Getting to Know My International Contacts—Part 1: Poverty

The two international contacts are my colleagues who are working in the international school at Early Childhood Learning Center (ECLC). They share their insights on the specific issues of poverty they encounter in their personal or professional lives and their concerns about and attitudes towards poverty. One is Mary Ann Lopez, from the Philippines, who works in ECLC2 for children aged 4 to 5 years old, sharing her personal experience related to poverty. 

"I came from a poor family with four siblings. My parents are not professionals, but they believe and value the importance of education. I completed my elementary and high school education in a public school where there was no library, but I remember I played a lot. I had only one uniform when I was in high school and wore slippers to go to school. In addition, to be able to join school activities that required money, I was selling candies to make money. When I was in college, I have to beg with teary eyes and justify with my mom to increase my allowance. Poverty is a big factor that hinders student success, but for me, I took it as a challenge to achieve what my parents' value most, education. The hardship I experienced when I was studying molds me to who I am today; a contented and passionate early childhood teacher. Moreover, I am fortunate to work in a school that supports its teachers' professional development, and with my aim to inspire students to love learning, I am pursuing studies by taking Master in Elementary Reading and Literacy (PreK-6) in Walden University.” (Mary Ann Lopez, personal conversation, July 14, 2014).

The other is Kylie Christian, from New Zealand, working in ECLC1 for children aged 3 to 4 years old. She shared her professional experience and insights on poverty when she worked in local schools in New Zealand.

"I have taught in a decile one and two school in New Zealand. In New Zealand all schools have a decile rating and this is based on the socio-economic status of the area which they are in. These ratings go from 1 to 10. 10 being a high socio-economic area. In both schools I had many children that were living in poverty. I had children that did not bring food to school, came to school dirty (both clothes and body), had been abused and neglected. Poverty can mean many things. It can mean multiple people and families living in small houses so children do not get quality sleep at night. Lack on income can also mean little to no heating during cold months so children are also prone to getting sick. Children in my experience also did not come to school with a nutritious lunch and would often eat take aways for dinner. Often bad, unhealthy food is cheaper then healthy food. This all affects brain function, growth, focus in class, health etc. I also had children missing multiple days due to abuse (families would wait for bruising to go down before sending them back to school). Due to this I was always having to be very aware of sudden changes in behaviour or bruises etc. This could be signs of abuse, domestic violence at home (e.g. between mum and dad) etc. This often is linked with poverty as families are over stressed from lack of money, tired from maybe working multiple jobs, been brought up around violence in their childhood etc. 

Due to these harsh surrounds, etc. children can display aggression, behaviour problems, withdrawal, lack of concentration, learning difficulties, etc. Even more then other children, these children need teachers and schools to build strong relationships with them and provide a safe environment as often this can be the only place they feel that way.” (Kylie Christian, personal conversation, July 16, 2014).

"Often the parents of these children feel that school failed them or maybe feel like they have failed as parents so they don't come into school (children walk themselves) and have to be chased, phoned to come to parent meetings. It also means that teachers need to work hard to try and build positive relationships with these parents and have a open, welcoming door. You really need to get to know them and offer support in relation to their child.” (Kylie Christian, personal conversation, July 16, 2014).

"It is also important to have a wide knowledge of help agencies that you could give to families. Or other agencies that you may need to contact in regards to abuse etc. 

Saying all this though, every family is different. Some families worked double jobs, fed their children good healthy meals and always turned up to meetings." (Kylie Christian, personal conversation, July 16, 2014).

"The key: Relationships, relationships, relationships. Building these are key with both families and children.” (Kylie Christian, personal conversation, July 16, 2014).

From their personal and professional points of view, I learn more about the issues and trends of poverty around the world. Poverty exists both in developing and developed countries, which affects families and children’s living standards, education and physical and emotional development. Though facing poverty, Ann held a positive toward it and turned what disadvantaged her into her driving force. Just as stated in the conversation with Dr. Grace in Issues and trends in the early childhood field: The effects of poverty on the early childhood community, "they know that the more education they receive, the more likelihood they are of having a job with a higher wage, and one that they can feel like they have made a contribution based on their choice.” (Laureate, 2011) From the communication with Kylie, I learn that we should pay more attention to the emotions of children in development and try to build up positive relationships with children and their families so that we can have a better knowledge of their family economic background and offer supports in a timely way. In addition, we can search some related information for families according to what supports they need.

Reference:

Laureate Education, Inc. (Executive Producer). (2011). Issues and trends in the early childhood field: The effects of poverty on the early childhood community. Baltimore, MD: Author.