Children's Rights

I created this post to seek and get feedback on the following Children’s Rights presentation that I am preparing to sensitize students and their teachers.

I took on this challenge subsequent to a conversation with children in my daughter’s class about fighting–I realised that 5, 6 and 7 year olds could be informed about Children’s Rights and use the  information to improve student-student and student-teacher relationships.

I just started the process of converting my research notes to the presentation template, so  it is not yet a completed version of what I intend to present. Nevertheless, I felt that I could benefit from your feedback especially concerning some of my core considerations:

1. Colour scheme–I chose a colourful, attention grabbing presentation template, which in my opinion portrays an environment that is safe and fit for, and attractive to children.
2. Language use–I used large, straight texts that can easily be read and with letters that could be identified by the youngest target.
3. Content–was presented using a Q&A format, so that children can create easy connections. Answers are delivered in short phrases/ sentences and separated by bullets or numbers for distinguishing concepts.
4. Activities–child appropriate activities are suggested to  reinforce the assimilation of information.
5. Subject–personal pronouns are used to express children’s basic rights. It is anticipated that this will encourage connection with the content in the presentation.
6. Outcomes–are articulated so that the presenter and other stakeholders can readily identify key performance indicators (KPIs) and measure their success.

So what are your thoughts? Do you have any recommendations? How can I improve it to make it connect with the kids?

Preschooler Reading

This is my first article on early childhood development. I decided to write it because I felt the need to document and share a few personal experiences educating my daughter in a home school environment. The focus of this article will be on the development of cognitive skills in early childhood between birth and six years.

I became a mom, five years ago, in July 2003, and since then I have taken an avid interest in early childhood and human development. As my bible, I rely heavily on Laura Berk’s, Development Through the Lifespan–a keepsake that I discovered in a bookstore a few years ago, which has become a mom’s companion. Call me a fanatic or something, but I am a sucker for tracking my daughter’s development and preparing her for new skills.

In June 2008, I had the joy of hearing my daughter, Taitu, read words from signs off billboards for the first time. Then she was four years. Now, at the end of the year and six months later, she has fully understood the concept of sentences; reads up to five full sentences at a time and makes meaning of them; reads and makes meaning of warning labels on products, titles of stories and books; reads the digital and analogue clock; performs addition and subtraction; and writes letters. All this progress makes me excited and it reminds me of how much attention and effort our children need to develop their full potential. Berk noted in her book that “the more literacy-related experiences young children have  in their everyday lives, the better prepared they are to tackle the complex tasks involved in reading and writing.” For me a literacy and cognitive rich environment translated into ongoing purchases of scrap books, markers, crayon (wax and pencil), chalk, putty, rulers, storybooks with beautiful and catchy pictures and large text, notebooks, pens and pencils, letter cards, and number cards. In addition, the provision of a computer-aided learning environment, lots of clear wall space to promote the child’s creativity on a very large palette, the presence of active conversing in the home, evidence of a love for and engagement by both parents in activities that promote reading and writing, and the constant placement of encouraging signs around the home.

It is indeed hard work, especially for working parents–my daughter is always learning and I am always working to support her efforts. She doesn’t take a break. Her activities are self stimulated, and they depend heavily on the the apparent attentiveness of her parents. Children model all our actions, including our will to learn, read, write, and communicate with the world. As a human rights researcher, I spend significant amount of time reading and researching. I keep a small library in my home and I make it available to my daughter for use. Though she has given me many autographs in my prized possessions, I am encouraged by the fact that she is initiating cognitive opportunities by interacting with my books.

I notice many parents and preschool teachers around me everyday being overly focused on drilling in the ABC’s and 123’s in their kids’ heads, but Berk advises that, “in early childhood, adults need not be overly concerned about the correctness of children’s interpretations of written language. Instead, they can help most by accepting preschooler’s ideas and supporting their active efforts to revise and extend their knowledge.” Berk draws on Bradley and Caldwell’s 1979 publication in articulating a model home environment that promotes cognitive development in early childhood:

1. Stimulation through toys, games, and reading material
2. Language stimulation
3. Organization of the physical environment
4. Expression of pride, warmth, and affection
5. Stimulation of academic behavior
6. Modeling and encouraging social maturity
7. Variation in daily stimulation
8. Avoidance of physical punishment

In Jamaica, parenting is a much discussed topic–in light of the fact that some youth are graduating from the secondary level of the education system and are functionally illiterate, as well as the claim that youth under 18 years are involved in executing major crimes and are delinquents. Teachers in the public system often times complain that parental support of children’s  education is weak, leading to a lack of reinforcement of the value of education by children. With this said, much capacity building is needed to support parental and early childhood development in Jamaica. Good parenting produces confident children with high levels of cognitive development. I leave you with the words of Dr. Dorothy Law Nolte’s (1972) verse Children Learn What They Live, as a guide in raising such children…

If children live with criticism, they learn to condemn.
If children live with hostility, they learn to fight.
If children live with fear, they learn to be apprehensive.
If children live with pity, they learn to feel sorry for themselves.
If children live with ridicule, they learn to feel shy.
If children live with jealousy, they learn to feel envy.
If children live with shame, they learn to feel guilty.
If children live with encouragement, they learn confidence.
If children live with tolerance, they learn patience.
If children live with praise, they learn appreciation.
If children live with acceptance, they learn to love.
If children live with approval, they learn to like themselves.
If children live with recognition, they learn it is good to have a goal.
If children live with sharing, they learn generosity.
If children live with honesty, they learn truthfulness.
If children live with fairness, they learn justice.
If children live with kindness and consideration, they learn respect.
If children live with security, they learn to have faith in themselves and in those about them.
If children live with friendliness, they learn the world is a nice place in which to live.

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