Getting to Know Your International Contacts- Part 2

I still have not heard from any professionals so I explored the Global Children Initiative website. I learned that maternal depression can have long lasting effects on a child (Center on the Developing Child at Harvard University, 2009).  Caregivers who are depressed tend not to be responsive to their children (Center on the Developing Child at Harvard University, 2009).  This lack of responsiveness negatively affects the way in which a child’s brain develops (Center on the Developing Child at Harvard University, 2009).  In the long run it can “interfere with young children’s ability to learn, and increase the risk of emotional disorders” (Center on the Developing Child at Harvard University, 2009, p. 3).

Secondly, for many of us it is easy for our brains to perform executive functions and to self-regulate.  Executive function skills include: “the ability to hold onto and work with information, focus thinking, filter distractions, and switch gears” (Center on the Developing Child at Harvard University, n.d., p.1).  Being able to perform executive function skills and self-regulation allows children to do better in school, it helps them to develop positive and healthy behaviors and it helps in the workplace when they grow up (Center on the Developing Child at Harvard University, n.d.).  Relationships lay the foundation for these two important skills to be built (Center on the Developing Child at Harvard University, n.d.).

Thirdly, if a child is constantly in situations where they experience fear and anxiety it can affect the development of their brains negatively which can follow them for the rest of their lives (National Scientific Council on the Developing Child , 2010).  These experiences “have the potential to affect how children learn, solve problems, and relate to others” (National Scientific Council on the Developing Child, 2010, p.1).  The temporary fear about monsters is normal but fear of abuse and violence can cause immediate and long-term problems for children (National Scientific Council on the Developing Child, 2010).  It can affect them both physically and psychologically and disrupt their learning (National Scientific Council on the Developing Child, 2010).

According to Akyeampong, Rollenston, Ampiah and Lewin (2012) “despite policies to eliminate fees” disadvantaged groups are sometimes unable to have access to education because of the costs involved (p.4). This suggests that other groups are probably well- educated in comparison. If inequities like this could be addressed appropriately by the government all the citizens would be on the same level when it comes to education.  This is much easier said than done.  As it stands those who can afford it are able to get a better education and those who cannot seem to be stuck in a cycle of poverty.

References:

Akyeampong, K., Rollenston, C.,  Ampiah, J.G., & Lewin, K.M. (2012). Access, Transitions and Equity in Education in Ghana: Researching Practice, Problems and Policy. Retrieved from http://www.create-rpc.org/pdf_documents/PTA72.pdf

Center on the Developing Child at Harvard University. (n.d.). Executive function: Skills for life and learning. Retrieved from InBrief%20-%20Executive%20Function%20-%20Skills%20for%20Life%20and%20Learning.pdf

Center on the Developing Child at Harvard University. (2009). Maternal Depression Can Undermine the Development of Young Children: Working Paper No. 8. Retrieved from http://www.developingchild.harvard.edu

National Scientific Council on the Developing Child (2010). Persistent Fear and Anxiety Can Affect Young Children’s Learning and Development: Working Paper No. 9. Retrieved from http://www.developingchild.net