References

American Psychological Association (2013). Protecting Our Children From Abuse and Neglect. Retrieved from http://www.apa.org/pi/families/resources/abuse.aspx.
 
American Psychological Association (n.d.). Violence prevention in early childhood: How teachers can help. Retrieved from http://actagainstviolence.apa.org/materials/publications/act/violenceprevention childhood.pdf.

Brownlee, P. (2008). Dance with me in the heart. The adult’s guide to great infant-parent partnerships. Auckland: NZ Playcentre Federation.

Ch1ldren Now. (2013). The first five years determine a lifetime. Retrieved from http://www.childrennow.org/index.php/learn/early_learning_and_development.

Chamberlain, J. (2006). Our shame, (242), 42-55. Retrieved from http://library.eit. ac.nz.

Child Welfare Information Gateway. (n.d.). How to report suspected child maltreatment. Retrieved from https://www.childwelfare.gov/responding/how.cfm.

Corby, B. (2000). Child abuse: Towards a knowledge base (5th ed.). Buckingham, Philadelphia: Open University Press.
 
Croft, H. (2012). Healthy place: What is child neglect. Retrieved from http://healthyplace.com.

DePanfilis, D. (2006). Child neglect: A guide for prevention, assessment and intervention. Retrieved from http://www.childwelfare.gov.

DePanfilis, D. (2006). Child Neglect: A Guide for Prevention, Assessment and Intervention. Retrieved from https://www.childwelfare.gov/pubs/usermanuals/neglect/chapterthree.cfm.

Department of Health and Human Services & Gaudin, J. M. (1993). Child Neglect: A Guide for Intervention. Retrieved from https://www.childwelfare.gov/pubs/usermanuals/neglect_93/neglectd.cfm.

Dodd, B., & Boyd, H. (2000). What is policy. Retrieved from http://partcfood.msvu.ca/section4/.

Ellis, M. (2013). Disciplining your child: Is this necessary?!. Retrieved from http://media wandethicsfall11.wikispaces.com.  
 
Feeney, S., Moravcik, E., Nolte, S., & Christensen, S. (2010). Who am I in the lives of children? Introduction to early childhood education (8^th ed.). Upper Saddle River, NJ: Pearson Merrill.

Howe, D. (2005). Child abuse and neglect: Attachment, development and intervention. New York, NY: Palgrave Macmillian

Mack, S. (2011). How poor nutrition affects child development. Retrieved from http://www.livestrong.com/article/465374-how-poor-nutrition-affects-child-development.

Ministry of Education. (1996). Te Whāriki: He Whāriki mātauranga mō nga mokopuna o Aotearoa/Early childhood curriculm. Wellington, New Zealand: Learning Media.
 
Ministry of Social Development. (2013). Recognising and responding to child neglect in New Zealand. Retrieved from https://www.msd.govt.nz/about-msd-and-our-work/publications-resources/research/recognising-child-neglect/#top.
 
Morgan, R. (2011). The long term effects of child neglect. Retrieved from http://www.helium.com/items/2066841-children.

Office of children’s administration research (2005). Facts about child neglect. Washington State: Department of Social and Health Services

Park, A. (2010). Study: Effects of childhood hunger last for decades. Retrieved from http://www.time.com/time/health/article/0,8599,2008240,00.html.

Parliamentary Counsel Office. (2012). New Zealand Legislation: Children, Young Persons, and Their Families Act 1989. Retrieved from http://www.legislation.govt.nz/act/public/1989/0024/latest/DLM147088.html#DLM149477.

Parliamentary Counsel Office. (2012). New Zealand Legislation: Health Act, 1956. Retrieved from http://www.legislation.govt.nz/act/public/1956/0065/latest/DLM305840.html.

Parliamentary Counsel Office. (2013). New Zealand Legislation. Retrieved from http://www.legislation.govt.nz.

Perry, B. (2013). Bonding and attachment in maltreated children: Consequences of emotional neglect in childhood. Retrieved from  http://teacher.scholastic.com/professional/bruceperry/bonding.htm.
 
Plunket. (2013). Government Green Paper for vulnerable children. Retrieved from http://www.plunket.org.nz/news-and-research/media-releases/government-green-paper-for-vulnerable-children.

Recent statistics: Are you ok?. (n.d.). Retrieved from http://areyouok.co.nz.

The children’s social health monitor New Zealand (2009). Injuries arising from the assault, neglect, or maltreatment of children. Retrieved from http://www.nzchildren.co.nz/injuries.

The white paper for vulnerable children. (n.d.). Retrieved from http://www.childrensactionplan.govt.nz.

Wave Trust. (2011). Environment play a major role in shaping the structure of the infant brain and determining propensity. Retrieved from http://www.wavetrust.org/our-approach/6-core-messages/3.

Yellow. (2009). How To Understand The New Zealand Anti-Smacking Law. Retrieved from http://howto.yellow.co.nz/legal/consumer-law/how-to-understand-the-new-zealand-anti-smacking-law.

Final thoughts

This brings me to the end of my research journey regarding ‘Child abuse within Aotearoa New Zealand’. What an adventure it has been! I have gained so much new knowledge about what I have discovered to be a ‘popular social issue’.

 

As I began collating information I discovered that ‘child abuse’ as a subject was too broad, therefore I chose to focus on child neglect as a form of abuse for the majority of my blog sections.

Writing my very first entry named ‘History, facts and statistics’ was an eye opener for me as I did not realise how many children within our society are effected by child abuse, neglect or maltreatment.

I believe writing this blog has thoroughly impacted on my practice as an early childhood teacher in training as I am now aware of how to identify it and how to manage and report it if I was ever in this situation. I think this is important for any teacher to know.

I really enjoyed writing this blog, although to be honest I really struggled with the formatting side of it.

I hope you have enjoyed reading my blog and learnt something new.

Nicole Brocklehurst

2010000154

In relation to early childhood education

I now wish to explain how early childhood teachers can support abused, neglected or maltreated children as well as their families within a centre setting.

Parents and caretakers don't always know that they are being abusive or neglectful. Few adults actually intend to hurt or neglect children. The American Psychological Association (2013) support this by explaining that it takes a lot to care for a child. A child needs food, clothing, shelter, love and attention. Of course all parents and caregivers want to provide all of these necessities, but they have “other pressures too” (para. 5). I believe many parents or caregivers financially struggle to provide for their children, this would come under the ‘other pressures’ category. Having a large family and work commitments could also become barriers.

As teachers, it is our professional responsibility to report suspected abuse or neglect as explained in a previous blog. This can be done in an anonymous manner and therefore the relationship between the child’s parent or caregiver and teachers within the setting will remain positive. It can be a very daunting task for a teacher to initiate a conversation with a child’s parent or caregiver in regards to suspected abuse or neglect, yet if it is in the best interest of the child, meaning it could enhance their well-being then it needs to be done. My thoughts are that by having these types of conversations, it is also opening support up to parents/caregivers.

When teachers discover what type of abuse, neglect or maltreatment a child is suffering they should do their best to support the child in as many ways possible while they are attending the centre. For example, if they are lacking the love and attention they deserve teachers should provide them with extra nurturing. The American Psychological Association (n.d.) support this idea by stating that “relationships with teachers strengthen children’s ability to cope with stress and trauma” (p. 2) that they may be experiencing at home (p. 2).               

Older children such as three and four year olds who are able to express their feelings to teachers should be encouraged to do so. Often a child will only do this to a teacher they feel really comfortable with.  American Psychological Association (n.d.) suggest that children who are uncomfortable with or are unable to express themselves verbally should be encouraged to “act out, write, dictate, or draw events and emotions” (p. 8) to explain the way they are feeling. Personally I have always believed that actions can explain equally to what words can.

Teachers should educate children to understand that it is not okay for any other person to hurt them in any way.  Feeney, Moravcik, Nolte and Christensen (2010) explain the importance of teaching children to ask for help if they need it.  

Children learn how to behave by watching those who surround them such as family members, people in their community, peers and teachers. Computer games, video games and especially television shows also have an effect on the way in which children behave. Because early childhood education is seen as an extremely important profession it is expected that teachers are constantly seen as role models to the children in their care.
 

Policies and Legislation

I now wish to investigate what policies and legislations are put in place by the government and early childhood education settings in regard to this social issue.

I firstly wish to take a look at the definitions of these two words to gain a better understanding. What is a policy, and what is legislation? A policy can be guidelines, rules, regulations, laws, principles or directions. According to Dodd and Boyd (2000) policies “simply guide our actions” (para. 1). The world in which we live in is full of them. For example, every workplace has policies in place for staff to follow in order to help the business run successfully, schools have policies that explain the way in which they expect their students to behave and often parents set policies for their children within their home environment, such as ‘your room must be tidy before you leave the house’ or ‘there is no pudding until you consume your dinner’. Legislation on the other hand is defined as laws and rules made by the government. The Parliamentary Counsel Office (2013) explains that legislations can also be referred to as acts and regulations. 

Within New Zealand there are a range of different policies that help to enforce positive treatment towards children within our society. Family start and well child/tamariki ora are a few examples of programmes that highly address risk factors associated with child neglect (Ministry of Social Development, 2013).

On Wednesday the 27^th of July 2011, Paula Bennett who is New Zealand’s Minister for social development released the green paper for vulnerable children. According to Plunket (2013) this paper is a discussion document which states “ideas about what the Government could do to improve outcomes for vulnerable children” (para. 2). This document was also designed to give citizens of our society the opportunity to open up discussions and promote their personal thoughts regarding this social issue, submissions could be made a number of ways such as via facebook, email or post. By providing choices for submission, this allowed people to remain anonymous. The green paper was designed to enhance the growth, development and achievement of our nation’s children (Plunket, 2013). Following the process of receiving and analysing over 10,000 submissions a white paper document was released. The white paper was brought out on the 11^th of October 2012, it was based on the submissions sent in from the green paper, as well as “close consultation with key experts in health, justice, education and social services, and what international best practice shows keeps children safe from harm” (“The White” n.d.).   

A few examples of well related legislative acts include the health act which was developed in 1956 and the Children’s young persons and their families act which was later developed in 1989 and amended in 1995. These acts are set in place to try and minimise the maltreatment of vulnerable children in our society. As people abuse, neglect or maltreat children they are breaking these government laws and therefore should be punished. I believe laws are put in place for people to be discouraged from behaving deficiently. (Parliamentary Counsel Office, 2012), (Parliamentary Counsel Office, 2012).

All early childhood education setting teachers are expected to work positively with the children in their care and will have policies in place in regard to this. Within our early childhood education curriculum Te-whariki it states under the well-being sector that children “experience an environment where their emotional well-being is nurtured and they are kept safe from harm” (Ministry of Education, 1996, p. 15).

 If teachers observe any signs of suspected child abuse or neglect, it is a legal requirement to take action and report findings to either the police or a child protective service such as child help. This is a national organisation that can provide assistance at any time of the day or night. (Child Welfare, n.d.).

“Reporting abuse or neglect can protect a child and get help for a family. It may even save a child's life” (Child Welfare, n.d. para. 1).

To conclude this blog I now wish to briefly explain the anti smacking law. In the year 2009 all New Zealand citizens were asked to vote whether they believe smacking is the way to discipline children. Following this vote the government enforced the anti smacking law, to “make better provision for children so they can live in a safe and secure environment that is free from violence” (Yellow, 2009). I believe this was an excellent decision. My thoughts are that if children are smacked they may begin to think that physical abuse is accepted.

Within my next blog I will continue to explain the impacts child abuse, neglect and maltreatment has on early childhood teachers.

Effects on learning and development

I now wish to extend on my current knowledge about the effects child neglect has on infants, toddlers and young children’s learning and development. I have previously learnt that during a child’s first few years of life they learn and develop more than they will at any other stage of their life. Ch1ldren now (2013) support this by explaining that 85% of children’s core brain structure is developed by the age of four. This providing the “foundation for children’s future health, academic success, and social and emotional well-being” (papa. 1).

Child neglect can have devastating effects on the intellectual, physical, social, and psychological development of young children (Department of Health and Human Services & Gaudin, 1993, para. 1).Not only do they suffer immediate but sadly often long term consequences also. It is difficult to identify exactly what these consequences are as every type of neglect has their own list that would vary considerably.

 

To provide a few examples of this, two common types of child neglect will now be examined regarding their long and short term consequences. The topics I am going to focus on include inadequate food supply and lack of emotional nurturing. Parents or caregivers that do not provide children with enough food or the necessary nutrients they need are damaging their health (Mack, 2011). I believe proper nutrients fuel the body. Food and sufficient nutrients gives children the energy they need in order to live and play. Research has proven that the development of children’s bones and muscles reduce to a slower speed when they are neglected from food which causes them to be weaker, shorter and more frail than they could have been otherwise (Park, 2010). In extreme cases, malnutrition can lead to disease or death. I found it interesting yet disgusting to discover that one hundred and forty six million children under the age of five in the developing world are suffering from insufficient food intake, repeated infectious diseases, muscle wastage and vitamin deficiencies (Mack, 2011).

I believe every child should have the opportunity to form a close relationship with someone in which they can constantly rely on. Brownlee (2008) talks about the importance of close relationships, she explains that the first relationship an infant usually forms is naturally with their mother. “From the safety and love of this first partnership the baby will move out to make relationships” (p. 17) with extended whanāu such as dad, siblings and grandparents for example.

Perry (2013) explains that forming and maintaining secure relationships is the most important property of being human. “Relationships are absolutely necessary for any of us to survive, learn, work, love, and procreate” (Perry, 2013, para. 1). People that don’t have secure relationships from a young age struggle with communicating and socialising as they become older. Therefore they will find it difficult to get jobs and often have a phobia of entering relationships themselves. I found it sad to investigate that more often than not children that were neglected become adults that neglect their own children (Morgan, 2011). This causing a vicious circle of neglect through generations.

The most important organ within the human body is our brain. I believe everything we do is controlled by our brain and everything that happens effects our brain. According to DePanfilis (2006) child neglect has been associated with a failure of the brain to form properly which can lead to impaired physical, mental and emotional development (para. 1).

I found it interesting to discover that a child who is neglected has approximately a twenty to thirty percent smaller brain than a normal child (“Environment,” 2011).
 

 

In conclusion different ideas have been discussed regarding the effects neglect can have on children’s learning and development. Within my next blog I will take a look at appropriate policies and legislation related to both the government and to early childhood education settings.