, J. (2001)The Whole Child: Developmental Education for the Early YearsUSA: Merrill Prentice Hall
Spodek, B & Saracho, O.N (1992)Issues in Child CareUSA: Teachers College Press