Lastly...

I hope you have enjoyed this journey as much as what I have. I have not only become more interested in the effects that poverty has on the children in New Zealand but I am now wanting to help the children who do live in poverty in New Zealand.

 Here is a quote and song to leave my blog with

"Saftey and security dont't just happen, they are the result of collective consensus and public investment. We owe our children, the most vulnerable citizens in our society, a life free of violence and fear"

Nelson Mandela

 

 

References

Girllearningtosing (2008, August 13). Heal the world lyrics-Michael Jackson [Video file]. Retrieved from http://www.youtube.com/watch?v=v2y1pE3yn6M

Implications for us as early childhood educators

Here is a action plan that the human rights commission created between the years 2005 till 2010. It is in this action plan that I can see a reoccurring theme, this is that teachers, families, whānau and the community play a big part in children’s lives. Therefore, if these groups of people can communicate and form reciprocal relationships will we as early childhood teachers be able to help diminish poverty?

As early childhood teachers we have a moral and ethical responsibility to advocate for young children who find it hard or can not express themselves. When working at a centre, they have policies that instruct us as staff to discuss any concerns we may have about a child who might be being subjected to poverty. Ideas and thoughts should be shared with the head teacher or management before taking action. By doing this it allows us as the teacher to gain guidance and an understanding of what sort of help can be given to the family before we as the teacher takes action. In section 14 of the Children, Young Persons, and their Families Act 1989 it is stated that a child needs care and protection if “the child's or young person's development or physical or mental or emotional well-being is being, or is likely to be, impaired or neglected, and that impairment or neglect is, or is likely to be, serious and avoidable”.  This legislation is informing us as teachers that if we notice or become suspicious that a child may be being subjected to poverty, it is our moral and ethical responsibility to protect the child and or the family. Similarly, Rogers (2003) suggests that “we need to address risk factors at both the micro-level (eg services and programs) and at the macro-level (ie whole-of-government responses)”. This suggests that as early childhood teachers it is our responsibility to help and give advice to families who are subjected to poverty.

Another implication for teachers is that we must treat everyone as equals no matter what their backgrounds may be. When looking through Te Whāriki (Ministry of Education, 1996) it is evident that this is an important aspect of our commitment to early childhood education. This not only goes for children but parents, family, whānau and the community. Te Whāriki (Ministry of Education, 1996) states that a early childhood setting should be like a home “…a secure and safe place where each member is entitled to respect and to the best of care…[C]children need to know that they are accepted for who they are… [T]they should also recognise that the early childhood education setting includes their whānau as part of their wider world” (p.54).  Furthermore, this is evident in the early childhood code of ethics. It states the rights that children, parents, whānau and caregivers have. Rights such as being respected, nurtured, advocated for and personal circumstances are respected (Early Childhood Code of Ethics National Working Group, 1995)

Lastly, it is very important that we as teachers follow the Early Childhood Education Code of Ethics. When looking at the issue of poverty we as teachers must protect the child and their family of harm and discrimination. Furthermore, we as teachers must keep situations private and confidential. Lastly, it is important that all teachers working in a centre are aware of what policies, rules and procedures the centre has around the issue of poverty.

References

Children, Young Persons, and their Families Act 1989. (1989). Retrieved from http://www.legislation.govt.nz/act/public/1989/0024/latest/DLM149457.ht ml.

Early Childhood Code of Ethics National Working Group. (1995). Early Childhood Education Code of Ethics for Aotearoa/New Zealand. Wellington, New Zealand: Early Childhood Code of Ethics National Working Group.

Rogers, R. (2003). Homelessness and Early Childhood Research. Parity, 16(6), 5-7. Retrieved from             http://library.eit.ac.nz:2294/search;rs=3;rec=10;action=showCompleteRec

Ministry of Education. (1996). Te Whāriki : He Whāriki Mātauranga mō ngā mokopuna o Aotearoa/Early childhood curriculum. Wellington, New Zealand: Learning Media.

Family income causing lack of: food, clothing, hospital visits and quality education

It amazes me to think that although poverty has diminished over the last 30 years we still have child poverty.  A fair go for all children is an interesting report looking at the impacts that child poverty has on children, the statistics in New Zealand, and targets they have to minimalize children who are in poverty. It states in the report that the latest up to date statistics (2006-2007) were that 230,000 children in New Zealand were living in poverty (Fletcher & Dwyer, 2008). That was in 2006 and 2007, from then till now prices have gone up on food, clothing, rent and education however, wages have not and benefits are at a minimum. Unfortunately, it is the children who pay for this, they have a lack of clothes, no nutritional food, have irregular doctor appointments and maybe miss out on quality education. These are the basic needs a young child needs to grow and develop. Think about this in relation to Maslow’s hierarchy of needs

Maslow's Hierarchy of Needs (from let's start thinking, 2012) 

Children need their physiological or basic needs to be met before they can ascend through to self-actualisation. Basic needs would be such things as clean air, food, water, clothing and sleep.  The World Poverty and Human Rights website has a article called Development to Fulfill Maslow’s Hierarchy of Needs written by Charity Magnusen. It states in the article that in order to ease poverty under Maslow’s hierarchy of needs physiological essentials must be met first, a child should have food, shelter, clothing, water and oxygen (Magnusen, 2010).

So, if young children that are in poverty are missing out on the necessities they need to grow and develop, how do you think this is going to affect their education? The Brainwave Trust talks about the first three years of a child’s life. It discusses the evidence that informs us about the experiences and needs that a young child requires for optimal brain development (Fancourt, 2004). Do you think that by allowing children to live in an atmosphere where they lack the main necessities to grow and develop, is going to help with their brain development and as a result, their education? It is interesting to see in the National Government policy under Health: Maternity and Child Health (2011), they state that at primary schools they are providing fruit for children in schools. I suppose this is one way they can help children who do not have the food necessities to grow and develop. What about young children who are in early childhood? The Brainwave trust shows that children need the basic needs and necessities for the first three years of their life! A question to leave this blog with… Should the government increase the minimum wage and benefits for the sake of our children… and even our countries future?

While browsing through the internet today (23 April) I came across this national headline on stuff.co.nz. Social scientist, Professor Darrin Hodgetts from Waikato University has shared his views on poverty in New Zealand. I have found this article very interesting and he has definitely pointed out some concerns for New Zealand's future. Click on Poverty our biggest growth industry - academic to check it out.

References

Fancourt, R. (2004). The first three years lasts forever. Retrieved from http://www.brainwave.org.nz/about/the-first-three-years-last-forever/.

Fletcher, M & Dwyer, M. (2008). A fair go for all children: Actions to address child poverty in New Zealand. Retrieved from http://www.occ.org.nz/__data/assets/pdf_file/0018/4932/OCC_ChildPoverty_070 808.pdf.

Health: Maternity and Child Health. (2011). Retrieved from http://www.national.org.nz/PDF_General/Health- Maternity_and_Child_Health_policy.pdf.

Magnusen, C. (2010). Development to Fulfill Maslow’s Hierarchy of Needs.  Retrieved from http://wphr.org/blog/2010/03/21/development-to-fulfill-maslow%E2%80%99s-hierarchy-of-needs/

Let’s start thinking. (2012). Maslow’s Hierarchy of Needs. Retrieved from http://www.letsstartthinking.org/quickreference/maslow-need- hierarchy.asp

Inadequate housing

It has become clear that children in poverty generally come from families who earn a low income. Therefore, because the family is on a low income they cannot afford healthy living which can have an impact on the child’s well being. This is because a majority of the families that are on a minimal income are living in state housing. Unfortunately, state housing in New Zealand is known to be dirty, mouldy, damp and cold. Consequently, children get unwell and it can cause some serious health issues. Here is a mind map of what came to my mind when I thought about the implications for children from inadequate housing.

A question to ask ourselves is, what do we want for our country in the future years? In the Green Paper John Key states that the “government want what is best for the up and coming generation and what is best for their future”. Although the green paper was written about vulnerable children, I believe that this statement can relate to children that are in poverty also. The World Health Organisation [WHO] gives the government recommendations on what they can do to minimalize poverty. They state that “International guidance on "healthy housing" should be developed to help prevent a wide range of diseases and unintentional injuries that can be effectively addressed through better housing” (World Health Organisation, 2010). In favour of what WHO suggests the national government states in their housing policy that “National will ensure that, by the end of 2013, every state house built before 1978 that can be practically insulated will be insulated” (Housing, 2011). Does this mean that we will see all children living in state housing not getting sick?

Furthermore, when looking at poverty, inadequate housing and the impact this has on children I was drawn to the Ministry of Justice website. This is where I found interesting information about what the committee on the rights of the child, proposed to the state party. They are concluding observations in which they state the areas of concern and recommendations for the state party to discuss. Also, the concerns and recommendations that the committee propose are from previous and current observations. When reading it I came across this recommendation “[T]the Committee recommends that the State party take all necessary measures to provide appropriate support to allow disadvantaged families and their children to move out of poverty in a sustained way while, at the same time, continuing to provide assistance to those who remain under the poverty line” (Committee on the rights of the child, 2011).  When reading this report it made me think about children’s rights. Most if not all young children are wanting the best for themselves however, it is them who cannot speak out. It is interesting to see in the Children’s Commissioner Act 2003 number 14 states “The Commissioner must develop means of consulting with children from time to time for the purpose of ensuring the views of children are taken into account in the exercise or performance of the Commissioner's functions”. This I believe is a good way of communicating with children however, what about young children who cannot speak out are they taking those young children into consideration?

Lastly, The Public Health Advisory Committee (2010) state

“The early years are important because they shape a person’s ability to engage in work, Family and community life. Substantial international evidence shows that adult employment, welfare dependence, violence and ill health are largely the results of negative factors in the early years” (p.vii).

This is infuriating that children who do not have a choice to be in poverty are more likely to have an unsuccessful life. Should all children have the chance to be treated equally no matter what social class they belong too? After all this is not the child’s fault they are in poverty, so why should they suffer? Maybe the government might need to put state housing at the top of their to do list.

References

Children’s Commissioners Act 2003 (2003)  Retrieved from                 http://www.legislation.govt.nz/act/public/2003/0121/latest/DLM230474.html

Committee on the rights of the child (2011). Consideration of reports submitted by states parties under article 44 of the convention. Retrieved from http://www.justice.govt.nz/policy/constitutional-law-and-human-rights/human-rights/international-human-rights-instruments/international-human-rights-instruments-1/procedures-relating-to-the-core-human-rights-instruments-of-the-united-nations/documents-and-other-information-relating-to-the-core-human-rights-instruments-ratified-by-new-zealand/documents-relating-to-the-convention-on-the-rights-of-the-child-and-the-optional-protocols/third-and-fourth-report/NZ%20-%20CRC%20Concl%20Obs%203rd%20and%204th%20reports%20-%2005-02-2011.pdf/view?searchterm=child poverty and the affects human rights.

Every child thrives, belongs, achieves/ Ka whai oranga, ka whai w-ahi, ka whai taumata ia tamaiti (2011). Retrieved from http://www.childrensactionplan.govt.nz/.

Housing (2011). Retrieved from http://www.national.org.nz/PDF_General/Housing_policy.pdf.

Public Health Advisory Committee (2010). Healthy places, healthy lives; urban environments and wellbeing. Wellington, New Zealand: Ministry of Health.  

        

World Health Organisation (2010). Healthy housing - Experts call for international guidelines. Retrieved from http://www.who.int/hia/housing/en/index.html.

History and its complications

While some New Zealanders are living a prosperous life, a lot of the next and upcoming generation - our children in our nation are cold, hungry, unhealthy and are possibly missing out on education. Is there a reason for this? And how, when and why did this start? This you tube clip provides an historical overview of the political and economic decisions that have contributed to child poverty in New Zealand, Aotearoa.

So after watching the you tube clip above was there any questions that went through your mind, or did you find out more information that has changed your opinion about child poverty. From watching the clip, it has opened my eyes to the effect of how globalisation has truly affected our country as a whole, and how this affect trickles down through society and affects everyone at different levels. From what I can understand, it has been New Zealand government decisions and global economic decisions that have had a huge impact on our country. The implications from the decisions that were made, made the rich, richer and the poor, poorer (Johnson, 2003). Therefore, poverty was without doubt going to become prominent in New Zealand .So, why is it that the government who was in reign, did not take a step back to look at the complications that were arising? Furthermore, it has got me thinking about the people that were in poverty. Was the government worried about people in poverty? Moreover, were they not concerned about the effects on children in poverty? Is this because of the ideology of social deprivation, where higher class saw the working class inadequate, and not being able to progress into higher class? Therefore, did they have an attitude of ‘so what, they’re never going to become like us so let’s leave policies and laws the way they are’?

According to Johnson (2003) “The policy shifts since the early 1990’s have largely been driven by ideology rather than a consideration of what might be in the best interests of low income children and their families” (p.9). Therefore, because of the ideology that the government had, there were serious complications for working class children and their families. We cannot ignore the impact that global and national events and decisions have on children. This all relates to Bronfenbrenner’s ecological systems theory model where he believes that global and national events and decisions can have an impact on the well being of the child (Chilton, Chyatte & Breaux, 2007) The effects of these events and decisions have triggered: inadequate housing causing children to have health problems; low income causing lack of food, clothes, hospital visits and education for children. These complications will be discussed in my next two blogs.

A question to leave this blog with… This is history, however child poverty is still happening, WHY?

References:

Awatchfuleye (2011, November 23). Why New Zealand has child poverty [Video file]. Retrieved from http://www.youtube.com/watch?v=JLH2u2uIBhw
Chilton, M., Chyatte, M., & Breaux, J. (2007). The negative affects of poverty and food insecurity on child development. Indian Journal of Medical Research, 126(4), 262-272. Retrieved from http://search.proquest.com/docview/195974257?accountid=39646
Johnson, A. (2003). Room for improvement: Current New Zealand Policies and their Implications for our children. Auckland, New Zealand: Child Poverty Action Group. 

Introduction

Hello, Kia ora and welcome to my blog site. Through my blog site I am aiming to provide information, statistics and research for people like you and me who are interested in the effects of child poverty in New Zealand, Aotearoa. Over the up and coming weeks of this course I will be providing information and evidence from national research, the media and experts to show multiple perspectives about factors that contribute to child poverty. I will also be providing useful links that will be aiming to draw current research and information on the following:

·         The history of child poverty in New Zealand;

·         Family income-causing lack of food, clothes, hospital visits and education;

·         Inadequate housing-causing health issues.

Furthermore, I will be providing critique on the information and evidence that is collected through analysing relevant policies and legislation's. Lastly, I will also consider the pedagogical implications for early childhood teachers, including myself and the effects that child poverty has on the centre including, children, parents, whānau/family and the community.


What is child poverty?

·         “Children living in poverty [are those who] experience deprivation of the material, spiritual and emotional resources needed to survive, develop and thrive, leaving them unable to enjoy their rights, achieve their full potential or participate as full and equal members of society” (United Nations Children's Fund [UNICEF} as cited in Wikipedia, 2012).

Professor Innes Asher describes a practical definition of poverty as inadequate income for:

• Health care (transport, doctors fees, prescription costs, hospital parking
• Nutritious food
• Adequate housing (not crowded, damp, cold or too costly)
• Clothing, bedding, washing and drying facilities
• Education (transport, stationery, school donations, exam fees, and school trips)

This all has an overall impact an children.

(Asher, 2010)

References

Asher, I. (2010). Improving the Poor Health Outcomes for Children in New Zealand - What Can Be   Done? Retrieved from http://www.cpag.org.nz/assets/Health/MIAsherPorrittLecture3Nov2010%20%282%29.pdf

Wikipedia. (2012). Poverty. Retrieved from, http://en.wikipedia.org/wiki/poverty