Final Flashcards

1
Q

Define Poverty:

A

A family does not have enough money to have what they should/require

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2
Q

Poverty
Impacts ____out of ____Canadian Families (United Way, 2019)

A

1 out of 10

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3
Q

___in ___children live in households that struggle to put food on the table

A

1 in 6

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4
Q

___% of families in Windsor are living below the poverty line (Wadell, 2020)

A

9.8%

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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

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6
Q

Children are the ______ group affected my poverty

A

Largest

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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

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8
Q

Being a _______ increases your risk of poverty

A

Women

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9
Q

________ Canadians are affected by poverty

A

Racialized

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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

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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

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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

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13
Q

Children born to poor parents are more likely to be born_________, which impacts their overall health throughout life

A

underweight

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14
Q

Poverty
Children Receive less….

A

social support & have less responsive parents

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15
Q

Limited access to ______ ______impacts nutrition having ____ ____ impacts impacting child development, physical & mental health & the educational achievement

A

healthy food

life long

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16
Q

Have less access to ______and are _____ to less

A

books

read

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17
Q

_________behavioural and cognitive difficulties

A

Increased

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18
Q

Higher rates of_______ &_______ are experienced

A

anxiety & depression

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19
Q

Increased chance of______ young and experiencing physical _______

A

marrying

violence

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20
Q

Loss of_________, increased responsibilities at home

A

childhood

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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

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22
Q

Two important measures (defining poverty)

A
  1. Not having enough money to meet survival needs (food, clothing, shelter) - referred to as an absolute significance
  2. 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

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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.

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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.

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25
Q

Income fairness

A

Most would consider it unfair if the rich have a disproportionally larger portion of a country’s income compared to the general population.

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26
Q

Myths of people who live at or under the poverty level

A
  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

  1. The self-sufficient family - the belief that each family is on it’s own, leaving us with no responsibility to help others.
  2. 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.
  3. 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.
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27
Q

What ppl groups are mostly affected by poverty and why

A

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

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28
Q

____% 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

A

36 %

28%

33%

21%

16%

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29
Q

Poverty make Children feel….

A

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

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30
Q

Homelessness
Trauma that leads to disruptions of social networks, family roles, routines & emotional stability
Often considered…..

A

a cause of trauma (life-long) as well as a result of traumatic issues

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31
Q

Homelessness
Loss of control over their environment leads parents (mostly single women) to have difficulty balancing…..

A

their own physical needs with those of their children due to increased stress

32
Q

Homelessness
No control over daily routine, unable to be effective parents due to house rules & shelter staff
Often means children….

A

change schools often & are sick more often

33
Q

Homelessness
What is your role

A

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
Q

Is it common for children to experience death in preschool years?

A

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
Q

Varients it response to death are

A

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
Q

What can the RECE do to support Children who have experienced a death of a loved one?

A

• 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
Q

What can the RECE do to support parents who have experienced a death of a loved one?

A

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
Q

Death
a toddler will understand……..

They have difficulty understanding……

A

….differently than a 4 y old.

…. the permanency of the loss, expect them to come back.

39
Q

Should we talk about natural events?
(Death of a fish)

A

don’t be afraid to talk about it in a natural way, will support an opportunity to engage with the child

40
Q

Death
What about Euphemisms - gone on a trip, lost, sleeping?

A
  • children take words literally and become more fearful
41
Q

Societal discomfort with death is still evident in the way…

A

Dying people are treated

42
Q

Hospice offers a slightly different option where

A

Family is present more

43
Q

TV provides confusing images of death because

A

Cartoon characters died and rise again

44
Q

We can become desensitized to death with what we see on the news sometimes, and fail to….

A

Understand the true meaning of what is, perhaps, the most tragic event in a family’s life, Spand

45
Q

Death today is thought of as

A

Unnatural or an accident

46
Q

Research indicates that children understanding of death is quite similar across ______

A

Cultures

47
Q

When children are able to participate in rituals/services they

A

Often better understand death and have a tangible way to express their grief

48
Q

If children are not engage in the conversation of death their….

A

Imagination takes over, which is often more frightening than the truth (nightmares)

49
Q

Differences across cultures regarding death include

A

Level informed about causes, and how children are included in the rituals associated with burials

50
Q

The five stages of grief
Elizabeth Kubler-Ross (1974)

A
  1. Shock/denial.
  2. Anger.
  3. Bargaining.
  4. Depression/despair
  5. Adjustment/acceptance.

Not linear can go back to revisit stages

51
Q

Grief
Shock/denial includes

A

Magical, thinking, radicalization, excessive fantasy withdrawn.

Initial reaction helps the person survive the loss

52
Q

Grief
Anger includes

A

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
Q

Grief
bargaining

A

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
Q

Grief
Depression/ Despai

A

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
Q

Grief
Adjustment /Acceptance

A

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
Q

3 elements to consider when defining families

A

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
Q

Children with special needs
Grieving?

A

Yes

Most parents experience, strong, emotional reactions to the diagnosis of their child disability

58
Q

What does families that have a child with special needs want most

What do they have to do to get it?

A

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
Q

How does a diagnosis impact the family?

A

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
Q

Do you think it’s different should the diagnosis not come at birth, but later in life?

A

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
Q

Special needs

A

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
Q

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

A

When the parents have special needs

63
Q

Agencies that support families in pure community

A

Connections Early Years & Family Learning Centre
Children First
John McGivney Children’s Centre

64
Q

Families in which there is Substance Abuse show:

A

Attachment issues
Regressive behaviours
Economic Struggles
• Emotional stress, anxiety, neglect depression
• Legal Issues and violence

65
Q

Substance abuse impact on children

A

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
Q

How do we define resilience?

A

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
Q

Protective Factors -

A

qualities or situations that support a positive outcome / protect you from or help you deal with a negative outcome

68
Q

Risk Factors

A

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
Q

RE/ACT

A

Recovery Education for Addictions and Complex Trauma program

70
Q

Trauma Informed Teaching
Suggestions for Helping Children who have experienced trauma: (NAEYC, 2021)

A

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
Q

Strength Based Approach

A

• 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
Q

Family-Centered Practice

A

• 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
Q

6 Fs

A

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
Q

The Role of Family Engagement

A

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
Q

2 generation approach

A

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