The Things I Write About

Wednesday, 4 November 2015

14:29 -

Early Readers and Academic Success

Early Readers and Academic Success

Importance of Literacy

There is a wealth of knowledge available to people in today’s world. A person can learn anything they desire to learn. Thanks to modern technology information can be accessed by anyone. There is one stipulation; that person must be able to read. Without good literacy knowledge is useless. Literacy is defined as a person’s ability to read and write, but this essay is going to focus on the reading aspect of literacy. The ability to function in today’s society requires literacy. A person can’t order food at a restaurant without being able to read the menu. A driver must be able to read the road signs to get through traffic safely. Most people have the minimum required literacy skills to get through life, but how likely are they to succeed in a secondary or post-secondary environment? Ideally literacy is taught at a young age: while in pre-kindergarten or kindergarten. There are a few questions that need to be considered when it comes to childhood literacy:

1. Does focusing on literacy in early education increase the likelihood of academic success in secondary and post-secondary education?

2. What can educators do to help improve early childhood literacy?

3. What can parents do to help improve early childhood literacy?

4. What can adults do now if literacy was a difficulty during childhood?

Each question will be discussed throughout the paper. There is strong support that early childhood literacy will help ensure academic success in secondary and post-secondary education.

Childhood literacy is separated into four stages according to Sophia Huang in her study of early childhood literacy. According to Huang, Stage 0 is achieved in preschool and kindergarten. At this age a child mimics reading, and can recognize the letters in the alphabet (Huang, 13). Children learn this skill by being read to by others, most commonly their parents or caregivers. Stage 1 is achieved in grade 1 and 2. At this age, a child begins to recognize a connection between letters and sounds. Reading simple words is achieved. A child also begins to sound out words to figure out reading more complicated words (Huang, 13). Grade 2 and 3 is when a child achieves stage 2. The child can read more fluently with an increase in the word bank, and vocabulary (Huang, 13). By stage 3 (grades 4-8), reading helps a child learn new skills, and develop new viewpoints (Huang, 13). What happens to a child if he or she falls behind in any of the four stages? That child will struggle significantly in school. If a child doesn’t achieve success in each stage, literacy is poor. Later years in secondary school (grades 9 to 12), and post-secondary, critical thinking and the ability to form independent ideas are crucial to success. Without achieving stage 3, a child will be less likely to succeed in school. A child cannot achieve each step without first mastering the stage before. To succeed in stage 1 for example, a child must master the skills taught in stage 0. That begins as early as possible. Below is a summary of the table presented in Huang’s study.

Summary of Early Childhood Literacy Development
Stage Age & Grade	Skills Acquired by the End of Stage	How Acquired	Grade Reading Requirement
Stage 0: Pre-reading Grade Range: Preschool to Kindergarten	· Child “pretends” to read · Names letter of alphabet · Recognizes some signs · Prints own name · Plays with books, pencils and paper	· Being read to by an adult or older child that is encouraging	· Letter recognition · Beginning and ending sounds
Stage 1: Initial reading Grade Range: 1-2	· Relationship between letters and sounds · Read simple text · “Sound out” new words	· Direct instruction · Reading of simple stories · Being read to at a higher level from what a child can do independently	· Beginning and ending sounds · Sight words
Stage 2: Confirmation and Fluency Grade Range: 2-3	· Read simple familiar stories · Consolidating the basic decoding elements, sight vocabulary, and meaning context in the reading of familiar stories	· Direct instruction in advanced decoding skills · Being read to at a higher level from what a child can do independently	· Comprehension of words in context
Stage 3: Reading for Learning the New Grade Range: 4-8	Reading is used to: · Learn new ideas · Gain new knowledge · Experience new feelings · Learn new attitudes ·	· Reading and studying of textbooks · Systematic study of word and reading through discussion and writing	· Extrapolation · Evaluation

(Figure 1. Huang, Shu Yu Sophia. "The Influence of Kindergarten and First-Grade Literacy Instruction on the 3rd- and 5th-Grade Students' Reading Achievement: Findings from the Early Childhood Longitudinal Study - Kindergarten Class, 1998--1999.")

Develop Early Reading

How early should a parent or caregiver begin literacy training with a child? Many professionals claim that the earlier a child is exposed to reading, the better it is for that child. A paper published by Kristal Sommer, titled “The relationship between parenting styles, parental reading involvement, child behavior outcomes, child classroom competency, and early childhood literacy”, discusses parental involvement and its impact on childhood literacy. Sommer states, “reading involvement with a caregiver significantly increases the child’s cognitive level, specifically early literacy skills, when compared to children who were not read to frequently. It appears that reading to a young child is an exercise that can benefit the child’s outcomes” (Sommer, 18). Early literacy skills are greater when there is significant reading involvement, compared to children who were not read too. Parent or caregiver involvement is crucial in the development of early childhood literacy. A child will most likely become interested in reading if that child is exposed to reading at a young age. When a parent participates in literacy activities such as shared reading, book ownership and frequent library visits, a child is more likely to develop good literacy skills (Nowak, Evans. Parents' Goals for and Perceptions of Alphabet Books, 2000. 1267). A child who is read to on a regular basis will most likely develop an interest in reading. Children learn better when they are interested in the subject.

When the foundation of literacy interest is established, the next step is finding and utilizing resources. For young readers between the ages of three to five, a good start is utilizing alphabet books. According to a study done by Sarah Nowak and Mary Ann Evans in 2012, the use of alphabet books exposes young readers to literacy. Nowak and Evans stated, “Alphabet books are one way in which emergent readers can gain valuable reading experience” (Nowak, Evans. 1266). The alphabet books expose the children to basic literacy principles that will help them understand more complicated principles later. The books introduce children to phonics, which help children build their literary understanding and their vocabulary. Nowak and Evans support this claim in their research. They state “Studies of young children have shown that the use of alphabet books can be beneficial in learning fundamental reading skills such as phoneme awareness” (Nowak, Evans. 1267).

Another valuable resource is a public library. Access to a public library is a helpful resource in developing early literacy. A child, who has access to a library, has access to a world of books at a low cost. Many children lose out of beneficial literary experience because of poor social economic status. Communities that have public library’s help improve the literary ability of children who cannot afford books any other way. A library has a wide variety of selections that can peak the interest of early readers. Variety helps children learn more and make more connections. The more exposure to different stories, the increase of skill a child will develop. With access to libraries, children have access to the required variety of reading necessary to develop their skills.

Once a child has access to the resources, early reading can begin. Learning sight words is important to the development of literacy skills. A child can learn sight words by constant exposure to them. Words such as: and, as, the, said, like, and are can be learned when integrated into picture books. A child is able to read sight words during the pre-alphabet phase by connecting a visual cue with the word (Nowak, Evans. 1266). When a child sees a word connected to a picture, the child will remember the word better. By building on a strong foundation, a child can build stronger skills as the reading becomes more complicated.

Academic Success

Children that learn at a young age develop confidence in their reading, as they grow older. Such confidence helps in their academic success. If a child believes he or she can learn something, that child will do the work to learn what is needed. As a child progresses in school, the learning material increases in difficulty. As the difficulty increases the child is pushed to learn more, and with a strong foundation the child can learn more. A child who feels like they can learn, will learn. Such confidence will also carry that child into secondary and post-secondary school.

Strong literacy skills increase the likelihood of graduating from high school, and continuing on into college. Strong literacy is a foundation block to further knowledge. With strong literacy skills a student can study and understand philosophy, psychology, science and math better. When the student is required to dig deep into understanding and academic concept, it is their ability to understand literacy that will give them the skills to do it. Secondary and post-secondary school is difficult as it is. If a student is trying to learn to read better as well as master the more complicated concepts, the student is more likely to get overwhelmed and give up. On the other hand, the success is more likely if literacy is mastered at a young age.

Literacy Issues

Not every child develops the required literacy skills that are optimum for academic success. Some children struggle with learning disabilities such as dyslexia, attention deficit hyperactive disorder (ADHD), or similar issue that makes learning to read difficult. A struggling child might feel of low worth, and might even acknowledge their shortcomings in a way that suggests giving up. Expressing phrases such as “I can’t read”, or “I am no good at this” are indicators that a child a given up on themselves. Intervention is required in such cases, and is optimum at a younger age. Teacher, parents, mentors and communities can work together to support struggling children. Individualized intervention plans can be implemented to support a child, and help him or her succeed.

Many times literacy issues are not recognized in early childhood, and the issue carries on well into adulthood. Students that struggle with reading may struggle more as time goes on if they do not get sufficient help (A case study of principals' knowledge of early childhood literacy, LeBlanc. 2). The adult in question might feel like they did well enough without strong literacy skills and found ways to compensate. Not all cases lead to a poverty stricken adult with no prospect of independence. Some adults can find ways to compensate for low literacy skills by strengthening other talents. Cases like that are very rare. Is it worth the risk of ignoring such disabilities? On the other hand, some adults who have struggled with reading since childhood might feel of little worth. Such feelings of inadequacy usually stem from feelings of inadequacy in childhood. It is best to recognize a literacy issue and work to over come it.

For an adult who recognizes an issue within them, what can be done? While literacy is best learned as a child, it is not too late to begin as an adult. Starting from the beginning and learning basic phonic skills can help anyone at any age develop better literacy. Just because something is learned late, doesn’t mean it can’t be learned at all.

Conclusion

Reading is best learned at a young age, and is a contributing factor for academic success in secondary and post-secondary school. Early childhood education needs to focus on developing literacy skill. A child will be able to master more academic skills when literacy isn’t an issue. Educators need to make sure that class time is focused on developing reading skills. Parents or caregivers should make the time to read with their children, so that children can develop strong literary skills. Communities need to ensure that public libraries are accessible so that all children have access to great books. By making literacy a priority in education, children will grow up enriched and enlightened with the hope of a brighter future.

Works Cited

Willms, J. D., and Elizabeth A. Sloat. "The International Adult Literacy Survey:

Implications for Canadian Social Policy." Canadian Journal of Education 25.2

(2000): 218-33. ProQuest.Web. 10 Oct. 2015.

Nowak, Sarah N., and Mary Ann Evans. "Parents' Goals for and Perceptions of Alphabet

Books."Reading and Writing 26.8 (2013): 1265-87. ProQuest. Web. 10 Oct. 2015.

Brewer, David, et al. "Evaluation of a Multi-Site Transition to Adulthood Program for

Youth with Disabilities." Journal of rehabilitation 77.3 (2011): 3-13. ProQuest.

Web. 10 Oct. 2015.

Fink, Deborah Joan Horton. "Assessment, Instruction, and Curriculum in Early

Childhood Literacy." Order No. 3097654 University of Pittsburgh, 2003. Ann

Arbor: ProQuest. Web.10 Oct. 2015.

LeBlanc, Christine Elizabeth. "A Case Study of Principals' Knowledge of Early

Childhood Literacy." Order No. 3561805 University of South Carolina, 2013.

Ann Arbor: ProQuest.Web. 10 Oct. 2015.

Davies, Deborah W. "A Comparison of the Importance Attributed to Early Childhood

Literacy Activities by Parents and Early Childhood Educators with the Activities

Suggested by the Pennsylvania Early Childhood Learning Continuum Indicators."

Order No. 3116328 Widener University, 2004. Ann Arbor: ProQuest. Web. 10

Oct. 2015.

Landa, Melissa Simone Hare. "Crossing the Divide: A Phenomenological Study of Early

Childhood Literacy Teachers Who Choose to Work with Children in High

Poverty Schools." Order No. 3277476 University of Maryland, College Park,

2007. Ann Arbor: ProQuest. Web. 10 Oct. 2015.

Rasberry, Johnnie Earl. "Early Childhood Literacy Enrichment Training of Teachers and

of Three and Four Year Olds in a Preschool Setting." Order No. 3133955

Mississippi State University, 2004. Ann Arbor: ProQuest. Web. 10 Oct. 2015.

Sommer, Kristal Lea. "The Relationship between Parenting Styles, Parental Reading

Involvement, Child Behavior Outcomes, Child Classroom Competence, and Early

Childhood Literacy."Order No. 1481017 Oklahoma State University, 2010. Ann

Arbor: ProQuest. Web. 10 Oct. 2015.

Topping, Marshanell. "Assessing the Effectiveness of Methods Involving Play in Early

Childhood Literacy Intervention." Order No. 3111030 Union Institute and

University, 2003. Ann Arbor: ProQuest. Web. 10 Oct. 2015.

Huang, Shu Yu Sophia. "The Influence of Kindergarten and First-Grade Literacy

Instruction on the 3rd- and 5th-Grade Students' Reading Achievement: Findings

from the Early Childhood Longitudinal Study - Kindergarten Class, 1998--1999."

Order No. 3334861 University of San Francisco, 2008. Ann Arbor: ProQuest.

Web. 10 Oct. 2015.

Makin, Laurie, Jacqueline Hayden, and Jones Diaz Criss. "High-Quality Literacy

Programs in Early Childhood Classrooms: An Australian Case Study." Childhood

Education 76.6 (2000): 368-73. ProQuest. Web. 10 Oct. 2015.

Thursday, 29 October 2015

11:41 -

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The Twisted Staff and the Pink Ribbon

In one of my latest English courses, I was required to write a critical essay for a short story of my choice. Bellow is my essay. I Analyzed Nathaniel Hawthorne's story "Young Goodman Brown". I hope you enjoy my ideas.

The Twisted Staff and the Pink Ribbon

It is common for great literature to include a crisis of faith. A character will begin a story believing one thing, and possibly end up believing something else entirely. Goodman Brown goes through a crisis of his faith in the short story “Young Goodman Brown”, by Nathanial Hawthorne. The story has many themes, but one poignant theme is Goodman Brown’s loss of faith. The story begins at sunset, as Brown sets off on a journey to the forest to participate in dark rituals. Brown is conflicted in his own beliefs as a result of his puritan upbringing. He desires to be pure, yet he sets off to participate in satanic rituals. Hawthorne uses symbolism and imagery to portray Brown’s crisis of and eventual loss of faith in the goodness of humanity.

Before Brown sets off on his journey, he has a touching moment with his wife Faith. She desires for Brown to remain with her instead of embarking on his journey. Brown sees her as a beacon of purity and goodness. The name Faith is a symbol Brown’s view of her. Faith wears in her hair a pink ribbon. According to Darren Abel, in his essay “Black Glove and Pink Ribbon: Hawthorne’s Metonymic Symbols,” the pink ribbon is a “badge of feminine innocence” (Abel 7). Brown believes that he can participate in evil practices and still make it heaven because of his wife’s purity. Brown believes “she’s a blessed angel on earth; and after this one night I’ll cling to her skirts and follow her to heaven” (Hawthorne 1). Brown’s own faith in others is directly reliable to how he views the purity of his wife. In a crucial point in the story, Brown is about to turn back and head home to his wife. While alone in the forest he hears in the distance the sounds of the rituals. He thinks he hears the voice of his wife. It is at that point that Brown notices “something fluttered lightly down through the air and caught on the branch of a tree. The young man seized it, and beheld a pink ribbon” (Hawthorne 7). The ribbon falling from the sky represents Brown’s fallen faith.

In comparison to the pink ribbon, Hawthorne also uses the twisted staff carried by Brown’s traveling companion as a powerful symbol. The staff itself represents temptations from the devil. The staff has snake qualities that are noticed by Brown: “his snake-like staff actually seemed to wriggle” (Hawthorne 4). Hawthorne personifies the staff. He describes it like a living devilish creature; “he threw it down at her feet, where, perhaps, it assumed life, being one of the rods which its owner had formerly lent to the Egyptian magi” (Hawthorne 5). By continuously describing the staff like a snake, the reader is able to clearly identify its symbolic meaning. The staff is offered to Brown on a couple of occasions while traveling through the forest, thus strengthening the symbol of temptation. Brown resists taking the staff throughout the story, until he feels that his wife is no longer the pure symbol she once was.

Hawthorne doesn’t just use symbolism to portray his theme. He also uses the imagery of the forest to share with the reader Brown’s inner feelings and fears. Brown looses his faith in humanity by the end of the story. The forest that Brown finds himself in after his supposed resistant to the devil is cold and damp. Joan Easterly discusses the imagery in the forest in comparison to Brown’s feelings in her essay “Lachrymal Imagery In Hawthorne’s ‘Young Goodman Brown.” Easterly claims “Hawthorne emphasizes Brown’s lack of positive emotions and implies his regression into emotional sterility by the cold, damp forest” (Easterly 4). The details of the forest are symbolic the Brown’s own inward feelings. The cold represents Brown lack of compassion toward others. He alone has resisted the devil. Instead of mourning for the supposed wickedness of his community, he becomes bitter and resentful. Like the forest, he is unyielding, cold, and dark. Easterly comments, “Young Goodman Brown, leaning against the cold rock after the witch-meeting vanishes, is reproached by his creator because he shows no compassion for the weaknesses he sees in others, no remorse for his own sin, and no sorrow for his loss of faith” (Easterly 1). Easterly points out clearly the comparison between the forest and Brown.

A crisis of faith is common in literature. Many times a reader will question whether the protagonist will find faith or lose it. Young Goodman Brown looses his faith; not only in his wife, but also in the community he lives him. Hawthorne excellently uses imagery and symbolism to represent Brown’s loss of faith. From the pink ribbon to the twisted staff, Hawthorne creates a rich world of symbols for the reader to ponder on.

Works Cited

Hawthorne, Nathanial, “Young Goodman Brown”.

Easterly, Joan Elizabeth. "Lachrymal Imagery in Hawthorne's "Young Goodman Brown"." Studies in Short Fiction 28.3 (1991): 339. ProQuest. Web. 1 Oct. 2 015.

Abel, Darrel. "Black Glove and Pink Ribbon: Hawthorne’s Metonymic Symbols”. New England Quarterly 42.2 (1969): 163. ProQuest. Web. 1 Oct. 2015.

_____________________

Next week I will post my research paper titled "Early Readers and Academic Success".

Saturday, 4 April 2015

19:16 -

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It Takes a Community

It Takes a Community

In Canada, there is an organization called “Block Parent Canada” (www.blockparent.ca). It is a volunteer base program where community members can apply to be a block parent. A potential block parent must go through a rigorous security check. Once approved, a block parent is given a sign to put up in their window, indicating to children in the area where they can go for help. Growing up, I noticed block parent signs in many of the windows in my neighbourhood. The signs felt like a security blanket as I ventured out into the world. I knew that if something went wrong, help was always within a safe distance. During my childhood years communities worked together to raise children in a safe, yet active environment.

Looking at communities today, there is a different picture. I haven’t seen a block parent sign in years. Parks are almost empty, unless there is a nearby sporting event. There is either no parent supervision, or parents are following their children around leaving no room for exploration. Many parents today are afraid to send their children to outside. Sometimes parents are busy, and unable to take their children outside to play. With the many possible dangers in a community (abductions, bullying, and childhood injuries), it is less scary to keep children at home.

Children need to have the opportunity to explore. But what can be done to ensure the safety of our children, and ensure that they develop to their full potential? I suggest we bring back community parenting, by maximizing the resources available. Having a parental support system has many benefits. It helps with cognitive development, increases the safety of the children, reduces family stress, and increases the likelihood of intervention with abuse or neglect. It is time for us to work together again to raise the children today into happy, independent, well-adjusted and socially capable adults.

Communities and Child Safety

When a child walks out the door, he or she needs to feel safe and secure, even unaccompanied by an adult. This can only be done when a community is working together. When my oldest son started walking to school by himself for the first time, many of my friends watched out for him. Teachers from his school also kept an eye out for him. If he didn’t arrive on schedule I received a phone call. He felt safe as he developed the necessary independence that gives him confidence today. His security was only possible because of the involvement of others who supported me in my efforts to raise my children.

The world today seems more dangerous than when I was a child. It is common to see horrific acts of violence reported on the nightly news. It is no wonder that parents today are hesitant to allow their developing child the freedom to roam. They fear that their child will be subjected to malicious acts if their child goes outside by themselves. The dangers in today’s world are real. Children are getting bullied, abducted, molested, and murdered. A child that is supervised by a community is safer than a child monitored only by their parents. The following quote discusses the importance of support in a community. "Support, particularly within the community, may buffer parents from the stressors of neighbourhood violence, disorder, poverty, and material hardship, and consequently, mitigate the negative effects of parental well-being, on child outcomes" (Bornstein,& Bradley, 2003, p.214). Communities need to work together with parents to look out for the well-being of the children.

Looking back to my oldest son’s early middle childhood years, I recognize the impact other community members had on my son’s safety. Just like many parents, I was fearful when he expressed his desire to walk to school by himself. I could see his school from multiple windows in my home. Yet, I feared the many dangers to him from our house to the school; the traffic, strangers (since we were relatively new in town), and older children. The first time he walked to school, I tried to sneak behind him and follow him to school. Of course I was discovered. Disappointment appeared on his face when he noticed me sneaking behind him. I knew that I would have to find a different way to ensure his safety, and I couldn’t do it alone. After a discussion with his teacher, we came up with a community plan for his safety. When he would leave for school, I would watch him from my window. Others who lived on the street between our house and the school watched out for him as well. His teacher also waited for him at the school. She notified me if he took too long. Other teachers in the school watched out for his progress while he made the journey. The involvement of the community helped secure the safety of my child as he ventured out into the world for the first time.

Children can also discover the world while playing in playgrounds. It is a great way for children to be physically active while discovering the world around them. Yet, there are dangers at parks too. There is the risk of falling and causing serious injury. Older children who regulate at parks can be a risk too, if they decide to pick on the younger children. Community involvement can help make parks a safer place for children to play. Parents are not always available to take children to the park when the child desires to go. This is where support for the community can help. Adults or older teenagers who accompany a child can also look out for the other children present. When I was a teenager, I was playing outside with a few friends. A girl came by on her bike, and had a major crash. She broke her wrist falling off her bike. She was in too much pain to make it home herself, so my friends and I made sure she got home and taken care of. I remember the gratitude her mother expressed to me and my friends for supporting her daughter during her time of need. The girl on her bike was safer because of community support. A child can explore the growing world around them in safety because of the many capable adults looking out for their well-being. It is when extended family, neighbours, other parents, and teachers work together that children are most protected from dangers.

Children need to be monitored, especially when they are younger. A.T. O’Keefe states in the section “Parenting”, in the book Child Development, “A number of studies have shown that less monitoring and supervision of children’s activities is associated with delinquent and antisocial behavior” (O’Keefe, 2002, p.297). Monitoring children helps them develop a moral compass. They are taught social skills, and the ability to know the difference between right and wrong. Having a community involved help ensure that children are monitored properly.

Children that are monitored by other adults are better protected from abuse and maltreatment. It is hard to tell what is going on behind closed doors. There are children who are being maltreated, and no one knows about it. It is a child’s basic right to feel safe and protected. It is a community’s responsibility to ensure a child’s basic rights are followed. In a community that is working together, a child who is being maltreated is most likely to receive help. Help is more readily available for the family too. I don’t mean reporting to social services every time a child is playing alone at the park. I mean when there are obvious signs of maltreatment or abuse. Such signs are; repeated injuries, developmental delay, and lack of joy seeing a caregiver. While some of these signs may present something else, (developmental delays might be a symptom of a neurological disorder), but when these signs are present together there might be a problem. Communities that work together, can get help for the child and family sooner rather than later.

Communities and Child Development

Ensuring the safety of a child playing outside will benefit that child’s development. Children need to explore the world around them in a safe environment. "Studies comparing patterns of play and creative play – important means of cognitive, social and emotional development – in green versus built spaces are consistent with the notion that green space support healthy child development" (Spencer, & Blades, 2006, p.129). According to Spencer and Blades, children need to play outdoors for their cognitive, social and emotional well-being. When children play out in nature, they learn about the world around them. They gain confidence with themselves and develop good self-esteem. Community members need to work together to ensure that children get enough “green space”; thus ensuring proper child development.

Children thrive when included in a community. The younger a child is included, the better it is for a child’s development. In the article “The Task, Challenges, and Obstacles of Parenting”, P.R. Rasmussen discusses child development and social interaction. He states “the simple fact is that we humans are social creatures and our ability to function in the world depends on our ability to cooperate with others” (Rasmussen, 2014, p.92). Humanity thrives on its ability to cohabitate with others. Children thrive when in direct contact with other’s in their community. Rasmussen also states "Children are born with the capacity for social interest, but that quality must be taught. If not taught, the child is likely to develop with only self-bounded interests and ambitions, which are exceptionally maladaptive as a result of the social conflicts created by self-boundedness (i.e., concern for the self with little to no regard for others)" (Rasmussen, 2014, p.92). If a child isn’t taught how to interact with others, that child becomes self-involved and the ability to interact with others is hindered. What better way to teach social interaction then by collaborating in a community. During a study of child care in an Israelite Kibbutz, Sharone L. Maital and Marc H. Bornstein stated, "interrelations among the subsystems (physical and social conditions of settings, child-care practices, and shared beliefs about child rearing) reinforce homeostasis and cultural agreement" (Maital, & Bornstein, 2003, p.276). When a child sees adults working together, children learn to work together.

Another benefit of community child rearing is the cognitive development of the child. Social interaction is crucial to brain development. As a child grows, their social interaction help develop parts of their brain. In the textbook on child development Developing Person Through Childhood & Adolescence with Updates on DSM-5, Kathleen Berger summarizes “Cohort, culture, socioeconomic status affect each person’s development…developing infants, children, and adults watch what other people do and, neurologically, experience it themselves” (Berger, 1986/2014, p.21). When a community interacts and works together, children learn to work together themselves, which enhances cognitive development.

While brain develop is enhanced, social parenting also helps teach and reinforce good values. In the book Does it Take a Village by A. Booth and A.C Crouter, the authors discuss community parenting. They state “when parents know the parents of their children’s friends, they have the potential to observe the child’s actions in different circumstances, talk to each other about the child, compare notes, and establish norms" (Booth, & Crouter, 1999, p.9). By discussing their children’s social interactions together, parents in a community are able to more effectively teach their children good values. That child will know that their parents and their friend’s parents are united in their efforts. Children will less likely rebel in other homes when they understand that parents are collaborating together.

Children also need multiple positive role models to help develop good values and self-esteem. G. Carlo, M. McGinley, R. Hayes, C. Batenhorst, and J Wilkinson discuss positive role models in the article, “Parenting Styles or Practices? Parenting, Sympathy, and Prosocial Behaviors among Adolescence”. They state “children who are exposed to models of prosocial behavior will be more likely to emulate those acts” (Carlo et al, 2007, p.149). A good role model could be a friend’s parent, neighbor, teacher, principle, or local church leader. My oldest son recently started Junior High. The vice principle of his new school has taken the time to develop a relationship with him. My son looks up to his vice principle and works hard to impress him. Having a positive role model has helped my son adjust to a new school environment, encouraged hard work, and develop a healthy self-image.

How children feel about themselves will affect how they interact with others. Rasmussen also states “The greatest joys and the greatest threats inherent to the human experience emerge from and in relationship with others” (Rasmussen, 2014, p.91). For children to gain the benefit of community rearing, adults must make the experience positive. Adults arguing over techniques, or gossiping about the failures of others take away the joy children get from social interactions. But when adults are working together in harmony, the children are happier. Parent’s want their children to grow up well-adjusted and socially capable. This goal seems to be impossible with the growing amount of behavioral disorders and mental stresses that children go through. Living in a community where everyone is working together for their children’s benefit can bring the hope of successful parenting a reality.

Children need to me nourished in social settings for success as an adult. In the article “Milestones of Development” by D.F Bjorklund, and J.M. Bering, the benefits of social interaction is discussed. The author’s stated “Children inherit not only a species-typical genome (DNA), but also a species-typical environment, which begins prenatally and continues after birth as infants around the world are nurtured by adults in social settings” (Bjorklund, & Bering, 2002, p.272). Children are better able to reach important developmental milestones if they are exposed to numerous social setting. Community rearing opens up social interactions throughout the community.

Communities and Family Stress

Stress reduction is also a major benefit to community rearing. Parenting is one of the most important, critical and stressful jobs. Being responsible for the well-being of another person (or multiple people) is difficult. It can be stressful being a parent, especially with more than one child. A lot of that stress comes from the everyday messes that come from children. After our third child was born, I mentioned to my husband that if felt impossible to keep the house clean. While I was cleaning one room, another was being messed up by our children. I felt stresses out a lot during that time. Hutterite colonies follow the community rearing process. Childhood rearing is a colony effort through institutions like German school, Sunday school, and baptism classes. "The communal social system of Hutterite society involves several features that ease considerably the woman’s burden of having to take care of a large family" (Schludermann, & Schludermann, 1971, p.170). The community institutions are to support the parents and reduce stress in the colony. Families are normally large in Hutterite colonies, and the support from the entire colony helps in stress reduction. We don’t have to live in a Hutterite colony to reduce family stress. Communities can support each other in the efforts to raise children.

Those Opposed to Community Child Rearing

There are parents who do not want community involvement while they raise their children. Many good parents believe it is their right and responsibility to raise their own children. Many might feel that being involved in community rearing would mean that they are not taking responsibility for raising their children. Child rearing is to be done by the parents. The final decisions are to be made by the parents. Community rearing doesn’t change that fact. Instead, the community comes together to support the decisions of the parents, and help where needed. I recall a time when my oldest son was in grade one. I met with his teacher to see how best we can help him adjust to being a full time student. His teacher gave me a list of ideas and options. We discussed the options together, and I made the decision on how to proceed. Before the teacher would make any changes to the plan, she would contact me first. We collaborated together to figure out the best method for my child, but the decision was left to me. That is the idea of community rearing. It is adults in a community working together for the benefit of the children, not adults taking over the parental responsibilities from the parents.

Others might be concerned that parents will assume others are watching out for their children, and thus unintentionally neglect their children. This is also another misunderstanding of what it really means to be involved in community rearing. Community members should be contacted before a child sets out on their own. Communication between parents and other adults needs to be active and ongoing. An example of this would be when children are playing at the park. Before the children leave the house, the parents can contact other adults, informing them that their child is playing at the park. The parents could then ask for other adults to watch out for the children too. Active communication and parent involvement is crucial to the success of community child rearing.

Parents might find it difficult to communicate with other adults with different parenting techniques. There is more than one way to raise a child. People are unique and can have their own ideas on what is best for a child. That is why some parents might be hesitant to be involved in community child rearing. Adults might disagree on how to raise the children in the community. That is a valid argument. Ideally adults will know how to disagree peacefully, but that is not always the case. There is no perfect solution to adult disagreements, but community rearing is still possible. If the adults in the community recognise that the parents are the main source of child rearing, and take the role of supporter, fewer arguments will occur. Parents are at the forefront. They make the decisions, they choose the style, and the community supports them where possible.

Conclusion

Looking back at my own childhood, I learned many social skills while playing at the park by myself. I learned how to share (taking turns on the swing), and I learned how to deal with difficult people. I was able to explore and develop safely because I knew there were people I could call on all around me. I knew that if I were ever in trouble, there was a block parent I could turn to. My neighbours and friends parents looked out for me as well as my own parents. My childhood was rich because of the community I lived in.

Yet, today parents are afraid to send their children outside. Parents want what is best for their children. They want them to be safe, happy and healthy. For a parent who wants raise their child to be happy, healthy, independent and socially capable, it is beneficial to use the support and resources in a community.

It is time to start working together again. It is time to get out of our parenting bubbles, and open up to the communities around us. Parents, use community resources to help teach your children valuable skills they will need for the future. Let you children play outside without you. Talk to your neighbours, friends, and the parents of your children’s friends. Come up with a safety plan so that your children can explore their community in safety. Neighbours and teachers, make yourself available to support the parents in your community. Encourage parent involvement in school and community activities. It takes a community to raise a child. Let’s work together and bring up tomorrows adults in today’s community.

References

Berger, K.S. (1986/2014). Developing person through childhood & adolescence with updates on

DSM-5. Worth Publishers

Bjorklund, D. F., & Bering, J. M. (2002). Milestones of Development. In N. J. Salkind

(Ed.), Child Development (pp. 272-275). New York: Macmillan Reference USA.

Booth, A., & Crouter, A. C. (1999). Does it take a village? : community effects on children,

adolescents, and families. Mahwah, N.J.: Lawrence Erlbaum.

Bornstein, M. H., & Bradley, R. H. (2003). Socioeconomic status, parenting, and child

development. Mahwah, N.J.: Lawrence Erlbaum Associates.

Carlo, G., McGinley, M., Hayes, R., Batenhorst, C., & Wilkinson, J. (2007). Parenting styles or

practices? parenting, sympathy, and prosocial behaviors among adolescents. The Journal

of Genetic Psychology, 168(2), 147-76. Retrieved from

http://search.proquest.com/docview/228539106?accountid=9817

Maital, S. L., & Bornstein, M. H. (2003). The ecology of collaborative child rearing: A systems

approach to child care on the kibbutz. Ethos, 31(2), 274-306.

O'Keeffe, A. T. (2002). Parenting. In N. J. Salkind (Ed.), Child Development (pp. 295

300). New York: Macmillan Reference USA. Retrieved from

http://go.galegroup.com.byui.idm.oclc.org/ps/i.do?id=GALE%7CCX34010002

7&v=2.1&u=byuidaho&it=r&p=GVRL&sw=w&asid=80bbb91f1bb0555e65d32

b2d68f5491

Rasmussen, P. R. (2014). The Task, Challenges, and Obstacles of Parenting. Journal Of

Individual Psychology, 70(2), 90-113.

Schludermann, S., & Schludermann, E. (1971). Maternal child rearing attitudes in Hutterite

communal society. The Journal Of Psychology: Interdisciplinary And Applied, 79(2),

169-177. doi:10.1080/00223980.1971.9921308

Taylor, A. F., Kuo, F. E., Spencer, C., & Blades, M. (2006). Is contact with nature important for

healthy child development? State of the evidence. Children and their environments:Learning, using and

designing spaces, 124.

Tuesday, 10 March 2015

07:22 -

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Education in a Technical World

I was attending my oldest son’s parent teacher interviews the other day. I walked into the school gymnasium, and each teacher sat at a table with a laptop in front of them. While each subject was different, I noticed one common factor. The use of technology was a common tool used by each teacher. His English teacher has her class use laptops for their writing assignments, while his science teacher uses an online note taking service. The way my children learn now is so different than when I was their age. Is one way better? Is technology a hindrance or benefit to learning?

Nicolas Carr attempts to answer this question in his essay “Is Google Making Us Stupid”. Before the time of Google searches, Carr was able to easily devote his attention to large essays. Today’s technology is constantly flashing before our eyes. If information isn’t delivered in a flashy way, people easily lose interest. He states,"My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski" (p.90). Carr believes that the easy access to knowledge and the flashy advertisements from the web has remapped our brains to expect easy access. According to Carr, technology is a hindrance to learning.

Another essay titled “Social Learning” by David Weinberger discusses technology and gaining information. Weinberger has also noticed a change in the way people today take in information. He compares the encyclopedia Britannica to the web base articles published in Wikipedia. Britannica’s articles are submitted by experts, and put through a rigorous peer reviewed process. Before an article is published, credibility for the information must be proven. On the other hand, Wikipedia will allow an article to be published by an anonymous writer, and edited by the users. Weinberger states “just about every industry that creates or distributes content—ideas, information, or creativity in any form—exerts control over how that content is organized” (p.530). Exerting control over how the information is received allows the publisher to check the quality of the information. The peer reviewed process may take longer, but the information is more credible, which supports the possibility that technology has become a hindrance to the gaining of knowledge.

The differences of opinions between both authors become obvious in Weinberger’s essay. Carr clearly takes the stand that technology has changed our brains, and has made it harder to take information in at a slower pace. On the other hand, Weinberger describes the benefits of sites such as Wikipedia. Wikipedia allows the user to become involved in the process of information. Information is readily becoming available like never before. He states, "The trust we place in the Britannica enables us to be passive knower’s: You merely have to look a topic up to find out about it. But Wikipedia provides the metadata surrounding an article—edits, discussions, warning, links to other edits by the contributors—because it expects the reader to be actively involved, alert to the signs" (p.536). According to Weinberger, being actively involved in the learning process is better than passively taking the information in. While Carr believes technology has become a hindrance, on the other hand Weinberger noticed the benefits to learning through technology.

Technology can be a hindrance to learning. The use of technology can alter a person’s brain to the point of making learning difficult. This is especially apparent in the abuse of technology. A child who has spent too much time playing video games and watching television will most likely struggle in school. When doing research on the internet, it is easy to find irrelevant or incorrect information on a topic. I have seen technology get in the way of learning in my own life. Before I learned how to correctly search for information on the internet, I had to waste time sifting through the vast amounts of information available. Many times the information was irrelevant or even incorrect. I was beginning to agree with Carr. I felt that Google was making me stupid.

The abuse of technology is real, and can be a real problem to a person’s ability to learn. Everything we read and view is programmed into our brains. If too much time is spent on video games and television, the ability to learn is hindered. The images can overpower the valuable information that is already there. That is a prime example of how technology can hinder learning.

While I recognize the negative effects of technology, I also understand the benefits that technology has made to my own education. I am on online student at Brigham Young University - Idaho. My entire degree is based on the current technology available today. Technology can be a hindrance when used incorrectly, but if used properly, technology can help advance a person’s knowledge. The ability to learn today has become much easier than 20 years ago, or even 50 years ago. Even since I was in elementary school, the ability to get information has exploded. As a young child to a teenager, I remember spending hours in the library trying to get the research needed for a single paper. It was a long, slow and aggravating process. Today, I can use resources such as “Google Scholar”, “ProQuest”, and many other legitimate online encyclopedia’s. Information is at my fingertips. In my recent science class, I was required to find a scientific study on an area of interest. Through the use of “Google Scholar” I found numerous peer reviewed studies on the effects of sleep and academic performance. Research that would have taken me days before, took me hours while in the comfort of my own home.

Studying online has benefited my learning because I have young children at home. It is not possible for me to leave home, travel the forty-five minutes to the nearest university, and get my degree. Before the use of technology, getting a degree seemed an impossible task to me. I use the internet everyday as I log in to my classes. Many of my textbooks are downloaded onto my tablet. There are countless information videos that have been published on YouTube that have been beneficial to my classes. I have learned more, and have understood better than before the use of such advanced technology.

There is something that needs to be understood. The use of technology must not replace the work a person must put in to get the most out of learning. Even though so much information is available to me, I will not learn if I do not put in the work. Technology doesn’t magically place the information in my brain where I can access it whenever or wherever I want. Hard work and effort must be put in. That is the point that Carr and Weinberger are both trying to make. Carr noticed that his brain was beginning to think differently because of the many stimuli from the internet as he did his work research. Weinberger recognised the work that the masses had to go through to make the most out of sites like Wikipedia.

It is obvious that learning for my children is different than what I experienced. Technology is used in most subjects now, where computers for me were used only during computer class. The constant use of technology has rewired the way our brains learn. It makes sense that with technological advances, the way we learn needs to evolve. Technology can be a hindrance if it is not used appropriately. Careful thought on how we use technology for learning, and how we allow our children to use it, will help optimize learning. Thanks to technology, information is at our finger tips like never before. That is why I know that technology can be a benefit, if used right.

Reference

Carr, N. (2008/2012). Is Google Making Us Stupid. In R. Seamons (Ed.) The way of wisdom (56-62). Rexburg, ID: BYU–Idaho. Retrieved from http://ilearn.byui.edu

Weinberger, D. (2007 /2012). Social Knowing. In R. Seamons (Ed.) The way of wisdom (129-147). Rexburg, ID: BYU–Idaho. Retrieved from http://ilearn.byui.edu

Saturday, 7 March 2015

17:51 -

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Why Mark a Book

The time has come. The next book in a favorite series has been published. It is time to head to the bookstore, and purchased the long awaited book. Excitement has mounted as you walk into the book store, find the book, buy it, and bring it home. According to Mortimer J Adler in his essay “How to Mark a Book”, that is only the first step towards owning a book. How else could a person own a book, someone might ask? Adler argues ownership of a book comes from a reader who absorbs the book by marking it up; becoming part of it. The prospect of writing in a beloved novel might be horrifying to a book lover, feeling that marking the pages vandalizes a work of art. In his essay, Adler effectively uses logos, ethos, and pathos in his effort to persuade his readers that writing in the book is in fact the opposite. In fact, by writing in the margins, the empty spaces, and throughout the book, a reader expresses the love felt for the words inside the pages.

Adler begins his essay with the assertion that all his readers know to “read between the lines” (p.1). He claims that it is just as important to “write between the lines” (p.1). Marking a book is the most effective form of reading, according to Adler. He uses logic to explain the two ways a person can own a book. “The first is the property right you establish by paying for it” (p.1). Adler claims “full ownership comes only when you have made it apart of yourself” (p.2).

Adler uses facts to stress the need to mark in books. He states that “First, it keeps you awake” (p.2). Active reading is thinking. Adler states that “the marked through book, is the thought through book” (p.2). Reading must be active, or else it is just merely passing time. Writing in a book, “brings the words more sharply into your mind and preserves them better in your memory” (p.2). He uses loges effectively by listing the devices that could be used to mark in a book. He lists seven ways to effectively mark a book; underlining, vertical lines, stars or asterisks, numbers in the margin, numbers of other pages, circling key words, and writing in the margin .

Adler made an excellent comparison to his point. He compared owning a book like purchasing a beefsteak. He states “You buy a beefsteak and transfer it from the butcher’s icebox to your own. But you do not own the beefsteak in the most important sense until you consume it and get it into your bloodstream” (p.1). This makes a great appeal to logic. Adler also compares a book to a score of music. “No great musician confuses a symphony with the printed sheets of music” (p.2). A musician will mark the score and take notes, in doing so become part of the music, he or she plays.

Adler also effectively uses ethos to persuade his readers. His credentials gives him a valid claim to his thesis. He was the founder of the Great Books foundation, and also edited Encyclopedia Britannica. He promoted good literature most of his adult life. Adler also supports the ethos of his paper by reinforcing etiquette towards borrowed books. He states “You shouldn’t mark up a book which isn’t yours” (p.1). Alder makes it clear that a person should only mark in a book that he or she already owns, thus proving his credibility to his claim. He continues to persuade his readers by encouraging them to purchase their own books instead of borrowing. “If you decide that I am right about the usefulness of marking books, you will have to buy them” (p.1). He leaves the decision to the reader to decide if it is worth buying the book in the first place.

He continues his persuasion by supplying evidence. Adler uses the example of President Hutchins, of the University of Chicago to prove the usefulness of note taking in books. Adler comments “He invariably reads with a pencil” (p.2). His example gives evidence of others following his philosophy, and thus Adler once again strengthens his ethos. Adler even gives an alternative form to mark up books for the anti-book marker. He suggests “using a scratch pad slightly smaller than the page-size of the book—so that the edges of the sheets won’t protrude” (p.4). He recognized the opposing view, but in a way that strengthened his own thesis, Adler uses ethos to persuade effectively.

Of all the persuasive methods used, Adler’s essay used pathos the best. For someone who loves books, they might be hesitant to mark up a book, feeling that it will mutilate and destroy the beloved piece. Adler’s choice of words stirs in the reader a love of literature. He claims “that marking up a book is not an act of mutilation but of love” (p.1). He helps the reader to understand that if you truly love a book, mark it up. It stirs in the reader a feeling of realization that their misguided reverence for books needs to be clarified. He even speaks about the false reverence for the written word. He states, “confusion about what it means to own a book leads people to a false reverence for paper, binding, and type—a respect for the physical thing—the craft of the printer rather than the genius of the author” (p.1). To truly be reverent of a masterpiece, the reader must make notes, consume the piece and become part of it.

Adler speaks of books with a “soul” (p.2). This choice of words stirs in the reader the feeling that literature is alive. This is an excellent use of pathos to persuade the reader. By comparing literature to a musical score, Adler once again uses pathos to make his point. “No great musician confuses a symphony with the printed sheets of music. Arturo Toscanini reveres Brahms, but Toscanini’s score of the C-minor Symphony is so thoroughly marked up that no one but the maestro himself can read it. The reason why a great conductor makes notations on his musical scores—marks them up again and again each time he returns to study them—is the reason why you should mark your books” (p.2). Adler stirs up feelings of ownership towards a book to stress his thesis. Like a great conductor of a symphony, a reader needs to become part of the book, just as the book becomes part of the reader, by marking it up.

The time has come to consume the newly purchased novel. With a pencil in hand, the process begins. According to Adler, to consume a book it must be marked up. In his essay “How to Mark a Book”, Adler effectively uses logic, credibility and emotion to persuade his readers that a book needs to be marked in. He wants his readers to not only read between the lines of literature, but to also write between the lines. It’s time to pick up a pencil and get reading.
Reference

Adler, M. (n.d/2012). How to Mark a Book. In R. Seamons (Ed.) The way of wisdom (1-2).

Rexburg, ID: BYU–Idaho. Retrieved from http://ilearn.byui.edu

Thursday, 4 December 2014

19:30 -

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David, Jonathan and Saul

There are three main characters that are discussed in 1 Samuel 18-26. Their names are Jonathan, Saul and David. Each were connected to each other in one way or another, yet they displayed different characteristics. Here is a table listing some character traits that each man possessed.

David:

Wise
Loyal
Compassionate
Courageous
Has Faith
Obedient
Kind

Jonathan:

Loyal
Courageous
Obedient
Kind
Noble
Supportive
Compassionate

Saul:

Jealous
Suspicious
Angry
Fearful
Without Faith
Disobedient
Murderous

The story of Jonathan and David of true friendship. Even though Jonathan and David were potential rivals for the kingdom, they both were devoted to each other. Jonathan recognized that his own father has lost favor with the Lord because of disobedience, and that David was to be anointed the next King. 1 Samuel 18:3 states “Jonathan and David made a covenant, because he loved him as his own soul.” Their bond was that of brothers bound by love and respect for each other. Even after King Saul sought the life of David, Jonathan remained true to his beloved friend, and David in returned vowed not to seek revenge on Saul’s family once David became King.

In contrast, the relationship with Saul was not so pleasant. Saul became jealous of David popularity with the people. He felt threatened, and bitter. He sought to kill David on more than one occasion. In comparison, David refused to harm Saul in any way. There were two times when David had found Saul asleep, and had the opportunity to kill Saul. It must have been tempting to do it, because Saul was hunting him down. But David recognized that even though Saul had lost the support of God, he was still anointed as King. David recognized that it was God’s job to remove Saul from the throne, not his.

Today we have the “Lord’s anointed”. He is our prophet, seer and revelator. He was chosen, prepared and called by God. He speaks to us under the direction of the Lord. It is God’s job to remove him from that seat, no one else. We must support, sustain, love and respect him just as Jonathan did for David. Our anointed leader today is President Thomas S Monson. By supporting and sustaining our prophet, we recognize that he speaks to us for the Lord, and that he is truly called of God.