STRESS AND ITS EFFECT ON EARLY CHILDHOOD DEVELOPMENT
Before I go into details of the stressor in the life
of a friend I witnessed, I would briefly discussed Violence as a stressor that
affects child development. I will also be discussing it from a point of view of
a child witnessing violence and not necessary being the direct victim; this is because
the person I intend sharing her story had that kind of experience.
The Effects of Violence on Young Children
Violent children usually come from violent homes, where parents model
violence as a means of resolving conflict and handling stress (Page et al.,
1992). Even if children are not abused physically themselves, they can suffer
psychological trauma, including lack of bonding, from witnessing battering. As
Lerner (1992) points out, attachment or bonding has far-reaching implications
not only for the emotional well-being of a child, but also for a child's
cognitive development and the child's ability to cope effectively with stress
and to develop healthy relationships. Children who witness violence can display
an array of emotional and behavioral disturbances, including low self-esteem,
withdrawal, nightmares, self-blame, and aggression against peers, family
members, and property (Peled, Jaffe, & Edleson, 1995).Research also shows that chronic exposure to violence adversely affects a child's ability to learn (Shore, 1997; Prothrow-Stith & Quaday, 1995; Kurtz, Gaudin, & Wodarski, 1994; Lorion & Saltzman, 1993). Learning itself is an essential tool for violence prevention (Prothrow-Stith & Quaday, 1995). Children who achieve in school and develop important reading, critical thinking, problem solving, and communication skills are better able to cope with stressful and perhaps dangerous situations. Also, academic achievement enhances the development of positive self-esteem and self-efficacy, both of which are necessary for children to experience emotional well-being and to achieve success. The relationship between violence and learning is particularly significant because cognitive skills are crucial in terms of academic success, self-esteem, coping skills, and overall resilience. As Prothrow-Stith and Quaday (1995) assert: "When our children's ability to learn is being dangerously undermined, the foundation of our society is being damaged in a manner that cannot be easily repaired" (p. 27). Interventions must begin early in order to help children develop higher-order thinking skills, empathy, impulse control, anger management, peaceful conflict resolution, and assertive communication.
What Caregivers, Parents, and Teachers Can Do
Children learn from what they see. To prevent violence, parents and teachers
need to model appropriate behaviors in the way they manage problems, conflict,
anger, and stress. Parents, teachers, and other caregivers can help children
learn to deal with emotions without using violence.
In Conclusion, as Pransky (1991) explains, "Our
behavior is shaped by conditions in our environment, particularly as we grow.
This is the essential piece to the puzzle. The way our children are treated
within their important environments will largely determine the shape they will
be in and how they will behave" (p. 7). All children deserve the
opportunity to "fly" and reach their highest potential--we must not
allow them to become "hidden casualties."
My Experience
Growing up as a child, I had a brief interaction with
someone who experienced violence at home. I knew her during by Arabic classes. The violence was not
directly on her as a child but her mother by her father, He was a man with
financial issues and verge all his frustration on the mother. We noticed that
she was going though, because she was always quiet. He constantly beats her
mother on the slightest argument and she always witness it since she was an
only child ,she said she felt the need to protect he mother even though she was
little but could not. I and some of her friends tried to involve a Muslim
cleric but before he could intervene meaningfully, she lost her mother while
trying to have another baby. Her mother was the only support she had, her
mother parents had lost contact with their daughter years after her marriage, so
she continued to leave with her father but was afraid he could transfer the
aggression on her. She could not continue with her formal Education due to poor
performance .The cleric eventually helped her find her mother’s parents and
they took her away from the father. It took her sometime to get comfortable
with her grandparents. She blamed them for abandoning the mother, but later realizes
it was not their fault. Living with her grandparents gave her a chance to live
a normal life. I believe if she had more support system, it would have helped
her as well as her mother
WAR IN SOMALIA-IMPLICATIONS
ON CHILD DEVELOPMENT AND EFFORT MADE TO MINIMIZE ITS EFFECT
Everyday thousands of Somali children are caught up in conflict, suicide
bombs, destruction and displacement. Some of them not only merely as
bystanders, but as targets also. Others fall victim to general onslaught and
made to watch the slaying of their own families or of other civilians (Dini;
2005:pp23). Many others are psychologically traumatized after witnessing death
and destruction while yet others suffer the effects of sexual violence or the
multiple deprivations of armed conflict that expose them to hunger,
displacement or disease. Many children have become orphans or lost entire
families and thousands of young people are exploited as combatants by the
Al-Shabaab militia group (idem). Multiple attempts to solve Somalia’s conflict
have not been successful because solutions have often been short-sighted, not
gender-sensitive and the role of women and youth have been overlooked and
efforts to integrate lives and livelihoods into interventions underestimated.
Although
government efforts are critical in addressing post-conflict reconstruction in
Somalia, they are not sufficient in dealing with the challenges at hand. The
nature and scope of the challenges in Somalia requires the full mobilization of
all talents and resources that all stakeholders, including those that children
have. (Koshin.S, 2012)
"Play
is essential to development because it contributes to the cognitive, physical,
social, and emotional well-being of children and youth." - Kenneth
Ginsburg
Research
on existing theories reveals that there is a direct relationship between
playground activities and the promotion of children’s self-esteem. Also personal
development may be gained through the enhancement of skills, such as playing,
communicating and cooperating with other children and adults in the playground.
(Koshin. S, 2012)
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