Concluding thoughts?

I think poverty is an on-going issue. To me, there seems to be a lot of money and time put into different research projects on the subject and "what the government should be doing" discussions. I think this time and money could be put into the actual projects that could help, of course I don't know what this could be, I believe there needs to be more action and less of the 'blame game'.
As an early childhood teacher I believe myself and other teachers, across all education sectors, have the ability to help the children who are affected by poverty. Ensuring the implementation of Te Whaariki's principles could go a long way to provide for the children's holistic needs. As teachers, we can help the children by helping the families, through providing all the support we can, including providing information of support centres that could help.
This blog issue has been very thought provoking for me. As I continue my study, and my journey through teaching I will be more proactive in obtaining information on how to help any children and families affected by poverty. Although the issue of poverty is extraordinarily large, I do believe that if we help the children as early as possible, we can make a significant difference in the long run.

Helping even one family, I believe can make a difference.

Ahakoa he iti, he pounamu.
Although small, it is precious.

Poverty Stricken Children in Early Childhood Education and Care.

The only way child poverty could be stricken out is by having every child access to enough healthy and nutritious food, clothing for all seasons, adequate housing that does not invite sickness, healthcare and the rich and various learning experiences that can help every child to develop their full potential.

Of course, as there are many contributing factors to the way a child grows up (Fletcher & Dwyer, 2008), any plan made to combat child poverty needs to acknowledge these contributing factors that influence children and their families. Within New Zealand, early childhood education and care fosters every child holistically to grow up as "competent and confident learners and communicators, healthy in mind, body and spirit, secure in the knowledge that they make a  valued contribution to society" (Ministry of Education, 1996, p. 2).

"The first early childhood education services in this country

had the primary aim of providing for disadvantaged children.

The psychological and educational advantages of early 

childhood education services were soon seen to have

 benefits for all children and were increasingly recognised

as providing support to families as well as education for their children"

(Ministry of Education, 1996, p. 17).

Within a child's life they will be influenced by many different things, experiences and people. Children are influenced not only by the immediate family, ngaa whaanau, but also by the others outside this immediate circle. Urie Bronfenbrenner's (1917-2005, cited in Feeney, Moravcik, Nolte & Christensen, 2010) ecological systems theory "describes systems of social and cultural contexts that influence development" (p. 153). 

The relationships, within the microsystem, between the child and the teachers in early childcare service they attend rectangularly would have a significant influence on their development.

The way the child's family interacts with their teachers would also have an impact. For example, if the parents and teacher's support each other to provide  the appropriate learning experiences, resources and use respectful teaching practices, the child can be immersed  in an environment that encourages learning and thus hopefully begin to develop a positive sense of education. 

(Image retrieved from: http://www.beststart.org/OnTrack

_English/images/section2/Bronfenbrenn-system.jpg)

 The 'traditional' nuclear family structure, is not so traditional any more. Children, many of them, may experience different family arrangements and possibly different families during their childhood. These changing family structures are seen in the picture of child poverty within New Zealand (Child Poverty Action Group, 2002). Within an early childhood centre, early childhood teachers work to maintain positive, high quality relationships with children and their families, while also striving to provide stimulating learning environments with appropriate individualised learning programmes, and reflect the principles of te Tiriti o Waitangi (Ministry of Education, 1996).

It is important to provide an environment that reflects the children in attendance within the centre (Feeney et al, 2010). If a setting provided only resources, such as books, that reflected only families with parents that were together, there is a lack of support for children with divorced/separated/absent parents. Children who's families are seen to be below the poverty line, may not have "traditional" family structures, need to have that reflection within their centre environment, to develop and sustain a sense of belonging (Ministry of Education). Some children may experience a lack of structure, for example parents working more than one job at different hours in order to provide for their children, early childhood education teachers could in these instance provide that opportunity for children to learn a more formal structure. For future educational proposes this could be very useful for children when they attend formal schooling (Barnett, 1998).

Importance of.........within the early childhood service:

Learning Environment
Within early childhood education and care settings, teachers provide children with an environment that is stimulating and safe that promotes challenges and risk taking. The teachers encourage children to learn through experiment in a range of play experiences. It is important for the environment children learn in is inviting and engaging, this not only encourages learning but also promotes a sense of belonging (Ministry of Education, 1996; Shirrmacher & Fox, 2009).

Individualised Learning
The concept of 'ako' is the ideaology of both teaching and learning, the word itself means both "to teach and to learn" (Tamati, 2005, p. 23). In order to provide learning programmes that are individualised, the teacher's  programme planning and assessment must reflect influences of the child. By recognising and acknowledging the child's interests, strengths, goals, achievements and desires the teacher can truly provide individualised learning opportunities and experiences.

Te Tiriti o Waitangi
The environment and any individualised learning, are influenced by the teachers professional relationship and commitment to Te Tiriti o Waitangi. Early childhood teachers work hard to enable learning environments and experiences in which children are given the "opportunity to develop knowledge and understanding of the cultural heritages of both partners to Te Tiriti o Waitangi" (Ministry of Education, 1996, p. 9). Through having an understanding of the treaty, teachers can use this understanding to work with children, and their families, to create and provide the right environments and learning programmes.

Relationships
In order for the above to happen, early childhood teachers need to have reciprocal relationships with the children, the families and with each other (Ministry of Education, 1996). Through having quality, reciprocal relationships with children and the children's families, that have reciprocal and respectful communication, teachers can be informed and guided in what the children need to be provided while they are in attendance at the service.










References.

Barnett, W. (1998). Early care and education for children in poverty: Promises, programmes, and long term results. Google Scholar. Retrieved from: http://books.google.co.nz/books?hl=en&lr=&id=CJKp1K2qopgC&oi=fnd&pg=PA1&dq=ece+and+poverty+&ots=PhdifFJZTn&sig=yak0WNGQKA562RcvdS6beWqXLfI#v=onepage&q=ece%20and%20poverty&f=false

Child Poverty Action Group. (2002). Complaint to human rights commision - child tax credit. Retrieved from: http://www.cpag.org.nz/

Feeney, S., Moravcik, E., Nolte, S., & Christensen, D. (2010). Who am I in the lives of

children?: An introduction to early childhood education (8^th ed.). Upper Saddle River, NJ: Pearson Education.

Ministry of Education. (1996). Te Whāriki: He Whāriki mātauranga mō ngā mokopuna o

Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Schirrmacher, R., & Englebright-Fox, J. (2009). Art and creative development for young

            children (6^th ed.). Belmont, CA: Cenage Learning.

Tamati, A. (2005). “Mā tōu rourou, mā tōku rourou” The cncept of ako: Co-construction

                of knowledge from a kaupapa māori perspective. Early Education 37, 23-31

Fletcher, M., & Dwyer, M. (2008). A fair go for all children. Actions to address child poverty in New Zealand. Wellington, New Zealand: A report for the Children's Commissioner and Barnardos.

Any help for families living in poverty?

NZ Herald released their findings of child poverty in an article stating that two out five children that are living in poverty, come from working families. 

NZ Herald released in another article that out of 35 countries New Zealand ranked 21 for levels of child poverty, and 25 out of 35 countries for child health and safety. Why are our future generation struggling so much in a country that was seen as a 'beautiful place to raise our kids'? Although the immunisation rates have risen, and our tamariki Aotearoa have been seen, in research, to be performing well in reading, maths science and literacy ranking fourth out of thirty three countries, this doesn't address what is being recognised 

"Child welfare organisation Every Child Counts said the report

 highlighted that when governments chose to prioritise children and ensure that 

public policy met their needs, child wellbeing was significantly improved."

In relation to early childhood care and education (the begining  poutama of a child's learning adventure), when the government decided that there wasn't a need for 100% qualified early childhood teachers , that 80% was sufficient, young children's needs were not being met. An individuals early childhood experiences are the most crucial time for their development, cognitively, physically, emotionally and also spiritually. Te Whaariki (Ministry of Education, 1996) is New Zealand's own Early Childhood Education and Care Curriculum. The document discusses how to holistically help children to develop all the above aspects. 

In an article in the NZ Herald written by Susan St John, Allan Freth challenged business leaders about their behaviours, and how they're seen to not care enough about the youth and children.

 "Such business leaders should be holding the Government to account for failing

 to ensure that policies to address child poverty are actually working."

If these poverty stricken communities were given much larger support from these leader types, the government would possibly be under more pressure to ensure consistent monitor of such policies, making adjustments and tweaks where necessary to always keep in the best interests of the children.

In 2005 a policy, Working for Families was brought in aimed at addressing child poverty. Families, once they have passed a series of two tests (as described in the article) are provided with a certain amount of financial support. However, the article written by St John, shares that in times of disaster, such as earthquake, there is no consideration taken into account about the child's needs when parents lose work hours. Also, if one or both parents are in study and receiving a student allowance, then there is not financial support for Working for Families. As many full time students know, it can be extremely tiring studying, keeping a house (maintenance, cleaning, feeding and getting children to/from school, spending time with their family) and fitting in time for at least twenty hours of work each week. Shouldn't a parent in study be a way to see that this individual is working hard to get a qualification to get a good paying job to support their family and provide for their children? Shouldn't these parents be supported during their study to help them provide for their children?

In the draft for discussion on the Rights of children and Young People: Ngaa Tika o ngaa Tamariki, Rangatahi, by the Human Rights Commission, it included the statement that children have Provision Rights.

"Provision rights include the right to an adequate 

standard of living, the right to free education, the right to adequate

 health resources and the right to legal and social services."

So how can a studying parent, or parents, provide their children with their  entitled rights? If Working for Families could provide these families with, what would be temporary, support these children wouldn't miss out on what they have every given right to have. It's important that each child's situation is taken into account, every family is different and has different struggles they are going through. A 'two step' test just doesn't seem to truly identify what each family would need support with. 

I was unable to find a link to the documentary by Bryan Bruce, Inside New Zealand Poverty, however I was able to find an interview with a radio station about a part of the documentary with a focus on the housing and it's affects on children's health. Bruce also discusses his trip to Sweden and how their system works.
For example in their schools they have 

• a nurse there everyday
• a doctor that visits each week
• and every child regardless of culture, ethnicity, wealth or poverty is fed a healthy lunch every day.

I recommend watching the interview, it is 11minutes long but worth it. If anyone has a link to the documentary itself I would appreciate the link, thank you.

Reference.

Human Rights Commission. (2010). The rights of children and young people: Ngaa tika o ngaa tamariki, rangatahi. Retrieved from: http://www.hrc.co.nz/hrc_new/hrc/cms/files/documents/20-Aug-2010_12-25-25_Childrens_chapter_v3.pdf 

Maaori Dictionary. (2013). Poutama. Retrieved from: http://www.maoridictionary.co.nz/index.cfm?wordID=5969 

Ministry of Education. (1996). Te Whāriki he whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Shuttleworth, K. (2013). Govt : $18.40 minimum wage would cost 26000 jobs. Retrieved from: http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10868180

St John, S. (2013). Lets have policies for all children. Retrieved from: http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10872521

Theunissen, M. (2013). NZ score poorly in UNICEF report. Retrieved from: http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10876626

Working for Families. (n.d). Retrieved from: http://www.workingforfamilies.govt.nz/

Poverty

Poverty   (Introduction)

What is poverty?

Usually when the word poverty is spoken it is associated with the term "poor", in the financial sense. However, this is a much more complex word carrying many different meanings. The definitions provided are those of which will show what will be explored about poverty throughout this blog.

Poverty at Large (2013) defines poverty as, "the deprivation of common necessities such as food, clothing, shelter and safe drinking water, all of which determine our quality of life... the lack of daily necessities water(potable water, of course), food, clothing, shelter...financial incapability for education". 

This definition can be related to that of Maslow's Hierarchy of Needs model, where the most basic of needs must be met in order for a person to move up the pyramid.

World Bank.org (2012) provide findings in regards to that of individuals living in poverty conditions, "Poor people are acutely aware of their lack of voice, power, and independence, which subject them to exploitation. Their poverty also leaves them vulnerable to rudeness, humiliation, and inhumane treatment by both private and public agents of the state from whom they seek help...Their inability to fully participate in community life leads to a breakdown of social relations...schooling receives mixed reviews, occasionally highly valued but often notably irrelevant in the lives of poor people".

This particular definition comes  from the voice of those individuals that are living in poverty stricken conditions, a first hand account rather than that of an observer to the situation.

The European Union's definition of poverty is, "Persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong".

This definition highlights that those individuals who are living in an economic community which may be higher than their own financial situations, are considered to be living in poverty compared to the rest.

References.

Child Poverty Solutions. (2013). What is child poverty? Retrieved from: http://www.childpovertysolutions.org.uk/english/child-poverty

The Definitions of Poverty. (n.d). Retrieved from: http://siteresources.worldbank.org/INTPOVERTY/Resources/335642-1124115102975/1555199-1124115187705/ch2.pdf

Maslows Hierarchy of Needs. (n.d). Retrieved from: https://www.google.co.nz/search?q=maslow's+hierarchy+of+needs&hl=en&safe=off&rlz=1C1LENP_enNZ480NZ480&tbm=isch&tbo=u&source=univ&sa=X&ei=6FQ6UY3qDIqRiQft44CYCQ&ved=0CFIQsAQ&biw=1241&bih=535#imgrc=BZsnLHqF1zCOAM%3A%3BgjnwHQkbTgo0NM%3Bhttp%253A%252F%252F1.bp.blogspot.com%252F-n3G07Po8fks%252FUGG6oNn02sI%252FAAAAAAAAAbc%252Fg8VmYBsOxdw%252Fs1600%252FMaslow%25252527s%252Bhierarchy%252Bof%252Bneeds.png%3Bhttp%253A%252F%252Fwww.psychology-101.com%252F2012%252F09%252Fmaslows-hierarchy-of-needs.html%3B799%3B545

Poverty as defined. (n.d). Retrieved from: http://povertyhci.weebly.com/how-do-you-define-poverty.html

(Entry One)

What causes poverty?

Many people throughout the world are affected by poverty. MMBrico (2006) state the causes of poverty can come down to 

• the higher costs of living 
• the economic changes
• lack of access to education
• lack of assests and supports
• family structures 

So what about child poverty?

Within New Zealand it can be hard to acknowledge and accept the wide spread child poverty surrounding many New Zealanders. Clark (2012) discusses how child poverty is a "massive, massive problem". The individuals, living in and affected by poverty, suffering the most are children. The opportunities these poverty stricken children are missing out on are too great; education, health care and family financial support. Although some people in society may view poverty of older individuals as a consequence of life choices, children cannot be placed into this same category. The reason for this is that children are not responsible for the environment they are born into. Bradbury (2003) states children's lack of "choice over their economic situation". It has become increasingly more expensive to live in New Zealand with the rising price of basic goods required for living and the increasing cost of quality education. The provision of affordable and quality early childhood education and care is a way in which to help those children affected by poverty develop a positive pathway towards a positive and productive adult life. Te Whaariki (Ministry of Education, 1996), the early childhood education and care curriculum came into being in 1996. This document ensures the quality and holistic approach to young children's education and care. Unfortunately, it seemed not everyone had the same idea of the importance of quality early childhood education and care. The National Government cut funding to early childhood saying centre's need only 80% qualified teacher, this in turn, sees a decrease in quality within the early childhood settings.

Reference.

Bradbury, B. (2003). Policy, research paper number 20. Child Poverty: A review. Canberra, Australia: Commonwealth Department of Family and Community Services.

Clark, B. (2012). Is poverty in New Zealand hidden, or are we just looking the other way? Retrieved from: http//www.instablogs.com/entry/is-poverty-in-new-zealand-hidden-or-are-we-just-looking-the-other-way/

Mmbrico.com. (2006). Child poverty. Retreived from: http://www.fightpoverty.mmbrico.com/index2.html

Ministry of Education. (1996). Te Whāriki he whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.