Breastfeeding as a Public Health Concern

It has been proven time and time again that breast milk is best for newborn babies and that the process is integral for nurturing positive bonding between children and their caregivers. There is a wealth of information and support for breastfeeding that is readily accessible, yet so many women in modern societies choose against it.  Those that choose to start breastfeeding, also do not generally do so for very long.  Why the shift in ideals?  Some women stop breastfeeding due to complications or medical issues, but I think that for the most part the decision to choose alternate feeding methods, especially in more industrialized nations is based on social stigma and lack of support.  While I am happy to see a resurgence in acceptance for the practice, and more facilities available to women, I still feel that a much greater effort needs to be made in order to protect the rights of families.  I also feel that in today's society it is just too easy to give up on the process.  There are a multitude of formulas and medical interventions that tend to be more convenient than breastfeeding, especially for mothers who must return to work early on in their newborn's life. Even returning to work in a child care facility, I found it difficult to continue with effective breastfeeding for my second child.  

Reflecting on this topic, I found myself thinking of a colleague of mine who moved to Northern Alaska to teach children of Eskimo, Inuit, and other Northern/Arctic Native cultures.  I was wondering if the remoteness of their villages made breastfeeding more of a priority.  What I discovered was that their distance from more "connected" locations meant little.  They still exist within the confines of developed nations which offered similar resources to all residents.  Countries like Russia, the US, Canada, Norway, Sweden, and the like, distribute information and resources to even the farthest reaches of their boundaries.  Luxuries such as worldwide shipping and the Internet allow for the sharing of information and goods.  The result is the same decline in percentage of breastfeeding mothers.  Programs intending to increase numbers contain all of the same facts and figures that you would find in any current facility.  The only difference that I discovered was a greater reference to "honor" and "respect"; words which hold great weight in many Native cultures.  

My discoveries surprised me a bit, and I realized that the most important thing that I can do to support breastfeeding families is to continue to share information and resources, advocate for the families' choices, provide references, and share my own stories regarding my own experiences.   

 

The first time I advocated for my own child

I am not a fan of hospitals, doctors, or anything related to modern medicine.  In my early twenties, I saw took a trip to the ER, saw at least five doctors, and was on more than five different medications for close to a year before I figured out what was wrong with me, made some adjustments, and moved on with my life.

About five years later I was pregnant with my first child.  The pregnancy was relatively easy, but near the end as my anxiety started to rise, so did my blood pressure.  At my last ultrasound, the technician thought that my amniotic fluid was low.  All of this increased my stress level, and I was eventually diagnosed with preeclampsia.  My baby's delivery date was scheduled for November 23rd, the day after Thanksgiving, 2007.  My husband and I made arrangements for our dog, packed our bags, and notified our employers.  Happily trudging off to the hospital under a light snow, after having taken about a million pictures, we were ready to meet our baby.  After arriving at the hospital and undergoing what seemed like an endless stream of testing, my blood pressure was normal.  It was normal for the next four hours and the baby was doing great.  I was told that I could either wait until midnight at the hospital (another 12 hours of doing nothing), because they could not legally induce me until the following day with no cause, or I could go home and come back at midnight for my induction.

At this point, it struck me.  Why couldn't I just go home, monitor my condition, and see my doctor on Monday,  in order to let this baby choose when to arrive?  With tears in my eyes I asked the most understanding nurse I have ever been in contact with.  She agreed with me 100%, stating multiple findings that every moment a baby can stay healthfully in the womb is another moment ensuring further development and readiness for birth.  She placed my request and another hour later I was headed back home.  This was the first time I officially advocated for my child.  I felt empowered, and realized that I was ready to become a mother.

My daughter was born the following Friday, November 30th, 2007, at 2:43am, as my husband directed his snow plowing crew from the window of the delivery room. :) There were no complications.  I was aided by an amazing staff and my incredible family.  I was confident in making decisions regarding my child and myself, and still am to this day.  She is an amazing, happy, healthy six year old, and I am lucky to be her mother.

When heading to the hospital, just over two years later, exactly 10 hours before my scheduled induction--when my spunky spitfire decided she was ready to make her appearance--I knew more about what to expect and was prepared when things didn't go quite as planned.  She was facing backward, and needed to be turned to prevent spinal injury.  After an exhausting night of turning and pushing, she decided she needed a break and settled in to rest for a few hours.  At about 8 am, she woke back up and was raring to go.  After a mere 23 minutes of hard labor, and one final push that the nurse was not quite ready for, my second little girl arrived while the doctor had stepped out of the room.  Yet again, I was blessed! I cannot believe that I am currently in the midst of planning her 4th birthday party!

Both experiences were quite different, yet similar in that they took place after a full-term pregnancy in a hospital with doctors from a practice I had chosen.  This would not have been the case in many parts of the world.  I chose to do a little research into what my experience may have been like in Poland, where my ancestry lies.

From what I gather, Poland utilizes a public health care system, so while the cost is significantly lower than in the US, you are not generally provided with the same amenities or quality of care that you can choose here.  Polish hospitals offer very little privacy, meager food, minimal monitoring and no other amenities (diapers, drinks, blankets, etc.)  Husbands were just recently allowed in delivery rooms, and apparently bribery is common in order to secure preferred care.  My experience seemed like a resort vacation, compared to some of those described.

On the flip side, however, women giving birth in Poland have more freedom to move and it is expected that you will breastfeed, as they do not provide alternative foods.  They are also given more time to rest and recover than here in the US.

Women may choose to give birth at home, but they are required to make ALL of the arrangements and it is often not a covered service.  There is also no guarantee that there will be a doctor on call, or emergency services available if need be.

While I do not have complete and utter faith in all that our current medical professionals provide, I like to have the choice, and the emergency services readily available should the need arise.  I was very lucky compared to millions of women worldwide, and for that and my incredible children, I am grateful!

Thank You

I would like to take this opportunity to offer my sincerest thanks to you all.  This course is just the first on my journey toward the completion of my Master's degree and the continuation of my work in the field of Early Childhood.  You have all offered me great insight, inspiration, and intent.  I know that working with children is my passion, but have yet to discover the specific direction of my path.  I look forward to continuing to learn from you all and am excited to grow and share together.  I wish you all the best of luck now and for the future.
~Dana

New NAEYC resources

For any of my fellow educators/administrators who may be unaware:

NAEYC just release two new resources from the DAP Focus Series.

Check them out!!

             

Members can save 20%

We Have a Responsibility

Life is full of choices.  Each and every day we are confronted with situations that force us to examine, reflect, and respond.  Some happen in the blink of an eye; others require us to consult with morality, ethics, and values.  Professionally, as we work for the benefit of young children and their families, our choices may shape and change futures.  For this reason, we have a responsibility to hold ourselves to some of the highest global standards.

After consulting the Code of Ethics statements of two of the most highly-respected entities in the field of Early Childhood (NAEYC and DEC), I have chosen to share a few of their ideals. 

The first two come from the Code of Ethical Conduct and Statement of Commitment, published by the National Association for the Education of Young Children (NAEYC, 2005).

• I-3C.1--To promote safe and healthy working conditions and policies that foster mutual respect, cooperation, collaboration, competence, well-being, confidentiality, and self-esteem in staff members.  

This ideal is meant to describe the responsibility of employers to their staff and colleagues, but I feel that this ideal can be upheld by any professional in the field. We can always benefit from the strengths of our colleagues and utilize them, as a team, to improve the circumstances in our work environment.  The well-being of staff can, and often does, reflect directly on the effectiveness of the practice.  

• I-4.3--To work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.

While this ideal may simply seem like the definition of basic childhood rights, all too often this is not the case.  Usually when a child, family, or community is struggling, negative behaviors and circumstances compound creating a vicious cycle of disadvantage.  If, through our work, we can provide aid and assistance in one area, we may be able to help build a more positive outlook for someone's future.

The third ideal I would like to share comes from the Professional Practice section of the Code of Ethics published by The Division for Early Childhood, under the heading Professional and Interpersonal Behavior (DEC, 2000).

• We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.

Need I say more?

Though it may not be readily apparent, we ALL have something to give.

Exclusive to Early Education

As an Early Childhood Education professional, I am constantly updating my list of resources. Education and knowledge are fundamental tools for constructing the foundation necessary for providing exceptional environments for young children.  I have been blessed with a great starting point from Walden University.  I have also chosen to add a few of my current faves. 

Happy researching!

Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/dap
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, fromhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42-53.

Global Support for Children's Rights and Well-Being

• Association for Childhood Education International
  http://acei.org/
• World Forum Foundation
  http://worldforumfoundation.org/wf/wp/about-us
• World Organization for Early Childhood Education
  http://www.omep-usnc.org/
• UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf

Selected Early Childhood Organizations

• National Association for the Education of Young Children
  http://www.naeyc.org/
• The Division for Early Childhood
  http://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Families
  http://www.zerotothree.org/
• WESTED
  http://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letter
  http://www.hepg.org/hel/topic/85
• FPG Child Development Institute
  http://www.fpg.unc.edu/
• Administration for Children and Families Headstart's National Research Conference
  http://www.acf.hhs.gov/programs/opre/hsrc/
• HighScope
  http://www.highscope.org/
• Children's Defense Fund
  http://www.childrensdefense.org/
• Center for Child Care Workforce
  http://www.ccw.org/
• Council for Exceptional Children
  http://www.cec.sped.org/
• Institute for Women's Policy Research
  http://www.iwpr.org/
• National Center for Research on Early Childhood Education
  http://www.ncrece.org/wordpress/
• National Child Care Association
  http://www.nccanet.org/
• National Institute for Early Education Research
  http://nieer.org/
• Pre[K]Now
  http://www.pewstates.org/projects/pre-k-now-328067
• Voices for America's Children
  http://www.voices.org/
• The Erikson Institute
  http://www.erikson.edu/

Selected Professional Journals Available in the Walden Library

• YC Young Children
• Childhood
• Journal of Child & Family Studies
• Child Study Journal
• Multicultural Education
• Early Childhood Education Journal
• Journal of Early Childhood Research
• International Journal of Early Childhood
• Early Childhood Research Quarterly
• Developmental Psychology
• Social Studies
• Maternal & Child Health Journal
• International Journal of Early Years Education

My Current Faves

• http://memfox.com/  Mem Fox is a sensational children's author who has so much to say regarding childhood literacy.  There is so much to explore here!
• http://www.pbs.org/wholechild/providers/minds.html  This site covers the "whole child" approach to education.  There are sections dedicated to parents, early childhood providers, and the ABC's of Child Development.
• https://www.iste.org/  The International Society for Technology in Education promotes the advancement of the effective use of technology in classrooms, PreK-12, and beyond.

Professional Words of Inspiration and Motivation

This week I would like you to interpret the work of people already established in the field of Early Childhood Education.  As I often find motivation and inspiration through the work of respected individuals, I would like to share some of my favorites from those who indirectly encourage and support my dream to make a difference.

“[P]art of being who you are has to do with feeling your feelings, which means you'll have a wide range of emotions--not just constant sunshiny happiness.” 
― Janet Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care Education

This quote speaks to the necessity of authenticity when dealing with young children.  Our youngest students learn from our every move--what is acceptable, non-acceptable, and how to deal with situations that trouble us.  

This next excerpt was taken directly from Empowered by Play (2011).  I am jealous of the fact that this author witnessed the spoken words of Dr. Lilian Katz, and feel that they are even more imperative today, than they were two years ago. 

Words of Wisdom from Dr. Lilian Katz

“We are doing earlier and earlier to children what we shouldn’t do later.” These words of wisdom were offered by Lilian Katz – in reference to the current trend of aligning curriculum and programs in an effort to prepare children for the next step in their education. I had to applaud. In that one sentence, Dr. Katz summed up a good deal about how early childhood education (and education in general) in this country has gotten off track.

Dr. Katz is an international leader in early childhood education who, for decades, has lectured and taught all over the world.  She shared her ideas through an inspiring keynote address to hundreds of early childhood professionals gathered in Providence, RI last Sunday for NAEYC’s Professional Development Institute. Her words of wisdom, delivered with honesty, humility and humor, help preserve what is good for young children – in the face of all that is now working against young children. I can’t hope to capture all her pearls of wisdom from that morning, but I hope to paint a picture of some of the themes.

“Curriculum,” Dr. Katz explained, “should help children make deeper and fuller understanding of their own experience.” Going outside the classroom – and observing what is right there – that is where meaningful learning happens.  From maple leaves to industrial parks, Dr. Katz gave examples of early childhood experiences that tapped into children’s natural capacity for interest, and provided opportunities for children to draw from observation – to look closely and represent on paper what is really there – as in the Reggio Emilia approach.

She cautioned, “please do not confuse excitement with learning,” adding, “You can be addicted to excitement and that is a dangerous thing.” These words rang true, and conjured up for me images of children excited by electronic gadgets that promise to teach. There is often excitement about the latest gadget/website/app, but the excitement quickly wanes and the child is left looking for the next exciting gadget…looking for something outside himself to stimulate something inside – rather than pondering his own questions, and investigating the real world around him.

Dr. Katz also shared her concerns about television, and worries about its impact on young children.  She cited the practice of other countries’ aim to protect children from developmentally inappropriate images and news stories, by saving adult content until after 10:00 p.m. She wonders why haven’t we taken similar steps in the United States.

She urged teachers of young children to have “continuous contingent interactions” with young children, explaining that recent brain research has shown how neurological connections happen when children engage in extended, meaningful conversations – back and forth exchanges where one person’s response is contingent on what the other has to say.

She also offered some of her ideas about experiences that children should often have – and encouraged those of us in the audience to go back and talk with colleagues to make our own list. Some (but not all) of her experiences for children included:

• being intellectually engaged and challenged
• applying developing skills in meaningful ways
• confidence in their own intellectual powers and questions
• extended conversations and interactions with adults and peers
• asking questions, making predictions and hypotheses
• sustained involvement with worthwhile topics (projects children come back to for days and weeks)
• feeling of belonging to community and school

I loved her list and could feel that others in the room agreed with her. My hope is that all of us in that room find ways to share her wisdom and keep her ideas alive for current and future generations of children and teachers, who are being told over and over again, that a Race to the Top is what is best for children. These experiences that Dr. Katz is talking about can not be found in scripted curricula that rushes from one disconnected topic to the next. They can be found in authentic experiences, emergent curriculum. These experiences take time and allow for investigations and conversations.

I end with one more of her wonderful nuggets: “Curriculum is not delivered. Milk is delivered.” Nice! Thanks to NAEYC for the opportunity to hear Dr. Katz’s words of wisdom.

-Retrieved on November 22, 2013 from http://www.empoweredbyplay.org/2011/06/words-of-wisdom-from-dr-lilian-katz/

Finally, a quote that couldn't have more perfectly described the motivation behind my entrance to the field of Early Childhood Education. Similarly to Louise Derman-Sparks, Professor Emeritus of Pacific Oak College, CA, I found that I have, "a built-in passion that it was important to make a real contribution to the world, and to fix all the injustices that existed in the world."  (Retrieved on November 22, 2013 from Walden University. (n.d.) Mission and Vision. Retrieved from http://www.waldenu.edu/about/social-change/mission-and-vision)

Inspiration and motivation can be derived from many sources.  Keep on keepin' on!