What have I learned

One hope that you have when you think about working with children and families who come from diverse backgrounds.

I hope that all early childhood providers will strive to encourage open communication within the home, support families in there times of need, and that they show respect to children and their families. Each of these goals are meant to create a stable and loving family environment. In all of my work experiences with children, I have learned that a child's first socialization comes from home and early caretakers. The experiences in these environments influence how a child thinks, feels, and acts in all settings (home, school, and within the community).

One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice.

I would challenge individuals in the early childhood field to get to know the families that they serve without bias or judgment. It is too easy to label a child or their parent before acquiring a meaningful understanding of the individual's personality, culture, and/or heritage. Working with families and their children increase the chances of building a positive relationship with individuals that have diverse backgrounds and also improves self confidence in children.

I would like to thank all of my colleagues and Dr. Dartt for making me rethink small bias opinions that I never knew that I had. Conversations in discussion and blogs have offered a wide array of perspectives that made me think differently. I appreciated how all of my colleagues agreed to disagree with others of different opinion. This course has been eye opening due to the different perspectives. Good luck on your next course.

Week 7 poem

       

          

    

  Equal but different

We are the world

I am black and you are white                         

We are the same except

my skin is darker

Should I expect less of myself

Should I fear how others see me

Should I not try to achieve higher goals    

I am black and you are white

we both stand tall

side by side

You may think  I am angry

You may think I am lost

You may think I am weak

But you are wrong

I stand as tall as a mountain

I'm as stable as a tree trunk

I'm as strong as a lioness

I'm as wise as an owl

I'm as keen as an eagle

Now that you know me

Let's link hands and cross examine our hearts

we are strongest when we respect each other

despite tone of skin

We are strongest when we say no to discrimination

despite our culture and traditions

We are strongest when we stand together

in unity

Think of these words...

when you see someone who is different

Think of these words...

when someone is hurting

Think of these words...

when you need a new perspective

Last words...stand together

"We don't say those things in class!"

“We don’t say those words in class!”

A time when you witnessed an adult (or yourself) reprimand or silence a child after he or she pointed out someone they saw as different (e.g., "That lady talks funny," " That man only has one leg!" "Why is that man so pretty!"). Include what the child said and what the adult did or said in response. (Note: If you cannot think of a specific time ask a friend or family member.)

A friend of mine was looking back on times when children commented on her physical disability. She had a disease that prevented her from walking without using a wheel chair, crutches, or a walker. Children used to stare at her and ask questions about her why she had a wheel chair, crutches, or a walker. She always smiled and was willing to talk about her handicap. She thought that it allowed children to become more comfortable around people who are different based on being handicap and/or different from them. In most of her encounters with children, the parents used to try to stop their child from talking about the physical disability that my friend suffered from. She didn’t mind talking about her disability but parents tried to hush their child from speaking to my friend about her disability.

What messages might have been communicated to this child by the adult's response

The adults that tried to stop the children were indirectly communicating that there are taboo topics that we don’t talk about. It teaches children that is rude to inquire about individuals that are different. Young children identify and at times, verbally acknowledge that they know that someone is different from them. It is healthy for children to respectfully engage in conversation with someone who is handicap. My friend would prefer for both children and adults to talk with her instead of stare.

An example of how an anti-bias educator might have responded to support the child's (or classroom's ) understanding

An anti-bias educator would have allowed the child to inquire about my friend’s handicap in a respectful manner. He/she would encourage the child to learn about individuals who are different and to learn about others. My friend thinks the same way as an anti-bias educator. She invites others to ask her about her physical condition to share that individuals are different.

Gender, Gender Identity, and Sexual Orientation

Gender, Gender Identity, and Sexual Orientation

Some of the ways you noticed that homophobia and heterosexism permeate the world of young children including books, movies, toys, stores, culture of early childhood centers, and schools

Homosexual, bi-sexual and transgender rights has been a topic circulating within the media. Same sex marriages have been legalized but have still been met with a fair amount of opposition. This recent activity has caused some heterosexuals to fear that their children will be in an early childhood classroom with children who have same sex parents. A second fear is that teachers will begin to encourage young children from heterosexual homes to embrace the ideas of homosexual homes. I was reading the assignment and found that this assignment may be very difficult for me because I am a Christian and identify as a heterosexual. I stand by my Christian teachings. Although I am heterosexual, I don’t believe that it is appropriate to physically and/or verbally discriminate against another individual who has a different sexual orientation from myself. On the other hand, I don’t think that the views of homosexuals should be forced upon me and my family.

Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families

I think that the early childhood centers should be respectful of both heterosexual and homosexual parents when including books depicting gay or lesbian individuals. Heterosexual families, also, have the right to not expose their children to activities and literature that goes against what the family believes. I think that the classroom can do more individualized activities that support children that come from homosexual families. For example, ask all the children to draw a picture of their family, write a story about their family and/or make a family tree. The teacher can encourage the children based on their family’s sexual orientation without any judgement. This approach would also allow all of the children to share their own perspectives on family structure. Exposing heterosexual children to books depicting gay or lesbian individuals may cause problems and cause parents to remove children from the school. I think the early childhood educator should be aware of the families within their classroom and find a happy median that supports both heterosexual and homosexual families.   

How you would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child

I would correct the parent/family member and remind them that people shouldn’t be discriminated against due to sexual orientation. Instead, the parent can ask the teacher to stay professional and to not put their lifestyles views onto the children. As a former teacher, I didn’t share my personal opinions with my students and stuck with the curriculum. In my opinion, it is not the teacher’s job to put his/her views on students whether or not they are homosexual or heterosexual. An individual’s sexual orientation should not stop a person from being employed and/or making a living.

If you have ever used or heard homophobic terms such as "fag," "gay," "homo," "sissy," "tom boy," or "lesbo" as an insult by a child toward another child? Or, by an adult toward a child? Describe what occurred. How might these types of comments influence all children? (Note: if you have not had a personal experience, ask a family member, friend, or colleague)

I used to work at a preschool in Philadelphia. One of the male students typically came to school wearing skinny jeans and wore pink shirts. The teacher used to say that she wouldn’t be surprised if this student was “sweet”. There was an incident in class where the student was sitting very close to a male classmate and she separated them because she thought that something inappropriate would occur between the two four year olds. I think this kind of behavior from the teacher negatively influences all of the children within the classroom. She indirectly caused the other child to think that something was wrong with the student that she labeled as “sweet”. At some point, the students began to treat this particular student differently.

Professional Hopes and Goals

One hope that you have when you think about working with children and families of diverse backgrounds:

I hope that professionals within the early childhood field will take the time to learn about the culture, values, and individual perspectives of the families that are being serviced. Effective relationships between individuals of diverse backgrounds are based on a foundation of trust, understanding, and positive interactions.  In my opinion, achieving the goal of understanding diversity allows the professional and the family to get to know each other without prior judgement; so the lines of communications can remain open.

One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice:

I would set the goal of the early childhood professional to focus on individualization and not stereotypes. Every person has their own experiences, culture, and view of life that guides their mannerisms. I would challenge every early childhood professional to learn  something new about at least 3 students a day. Reaching this goal will help the professional to practice focusing on individual traits and how those traits contribute to individual development.


I would like to thank all of my colleagues for sharing their perspectives on biases, equity, and social justice. It has been a pleasure learning with each and every one of you. I wish you all the best in your next course. Many Thanks!

Salesha

Welcoming Families From Around the World

I choose to pretend that a child from Liberia is about to join my classroom. I just met a new friend from Liberia. She is married with a 4 year old daughter. We were talking about her concern for her daughter to fit into American culture. When I read this week's assignment, I began to think about what the young girl and her mother may be feeling living in American culture. Also, I tried to think of ways of helping children with strong heritages from other countries to feel welcome into American society.

In preparation for the new addition to the classroom, I would implement five ideas to help the new child feel welcome:
1) Tell the other children beforehand that a new friend is joining the group
2) Have a lesson prepared that implements diversity into the classroom
3) Ask the child, if comfortable, to talk about where he/she comes from and introduce herself
4)  Schedule a day of diversity asking each child to share information on their heritage
5) Make the child feel comfortable in the classroom and label the classroom with pictures that are associated with the class schedule as well as other important information. The child may not speak English very well.

Implementing these five preparations will begin to cultivate and build a bridge between myself and the new family. Also, it will help the new child and their family acclimate to their new environment. The introduction will encourage diversity into the classroom setting and cause the present children in the classroom to become aware that everyone is different. Hopefully, the children will become more open to accepting others.

Racial Discrimination

What memory do you have of an incident when you experienced bias, prejudice, and/or oppression, or witnessed someone else as the target of bias, prejudice, and/or oppression? Keep in mind that one can encounter such incidents in real contexts, including online environments, as well as in fictional ones, such as movies, books, television shows, and the like.

 

I was driving toward 422 going the speed limit and breaking no laws. A cop switched lanes and looked at me. I continued to drive normally. I didn't really worry until the cop got behind my vehicle and followed up the ramp. He followed very closely and never put on a siren. I had a bad feeling in my gut that he was a racist cop because he didn't start following me until he came to the side of my car and looked at me. At the end of the ramp, there were cones and flashing caution signs that said slow down. At this point, I was trying to figure out why this cop was following me and for what might he try to charge me with. I slowed down due to the signs and cones. The cop put on his sirens and pulled me over. He called over a walkie talkie saying that a black female has just been pulled over. A second cop showed up. He informed me that I was driving too slow and could have sped up to not stop traffic. I gave him my license and registration. The other cop used a flashlight to search my car. When he returned back to the car, he said that he was giving me a warning and to be safe.

 

In what way(s) did the specific bias, prejudice, and/or oppression in that incident diminish equity?

 

This unfortunate incident took away my rights to drive without being harassed based on the color of my skin. He followed me without a valid reason on purpose. He abused his power as an officer to intimidate a minority member of the community. In this incident, it seemed like he was looking for a reason to stop me. He knew that I was fully aware of his bias behavior and understand that I was going to the courts to fight him. The cop was hoping that I fit the stereotype of an angry black woman. He was hoping that I would talk back, accuse him verbally of prejudice, and give him a reason to put his hands on me. The cop didn't expect to come across an African American female who was raised to use the courts to fight a racist cop and not my mouth and fists. I feel he choose to give me a warning because he knew that his behavior would backfire on him.

 

What feelings did this incident bring up for you?

 

This incident caused me to mistrust cops. I felt very angry, vengeful, embarrassed, frustrated, anxious, violated, and extremely ANGRY. He took away my feeling of security and protection. African Americans are commonly victims of police brutality and sometimes cops get away with this kind of violent behavior. I was not sure I was going to get home that night. He could have hurt, killed, and/or probably spun the story to blame the incident on me. After this incident, I yearned to be in the company of my own people so we could protect each other.

 

What and/or who would have to change in order to turn this incident into an opportunity for greater equity?

 

The cop would have to change his discriminative views of African Americans. It is a true shame that a officer sworn to protect all members of the community would act in such a distasteful manner. He drove up next to me, looked at me, and then followed me. After being pulled over, he had to make up a reason for following me.

Microaggression

Describe at least one example of a microaggression which you detected this week or remember for another time. What did you think and feel when you observed the microaggression? Or when you found yourself as the target of microaggression?

 

             I was talking to a friend on the phone. We were discussing the continuous presence of racial discrimination on blacks from cops, fairness in the legal system, and stereotyping from members of the dominant society. He claimed that all whites are racist because they are white. I disagreed and said "all white aren't racist and all blacks aren't unsuccessful" Yes, racism exists but it is not okay to assume that all Caucasians discriminate against members of the black culture. Some of my best friends are white and have always stood up for me. He said "Don't worry, you live in the suburbs. You think your white and it's sad that you think that you are equal to them."

          In this example, I felt like my friend deliberately tried to put me down. He basically said that I wasn't really African American because I was raised in the suburbs and not the city. It is the worse feeling to not feel that you aren't accepted in your own ethnic culture. According to my friend, I'm not black because I don't follow stereotypical behavior of urban blacks. I have a different view of diversity because I have been raised around many other cultures; not only fellow African Americans. I celebrate the differences of others and allow myself to be who I what to be. Also, I felt that he didn't feel that I should look for the best in life. It saddens me that some African Americans think that if you talk proper English, desire to live in a safer neighborhood, look for the best school districts, and/or have higher expectations than you must think that you are white.

 

In what ways did your observation experiences this week affect your perception of the effects of discrimination, prejudice, and/or stereotypes on people

 

              This week, I realized that stereotyping any person is wrong. Individuals should be allowed to be who they want to be; not based on ethnicity but based on their own culture. A person who is raised in the suburbs may have a more open view about getting to know individuals from different cultures. This does not mean that African Americans raised in the suburbs are white. An African American will never be white and can't act white. Racism not only exists among other cultures but also between members of the same culture. For example, urban blacks sometimes discriminate against suburban blacks based on non-compliance to stereotypical perceptions of what they think it means to be black.

 

 

Perspectives in Diversity and Culture

Perspectives in Diversity and Culture

            I spoke with my boyfriend, childhood friend, and my mom. They each come from three different cultures. My boyfriend based the definition of culture on ethnicity and specific ethnic experiences. He felt that everyone is different and diverse in their own way. No one is the same. My childhood friend defined culture based on religion, family structure, ethnicity, and language. She felt that diversity should be celebrated and implemented into schools so children can learn to accept differences in others. My mom based the foundation of culture on the ethnic group that the person belongs which includes social norms and practices. She defined diversity as different groups of people living in the one setting.

            This course has increased my understanding that culture has two parts of culture which are surface and deep. Each person  has a surface culture that includes  skin tone, ethnic group, and other physical traits. Deep culture includes characteristics that are seen only when you get to know an individual. Some of these traits include religion, language, family structure, relationship with members of their family, and much more. All of the answers I received discuss a aspect of culture according to what I have learned so far.

            It is omitted that surface traits are good to interpret an individual's true culture. It has been found that deep culture traits clarify diverse traits better because variables that may not be considered are implemented into the individual's culture.  I have learned that everyone has there own culture. A person can be considered diverse because they were raised in a different culture with their own unique experiences. I have also learned that it is sometimes difficult to define culture and diversity due to the inclusion of incorporating every trait of an individual's life.

What is Culture?

What is culture? Culture can be hard to describe because there are many aspects of what culture represents within each person. One individual may think culture is only differentiated from language, ethnicity, and skin color. While, another individual may think that culture encompasses every aspect of their lives including family structure, where they live, personal experiences, and religious belief. Which one defines culture and which one doesn't? The answer is both individuals are correct because culture is both. Culture is language, ethnicity, skin tone, family structure, where they live, personal experiences, religious belief, and much more.

 

Imagine losing everything that you once knew and going to a place to a place that you know nothing about. If my nuclear family and I were to be relocated at a unknown location I would bring sentimental items significant to what is important to my personal culture. I would bring my set of keys, cell phone, and a small bible. Keys represent a sense of ownership and belonging. This item also represents the hope of possibly getting home in the future. Home is everything that I know including family, my own personal things, daily routine, and comfort. The cell phone because it holds the memories of the past such as photos and messages. A small bible represents my Christian foundation that guides my decision making, perspectives, and overall well-being. These three items are very important because they have sentimental value. Home, family, and religion are the three most important aspects of my life. I would feel lost without remnants of my of culture.

 

I would be upset if I had to give up any part of my identity. If I had to give up two items, it would be the cell phone and set of keys. I may never get home so keys would be useless. Cell phones need to be charged and the device would soon die. I would never give up my bible because the scriptures give me strength in hard times. This assignment has opened my eyes to the importance of culture. In the United States, sometimes Americans think that foreigners who have become American citizens or who have a green card should assimilate to the dominant culture. It is expected for the individual to abandon their own cultural norms, language, and perspectives on family. I think that this perspective has flaws because individuals that think this way don't take into account that each culture has there own self identity, family structure, and overall culture. A loss of culture could result into a loss of identity.

Daily Supports

Some of the supportive factors in my life are faith in Jesus, family, and my daughter. Faith in Jesus has been the most supportive factor because it creates a personal sense of security and stability. I pray each day for peace and favor in tough times. Family has also been a important factor throughout the last few years of my life. Our family motto is that we work together  and help each other when we can. They have helped me when I got sick in my third trimester and was put on bed rest. My daughter is a continuous motivation that inspires me to keep moving even when times are hard. I look into her eyes and feel her unconditional love. Without these supports, I don't know where I would be. I wouldn't have a roof over me and my daughter's head, wouldn't have food, and my motivation would probably be non-existent. I appreciate the support that each factor gives me. The best benefit is retaining hope that things will get better.

I lack close female friends. Life changes such as children, jobs, moves, and new relationships have naturally distanced the relationship between me and my female friends. These relationships would be beneficial because we could share experiences, take time to have fun, and just give each other advice. It is difficult not having these friendships with other females because I feel alone and distant from other females.

Salesha

My Connections To Play

My Connections To Play

Creative Play is a major part of my early childhood development. I was always encouraged to be physically active and to have a big imagination. I remember my family got a brand new television. 

My parents gave me the box in the living room so I could pretend that it was my playhouse. I drew

pictures on the inside of the box. I got a flashlight, pillow, blanket, and a baby doll. I was permitted 

to engage in my own free play using my imagination. 

I was given a lot of dolls. My grandmother used to teach me about swaddling, holding, feeding, and

caring for dolls. She would buy me toy strollers, cribs, a diaper bag, bottles, and clothes. She 

encouraged me to learn parenting skills for the future through play. 

Stuffed animals were one of my favorite toys. When I felt alone and/or upset, I used to pretend my stuff animals were real. I could tell my stuff animals anything and no would ever know what I said. I 

role played with stuff animals giving myself a outlet to understand what I was feeling. Overall, 

stuffed animals comforted me. 

Differences of Play

The perspective of play is different from when I was younger. Children were often seen interacting in

social and active games like tag, hopscotch, jump rope, and playing in the sprinklers. Play was much 

more social, creative, and depended on the development of imagination. Television, video games, and

the Internet have taken the place of social interactive games. The lack of face to face interactions 

inhibit some of the aspects of social and physical development. Some of these aspects are receiving

an adequate amount of physical exercise, reading social cues, and using their imagination. I would

hope that children can learn how to balance physical play and the use of technology. Childhood is a

very special stage of life. It is a stage where children have to chance to explore their environment and learn important life skills. In this stage, children are going through essential social, emotional, 

physical, and cognitive development. Unfortunately, children in the 2000's are pushed into

adulthood faster than children born in the 80's. I think that educators and parents should remember 

that every child develops at their own pace. Learning can be guided in a more holistic manner. 

Children naturally have a desire to learn but learning that is rushed can be very frustrating. My one 

hope for children is for them to enjoy childhood and take the time to learn about themselves. 

Relationship Reflections

               Trust, communication, empathy, and devotion are just a few traits that contribute to developing a strong foundation for healthy relationships. Interactions and experiences contribute to how an individual views themselves and others. Living in an environment where the above traits are practiced and taught allows the individual to seek friends and later love interests who possess those traits. My most influential relationship is with my daughter.

          I have a very close bond with my daughter that started from the womb. Feeling her move and seeing her in ultrasounds connected us  forever. She is cuddled and loved which promotes feelings of trust, love, and support. I encourage her to interact with other child and familiar adults which  introduces social development. Tatiana is an extension of myself.  She helps me to understand that even adults need to take stressful situations step by step. Her existence gives me meaning. I feel loved and special in a way that I have never felt before. Our relationship is reciprocal because we both benefit from our relationship. She learns from me and I learn from her. There are many lessons a child can teach an adult. The innocence of a child makes me feel peaceful and happy.

                 Some positive factors of developing and maintaining a relationship with Tatiana is teaching her what is normal and what is abnormal in friendships and other relationships. Guiding her down the right path also helps to teach her morals and values. Another factor is  teaching her what to expect in healthy relationships with others. It is also important to emphasize a strong sense of family, security, and understanding of social cues. She can teach me how let myself take a break.

         Some of the challenges are raising her in a tough world, allowing her to be an individual and make her own decisions. Another challenge is balancing time so that I can work, care for Tatiana, and maintain all of my responsibilities. My relationship with Tatiana strongly influences my ability to actively contribute to diverse populations. Early childhood education focuses on the idea that many families come from different social classes, ethnic groups, and religious backgrounds. Each of these factors influence the relationships between teachers and parents Tatiana loves to interact with everyone she sees and is always friendly. This example teaches me to listen and try to relate to others even if they are different.

       

Many Thanks!

Fellow Classmates,

            I am thankful to have the chance to converse with such a diverse group of individuals. There are so many unique experiences and perspectives represented within the classroom. Each view opens my eyes to understand new opinions. This classroom has fostered an atmosphere of trust that allowed me to share my deepest secrets. In this course, I have learned a lot about how to establish a strong foundation for my daughter. Some of the lessons include understanding that each child is different, interactions with parents influence a child's development, and children learn by watching parents and/or caretakers. Thanks for all of your support! I  wish you all the best!  

Quotes

 "Children are like wet cement, whatever falls on them makes an impression"

-Haim Ginott

 "Children are the living messages we send to a time we will not see"

-Neil Postman

 "We worry about what a child will become tomorrow, Yet we forget that he is someone today"

-Stacia Tauscher

 "While we try to teach our children all about life. Our children teach us what life is all about"             -Unknown author

I

Holistic views on Middle Childhood

I chose to discuss the holistic approach of cognitive development in middle childhood. Campbell (2011) states "Middle childhood is recognized by developmental psychologists as a distinct developmental stage between early childhood and adolescence, defined by increasing cognitive development, emotional regulation, and relative social independence" (Campbell, 2011). Children in this stage range between the ages of 7 and 11 years of age. During this stage, children are exploring their social interactions under the guidance of adults. I think that this topic is important because executive functions control the well being of the whole individual. Executive functions control social, emotional, and cognitive development.

            I found an article on the development of mathematical concepts of children  in middle childhood located in West Africa. This study focuses on the mathematical ability  differences between schooled and unschooled children. Posner (1982) state "The advancement of quantitative understanding appears to be dependent on certain types of experiences that both schooling and a merchant culture afford" (Posner, 1982). Children who were born to wealthier families and attended school were more likely to do better in math. In conclusion, Middle childhood is essential because it is the beginning foundation of adolescence. Some of the aspects of foundations of adolescences are "mental representation, the advent of concrete operations, basic level abilities, speed of processing, short term memory, knowledge base, strategies and problem solving" (Bjorklund & Rosenbaum, 2000). Each of these life skills prepare the child for adolescence.

References

Bjorklund, D. E., & Rosenblum, K. (2000). Middle childhood: Cognitive development. In A. E. Kazdin, A. E. Kazdin (Eds.) , Encyclopedia of psychology, Vol. 5 (pp. 225-229). Washington, DC, US; New York, NY, US: American Psychological Association. doi:10.1037/10520-103

Campbell, B. C. (2011). An introduction to the special issue on middle childhood. Human Nature, 22(3), 247-248. doi:10.1007/s12110-011-9118-4

Posner, J. K. (1982). The development of mathematical knowledge in two West African societies. Child Development, 53(1), 200-208. doi:10.2307/1129654

Stress and Child Development

                 The Limbic system is comprised of the amygdale, hippocampus, limbic cortex, and the septal area. Each of the above brain structures are important but I want to focus on the function of the Hippocampus. The Hippocampus  is responsible for memory, learning, and controlling emotional responses. According to Berger (2012) "Excessive Cortisol  (the primary stress hormone) may flood the brain and destroy part of the hippocampus" (Berger, 2012, p.236). Destruction of the Hippocampus causes a child to have increased risk of displaying "poor emotional regulation and cognitive impairments" (Berger, 2012, p.237). Also, they are at more risk of "developing major depression, post traumatic stress disorder, and attention-deficit/hyperactivity" (Berger, 2012, p. 236).

             Hunger, exposure to violence,  and poverty are three sources of stress that produce Cortisol. I have friends and family who have suffered from one or all of these stressors. Some of the coping skills are families working together to try to improve their situation, assuring children that things will be okay, and receiving assistance in the form of financial and/or medical assistance. A study was conducted on malnutrition of children in Haiti. "In 1996, 2,335 children were admitted to the hospital and 1,238 of these children were diagnosed as having malnutrition" (Goodfriend, 1999). The relationship between the mother and the child was proven to negatively or positively impact the health of the child.  Malnourished children were more likely to have neglectful parents. The mother was encouraged to administer food, milk, and medicine to her child. It was found that mothers who didn't smile, make eye contact, and/or offer physical comfort caused children to develop insecure attachments. Some children refused to eat and felt uncomfortable with their mothers. Attentive mothers had a more secure bond with her children and the child responded in a positive manner. Mortality was seen as a common problem among children with neglectful parents.

                Poverty is a major contributor to environmental stress. According to Fujita (2012) "based on several research results, it outlines a recent rising trend in child abuse, and examines its risk factors, pointing out that major risk factors of child abuse are poverty, single-parent families, isolation and the fatigue of child-caring" (Fujita, 2012).

               Exposure of violence also negatively influences development of children. A study was conducted on the effect of violence on children between the age of 4 to 6 years old. It was found that "80%  of maltreated preschoolers exhibited patterns of emotion dysregulation in response to witnessing on angry interaction between adults" (Toth, Harris, Goodman, & Cicchetti, 2011). The majority of the children ,exposed to violence, reacted to all stimuli. These preschoolers displayed depressive symptoms and an inability to regulate emotions. In the future, children have an increased risk of "substance abuse, suicidal thoughts, self injury, and anxiety" (Toth, Harris, Goodman, & Cicchetti, 2011). "Child maltreatment, in the form of aggression and violence against children, is one of the most profound failures of a social environment to support normal development" (Toth, Harris, Goodman, & Cicchetti, 2011).

                                                        

References

Berger, K.S. (2012). The developing person through childhood (6th ed.). New York, NY; Worth Publishers

Goodfriend, M. (1999). Malnutrition: Haitian children and their parents. Clinical Pediatrics, 38(4), 256-257. doi:10.1177/000992289903800419

Fujita, H. (2012). Influences of modern poverty on children's development and schooling. Japanese Journal Of Developmental Psychology, 23(4), 439-449.

Toth, S. L., Harris, L. S., Goodman, G. S., & Cicchetti, D. (2011). Influence of violence and aggression on children’s psychological development: Trauma, attachment, and memory. In P. R. Shaver, M. Mikulincer, P. R. Shaver, M. Mikulincer (Eds.) , Human aggression and violence: Causes, manifestations, and consequences (pp. 351-365). Washington, DC, US: American Psychological Association. doi:10.1037/12346-019