Final Flashcards
1
Q
Define Poverty:
A
A family does not have enough money to have what they should/require
2
Q
Poverty
Impacts ____out of ____Canadian Families (United Way, 2019)
A
1 out of 10
3
Q
___in ___children live in households that struggle to put food on the table
A
1 in 6
4
Q
___% of families in Windsor are living below the poverty line (Wadell, 2020)
A
9.8%
5
Q
What are the dimensions of poverty
A
Access to Health Care
Food Insecurity
Income Inequality
Literacy
Low Income
Minimum Wage or Low Paid Work
6
Q
Children are the ______ group affected my poverty
A
Largest
7
Q
_________ have a higher rate of poverty and the rest of the population in Canada (_____of children live in poverty)
A
Indigenous people
1/2
8
Q
Being a _______ increases your risk of poverty
A
Women
9
Q
________ Canadians are affected by poverty
A
Racialized
10
Q
Effects of poverty
A
Impact on parent child relationships and ability of child to interact positively with others
how perceptions of poor affect children
The length of time in poverty, affects ability to function within the ecological system
11
Q
how does the ecological model relate to the impact of poverty on families?
A
Understanding the systems theory, and that a family is interconnected and interdependent allows and understanding that poverty within caregivers multiply impact the family as a whole
12
Q
The ecological model helps understand…..
A
The depth of the impact of poverty and the inter-play of factors on individuals, families, communities, societal values and social policies
13
Q
Children born to poor parents are more likely to be born_________, which impacts their overall health throughout life
A
underweight
14
Q
Poverty
Children Receive less….
A
social support & have less responsive parents
15
Q
Limited access to ______ ______impacts nutrition having ____ ____ impacts impacting child development, physical & mental health & the educational achievement
A
healthy food
life long
16
Q
Have less access to ______and are _____ to less
A
books
read
17
Q
_________behavioural and cognitive difficulties
A
Increased
18
Q
Higher rates of_______ &_______ are experienced
A
anxiety & depression
19
Q
Increased chance of______ young and experiencing physical _______
A
marrying
violence
20
Q
Loss of_________, increased responsibilities at home
A
childhood
21
Q
Homelessness
A
is damaging at any age but for younger children it is especially disruptive because young children require consistency in the years while they are building trust and autonomy
22
Q
Two important measures (defining poverty)
A
- Not having enough money to meet survival needs (food, clothing, shelter) - referred to as an absolute significance
- Not having enough money after meeting basic survival needs to participate in a lifestyle that is viewed as average or normal in our society
referred to as a relative significance
23
Q
United Nations Human Rights Office of the High Commissioner recommends that a standard feature of most def’ns of poverty is
A
ECONOMIC DEPRIVATION (or lack of income).
This alone does not take into account other factors such as culture, social, & political aspects.
This leads us to include that poverty is not only a deprivation of economic or material resources but a violation of human dignity too.
24
Q
Income inequality is…
A
how unevenly income is distributed throughout a population. The less equal the distribution, the higher income inequality is.
Income inequality is often accompanied by wealth inequality, which is the uneven distribution of wealth.
25
Income fairness
Most would consider it unfair if the rich have a disproportionally larger portion of a country's income compared to the general population.
26
Myths of people who live at or under the poverty level
1. If you work hard enough, you will succeed in life - hard work pays off - they haven't tried hard enough & have only themselves to blame.
Don't they care about their children? If they didn't waste all their $, maybe their kids wouldn't come to school hungry?
The poor are passive, unable to delay gratification
2. The self-sufficient family - the belief that each family is on it's own, leaving us with no responsibility to help others.
3. Families that seek help are incompetent - connects back to the notion that the poor are lacking motivation or do not have good qualities or values.
4. Public assistance condones failure or takes away the will to be self-sufficient - the welfare trap - people on welfare can't receive cont'd assistance (medical coverage or child care ) if they find work.
27
What ppl groups are mostly affected by poverty and why
Children:
Indigenous people: indigenous people earn an average of 30% less than other Canadians
Woman: society/intersectionality. Historical & sociological reasons - history of lack of accessible child care + time away fri education + employment due to child -rearing (leaves less time for paid work) + there s a gender inequality of wages for the same work
Minorities and newcomers
28
____% of Indigenous women are poor; ____%of women who belong to a visible minority are poor;
____% of women with a disability are poor;
____% of single mothers are poor &
____% of senior single women are poor
36 %
28%
33%
21%
16%
29
Poverty make Children feel….
left out, isolated, may not go to a birthday party b/c they can't afford a present
Their voices aren't heard, feel invisible
Feel humiliated & excluded
More often the victim of bullying
30
Homelessness
Trauma that leads to disruptions of social networks, family roles, routines & emotional stability
Often considered…..
a cause of trauma (life-long) as well as a result of traumatic issues
31
Homelessness
Loss of control over their environment leads parents (mostly single women) to have difficulty balancing…..
their own physical needs with those of their children due to increased stress
32
Homelessness
No control over daily routine, unable to be effective parents due to house rules & shelter staff
Often means children….
change schools often & are sick more often
33
Homelessness
What is your role
Empathize with the children and the adults in the family, try to imagine what it must be like for them
Keep communicating with the family. As the family needs change, the child's needs may change too.
Provide a consistent routine in your classroom
Make sure you have plenty of food available but never use food as a reward or punishment
Give extra love and care to the children, they may need an extra book or back rub at nap time
34
Is it common for children to experience death in preschool years?
Yes and could occur with many of the children & it could be in different forms
from loss of a Grandparent to a parent, a sibling and the causes could be varied - violence, accident or illness or natural (aging).
Sometimes the first loss for a child is a pet.
35
Varients it response to death are
Relationship:
Responses to death vary depending on the relationship with the deceased.
The loss of an intimate family member typically has a profound affect on the family that is a long lasting - people will say that it changes you
Age and developmental level
Culture/ religion
36
What can the RECE do to support Children who have experienced a death of a loved one?
• Listen / be available / open communication
•Don't hide natural events / death as part of the life cycle of creatures
• Avoid dishonesty or euphemisms, be truthful when possible but gentle
•Be okay with quick recovery
• Be aware of misunderstandings about health
• Give only what they ask
•Don't pressure to share feelings
Parents
• Be extra flexible
37
What can the RECE do to support parents who have experienced a death of a loved one?
Be aware of your own reaction to this topic, may trigger past losses for yourself
Provide empathetic support with flexibility to allow families to cope
Acknowledge the passing - knowing that reactions will vary
Provide concrete suggestions to support their children during this stressful time
Parents will appreciate any extra efforts that are made to support their children during this time when their own grief will impact their ability to parent they way they normally would
38
Death
a toddler will understand……..
They have difficulty understanding……
….differently than a 4 y old.
…. the permanency of the loss, expect them to come back.
39
Should we talk about natural events?
(Death of a fish)
don't be afraid to talk about it in a natural way, will support an opportunity to engage with the child
40
Death
What about Euphemisms - gone on a trip, lost, sleeping?
- children take words literally and become more fearful
41
Societal discomfort with death is still evident in the way…
Dying people are treated
42
Hospice offers a slightly different option where
Family is present more
43
TV provides confusing images of death because
Cartoon characters died and rise again
44
We can become desensitized to death with what we see on the news sometimes, and fail to….
Understand the true meaning of what is, perhaps, the most tragic event in a family’s life, Spand
45
Death today is thought of as
Unnatural or an accident
46
Research indicates that children understanding of death is quite similar across ______
Cultures
47
When children are able to participate in rituals/services they
Often better understand death and have a tangible way to express their grief
48
If children are not engage in the conversation of death their….
Imagination takes over, which is often more frightening than the truth (nightmares)
49
Differences across cultures regarding death include
Level informed about causes, and how children are included in the rituals associated with burials
50
The five stages of grief
Elizabeth Kubler-Ross (1974)
1. Shock/denial.
2. Anger.
3. Bargaining.
4. Depression/despair
5. Adjustment/acceptance.
Not linear can go back to revisit stages
51
Grief
Shock/denial includes
Magical, thinking, radicalization, excessive fantasy withdrawn.
Initial reaction helps the person survive the loss
52
Grief
Anger includes
Reality, Pain, Resentment
Self-blaming / Guilt, Switching blame
Anger is necessary for the healing process
Anger at the person who caused the accident, Angry at the loved one for leaving them, Anger at God, Cry a lot, difficulty sleeping,
Guilt is anger turned inward
53
Grief
bargaining
Negotiation
We bargain or strike a deal with our higher power or ourselves
We take extreme measures in order to make this situation disappear.
Sometimes more common before the death occurs if it is a long illness for example Pleading with the dr. God to let them live or live long enough to see their daughter be married; pleading with the person who is dying - please don't leave us
Please let him live and we will never fight again
After death the bargaining is about ending the misery / pain of the death Dwelling on What ifs in an effort to return to the life they knew before
This stage keeps people living in the past and not moving through / adapting to the new situation
54
Grief
Depression/ Despai
Guilt
Remorse
Loss of hope
This stage occurs when the person's focus moves to the present, depression / despair is common.
Can be deep and feels like it lasts forever and includes feelings of apathy, being disorganized and lacking purpose / direction
May impact sleep - sleeping excessively
Feelings of hopelessness / helplessness
Important to remember that this is normal, it cannot be stopped or hurried
55
Grief
Adjustment /Acceptance
Resignation, Action
Rational thinking
Adaptive behavior
Appropriate emotion
Not necessarily about feeling good about what happened, but rather adjusting to the new normal without their person permanently
Sense of hope returns and feeling like they have some control over their lives again Psychologicanties to the deceased start to loosen and they start to re-organize their lives
Find ways to maintain the memory of the deceased
With time comes acceptance and you start having more good days than bad and you realize that although you can't replace what is lost you can find new ways to remember them and create new experiences.
56
3 elements to consider when defining families
Deliberately broad functional definition that focuses on relationship and roles (what they do not what they look like
Inclusive of diverse families structures
Includes at least one relationship between an adult and another person
57
Children with special needs
Grieving?
Yes
Most parents experience, strong, emotional reactions to the diagnosis of their child disability
58
What does families that have a child with special needs want most
What do they have to do to get it?
To be like any other family, do the same things go to the same places, see the same people
They likely have to work harder, spend more time I just stay in a slightly different way
59
How does a diagnosis impact the family?
Additional supports / feeding needs / mobility needs / safety needs
Added time
Stress
Money
Not feeling like they belong / isolation
Feeling overwhelmed / burn rates are high / depression / exhaustion
Don't have time for themselves
Medical issues than might require quick decisions that are life changing
Constantly making decisions about their child's present and future
Extra roles that a parent takes on - finding friends / therapist / advocate / trainer / expel manager / teacher
Worry about siblings
People's disrespectful comments
Conflicting advice from professionals
60
Do you think it's different should the diagnosis not come at birth, but later in life?
The loss is different when you know the child prior to the loss and have the emotional stress of watching perhaps regression of skills or illness taking over.
When they are born with it or it's a congenital anomaly you don't know the other side so you don't grieve it, you do grieve what it might have been without the diagnosis.
Many would say it's harder to have a later in life diagnosis.
61
Special needs
Focus on strengths, acknowledge all the great things the family is doing
Understand the depth of grieving the family may be experiencing
Understand the depth of stress that the family is under
Provide resources as the family is ready for them - know their pace and READINESS
The family knows their child best, ask what works at home, understand the needs clea will provide the family with confidence / trust in your care
62
substance abuse mental health chronic illness (cancer)
high levels of stress can impact health
•high blood pressure, heart disease, use of drugs / alcohol to cope
When the parents have special needs
63
Agencies that support families in pure community
Connections Early Years & Family Learning Centre
Children First
John McGivney Children's Centre
64
Families in which there is Substance Abuse show:
Attachment issues
Regressive behaviours
Economic Struggles
• Emotional stress, anxiety, neglect depression
• Legal Issues and violence
65
Substance abuse impact on children
Risk to emotional health & development - The emotional health & development of children correlates to the emotional characteristics of their environments, their parents, other family members & child care
• A risk to emotional development then impacts intellectual, physical, language & social skills
Research suggests brain development is highly influenced within the first 5 yes of life, chronic stress impacts brain development b/c positive healthy relationships are needed for good brain development
Over-exposure to stress can trigger responding to everything as stress or habituating to it & they don't recognize stress appropriately (doesn't respond appropriately to danger / stress when needing to)
Life-long health conditions - mental health impact, social impairments, drug / alcohol use to
cope
66
How do we define resilience?
The ability to bounce back or cope when faced with adversity or risk / the ability to persevere or adapt when things don't go as expected
Resilience can also be defined as a balance of risk & protective factors
67
Protective Factors -
qualities or situations that support a positive outcome / protect you from or help you deal with a negative outcome
68
Risk Factors
those that cause difficulty or increase the likelihood of a negative outcome - could be cultural, economic, disabling or health condition that limits opportunities Both risk and protective factors can be thought of from the perspective of the child, family or community
69
RE/ACT
Recovery Education for Addictions and Complex Trauma program
70
Trauma Informed Teaching
Suggestions for Helping Children who have experienced trauma: (NAEYC, 2021)
Create and maintain consistent daily routines for the classroom
Tell children when something out of the ordinary is going to occur
Not all strategies work for all children
Offer DAP choices
More support may be needed during transitions
71
Strength Based Approach
• Focus on solutions vs problems
• Everyone has them - help families to see and emphasize them
• Supports parental and family resilience
• Mutually supportive relationships that build social connections
• Supports the ECE as a parental resource with knowledge of child development
• Helps to identify concrete support
72
Family-Centered Practice
• Families are active participants and decision makers
• Family as the expert of their child
• View the child as part of a larger ecological system with members having impact on each other
• Goals are more easily created with a family when they are engaged in their development & makes sense for their family - 6 F's (Friends, Functioning, Family, Fitness, Future, Fun
73
6 Fs
Functioning: refers to what people do - how things are done is not what is important
Family: represents the essential 'environment of all children and youth
Fitness: refers to physical and mental wellbeing
Fun: includes activities that people enjoy
Friends: refers to the friendships established with others
Future: is what life is all about
74
The Role of Family Engagement
Family engagement is meant to be a broad based term that allows for the many ways that educators interact with families - it is meant to be open ended acknowledging that your approach will change based on the diverse needs of your families
75
2 generation approach
empowering the family through engagement
• Focus on not just a child but the family as a whole
• Leads to greater student success
• Engaging families regularly in classroom building alignment between school and home
Teachers provide supports for families to bring home strategies that extend student learning
