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F a i r D e a l i n g ( S h o r t E x c e r p t )

Reading: Ch. 9. Families and Poverty (excerpt) (Working with Families)

Author: Shimoni, Rena; Baxter, Joanne M.

Editor: N/A

Publisher: Pearson Addison Wesley Publication Date: 2008 Pages: 163-166

Course: ECED 421 63A 2023W1 Supporting Young Children Through Home, School, and Community Relationships Course Code: 63A Term: 2023W1

Department: ECED

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Families and Poverty

Objectives • To describe the extent of poverty in Canada.

• To examine the factors associated with poverty.

• To examine the effects of poverty on families.

• To examine values and beliefs regarding poverty and the poor.

• To discuss the role of the early childhood educator in supporting children and families who are poor, including the homeless.

When my husband and I first split up, I talked to my kids about the changes that were going to occur. Sandra would no longer be able to wear the same kind of jeans as some of her friends, and we probably wouldn't be able to afford many after-school activities. I would no longer be able to chauffeur the kids, because I would not have a car. My daughter asked, "Does that mean we are poor now?" I answered, "Maybe, in a way, but it doesn't matter because we have each other.” That was four years ago. Now, it is no longer a matter of doing without the extras—now I can't even manage to buy the basic necessities. Now when my children ask me if we are very poor, I say, "Yes." But I can't say it doesn't matter anymore. It does matter. It matters a great deal.

Being poor affects every aspect of family life and every family member. It may mean getting food at a food bank, eating dog food to survive, or not having running water or heating. Being poor often means having only worn-out and inappropriate clothing. For many, being poor may result in homelessness and moving from shelter to shelter. Often poverty results in feelings of powerlessness, shame, isolation, helplessness, and hopelessness. Poverty is a fact of life for many Canadian families. It can have such an astounding effect on family life as a whole, and on the growth and development of chil­ dren, that all professionals concerned about the well-being of children must be committed to addressing the problems of poverty.

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What Is Poverty? The picture most Canadians have of poverty is of sickly children on the edge of starvation. In Canada, however, this scene is not typical. What prevails instead is deprivation in relation to others in society. In Canada, people suffer deeply not because the necessities of life barely exist, but because unequal distribution of income blocks access to Canada’s abundance. Poverty in Canada is not a matter of starving, but rather of begging for food at food banks and shelters (Canadian Council of Social Development, 2006).

Discussions of the poor often lead to heated debates about what constitutes poverty (Roosa et al„ 2005). We hear stories of times gone by when there was barely enough food on the table, clothing was mended and handed down from sibling to sibling and family to family, and brothers and sisters had to share a bed at night: “We all worked hard, didn’t feel sorry for ourselves, and shared the little that we had. We didn’t think about being poor.”

Does poor simply mean not having enough money to meet survival needs (food, clothing, and shelter), or does it mean not having enough money left after meeting basic survival needs to participate in a lifestyle that is viewed as “average” or “normal” in our society? In fact, both are important measurements of poverty. Poverty has an absolute significance (i.e., there is not enough money for food) and a relative significance (i.e., there is not enough money to live as most Americans or Canadians do).

Statistics Canada’s definition of a low-income cut-off (LICO) represents the number of Canadians who spend 20 percent more than the average Canadian of their gross income on food, shelter, and clothing. A family is considered to be in “straightened circumstances” if they spend more than 55 percent of their income on the basic essentials for living (Fogden, 2006).While scholars and governments debate the exact definition of poverty, Canadians are seeing an increase in the number of people relying on foodbanks, an increase in homeless people, and an increase in the number of Canadians who live below the accepted low income cut-off point (Fogden, 2006).

When considering poverty in Canada, we must remember that the statistics typically used involve meeting the basics of food and shelter. Think about how many expenses families have that seem so necessary for a reasonable life that go beyond food and shelter: transportation and costs relating to health and child care are but a few examples.

Attitudes Toward the Poor

cenario Students' Attitudes A class of early childhood students was asked whether they thought that people who lived on social assistance wasted taxpayers' money by drinking, playing bingo, and passing the days watching soap operas. The instructor thought that the students would get angry at her for stereotyping this population, but to her surprise, at least half the class nodded their heads in agreement. She now starts every new class with the same question, and each time receives similar responses from the class. The instructor has realized that teaching facts about poverty is not enough. The assumptions and value judgments made about the poor have to be addressed as well.

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Myths Surrounding Poverty A number of myths are often associated with negative attitudes toward any group of people. A myth in this sense is a widely held belief that is accepted uncritically, even when much evidence to the contrary exists. The prevalence of myths about poverty has in fact interfered with government policy initiatives that have the potential to alleviate some of the problems of poverty.

For example, it is a common belief in our society that hard work pays off—and that if people work hard, they are likely to succeed in life. Perhaps because of these shared beliefs, many people who have never been poor feel at least a twinge of resentment toward poor people. “If only they worked harder or wasted less money, they would be able to make ends meet,” some people say. This feeling is sometimes stronger among people who began their lives in poverty and through hard work have managed to overcome many obstacles to become successful. “If I did it, why can’t they?” they wonder. When children arrive at the child-care centre or school without having had breakfast, all too often a bit of resentment toward the parents emerges. “Don’t they care about their children? If they didn’t waste all their money, the children would not have to come to school hungry.”

Another offshoot of the belief in equal opportunity is the idea that people who are poor haven’t tried hard enough and have only themselves to blame. The poor are often described as passive, unable to delay gratification, and as believing in luck rather than hard work. Yet today it is becoming evident that even in families where there are two wage earners, there are people who live in poverty. In fact, 6.2 percent of two-earner families are living below the poverty line (Beauchesne, 2006).

One of the myths surrounding poverty centres on what we might call the self- sufficient family. If we truly believe that “each family is on its own,” then we have no responsibility to help others. Yet in our society no family is completely independent, and families who lack the means to acquire their basic needs must rely on others for help.

Another myth assumes that families who seek help are incompetent. Underlying this idea are stereotyped notions that the poor are lacking in motivation, or are “deficient” in personal qualities or values. We think, “There must be something wrong with those people,” rather than thinking that there may be something wrong with the economics or organization of our society. However, the causes of poverty are often not under the control of the individual. These causes include changes in economic forces, such as employment opportunities, rising costs of housing, sudden illness or death in the family, or unexpected medical needs. We must remember that a full-time job at minimum wage will not keep a family from poverty, sometimes even with two wage earners in the family (Beauschene, 2006).

A further prevailing myth is the belief that public assistance condones failure or takes away the will to be self-sufficient. We are constantly reading about “welfare bum s” who would rather be on welfare than work. This generalization simply does not apply to many people who require financial assistance.

Many people are familiar with the concept referred to as “the welfare trap.” People on welfare cannot receive continued assistance (such as medical coverage or child care) if they find work. Parents whose first goal is to protect and provide for their children often reluctantly choose to stay on welfare rather than become part of the unprotected group of working poor. The following scenario exemplifies this dilemma.

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cenano Retraining or Regressing? A single mother with three children, aged 1, 3, and 5 years, had been receiving social assistance for a number of years. When she became aware that the assistance included a retraining program, she eagerly signed up for the early childhood education program at a community college. She graduated, got a job, but quit after three months. Her net income, taking into account her child­ care expenses, clothing, and commuting costs, was about the same as what she had received on social assistance. More important to her, she was away from her own young children for most of the day, caring for other people's chil­ dren and coming home extremely tired and stressed. The bottom line for this woman was that she and her children were better off on social assistance.

Another misconception should also be pointed out: the vast majority of poor children in 1988 (more than 90 percent!) lived in families that did not receive partial or full government subsidies for child care. In fact, more than 80 percent of poor households did not receive any form of rental subsidy (Child and Family Canada website, 2006, at www.cfc-edc.ca).

Early childhood professionals will inevitably come into contact with children whose families are struggling with poverty. If educators have an attitude of resentment or blame toward poor people, they will have to overcome that before they can hope to work effectively with these children and their families. The next step is to become educated about poverty in our society and understand the effects that poverty has on families and children. The third step is to learn more about the role of early childhood educators in working with families and children who are poor.

Who Are the Poor? Children Over 15 years ago, the Canadian House of Commons unanimously resolved to “seek to achieve the goal of eliminating poverty among Canadian children by the year 2000. Yet, more than 1.2 million children—one out of every six in Canada—lives in poverty. (This) is shocking for a country ranked among the wealthiest in the world . . . . Canada ranks bronze on childhood poverty . . . with a rate almost six times of that in Denmark” (Conference Board of Canada, 2005 p. 1). Children make up the largest single group of poor people in Canada (Child and Family Canada, 2006; Canadian Council of Social Development, 2006). In the United States, 23 percent of children under the age of 3 are from poor families, while in Canada the rate is over 21 percent (Fogden, 2006).

Racial and Ethnic Groups Poverty is disproportionately high among visible minority groups such as blacks and First Nations (Lee, 2006). When the rate of poverty is disproportionately high among members of a particular ethnic group, there may be a tendency to attribute this to characteristics of the minority groups themselves. Ambert (2006) describes former

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immigration policies in Canada that led to the continued impoverishment of black women. The history of racism and discrimination faced by First Nations families plays a major factor in the poverty faced by many in those communities today. The Canadian Council on Social Development noted that there are real barriers preventing these and other groups from acquiring adequate incomes (Lee, 2006).

A study by Beavon and Cook in 2003 (referenced in Ambert, 2006) pointed out that the United Nations Development Programme consistently ranks Canada as one of the best places to live in the world, but “persons designated as ‘status Indian' and living on reserves” would be ranked seventy-ninth. They have the lowest standard of living of any group in Canada. Infant mortality is significantly higher in First Nations families, and the rate of suicide among First Nations people is two to seven times that of the general population. Moreover, 40 percent of off-reserve First Nations children live in poverty (Ambert, 2006).

Gender and Poverty The relationship between gender and poverty has been known for some time now: “on average, women would earn over $4 000 more each year if they were paid as much as men who hold comparable qualifications” (Lewin, 1999 in Ambert, 2006, p. 133). Furthermore, if women were paid equitably, the poverty rate in Canada could be cut in half. This is in relation to mothers in the workforce (Ambert, 2006). The economic disadvantages to women are exacerbated for single mothers.

Compared to 24 percent of male single-parent households, 45.4 percent of women raising families alone are poor, according to the National Anti-Poverty Organization (2003). Of the single, divorced, and widowed women over the age of 65, 45.6 percent are poor. And First Nations women compare poorly to First Nations men: e.g., an average annual income of $13 000 compared to $18 000, respectively, and this compared with $19 000 for non-First Nations women. As well, 37 percent of visible immigrant women are poor, compared to 19 percent for all women (National Anti-Poverty Organization, 2003). These figures show how many women in Canadian society today face multiple disadvantages.

There is still significant wage disparity in Canada today. "Women make up a disproportionate share of the population in Canada with low incomes” (Statistics Canada, 2006). The National Antipoverty Organization of Canada (2003) reports a poverty rate of 45.4 percent among women who are lone parents, compared to a 24 percent poverty rate in male lone-parent households. This is somewhat higher than the 38 percent estimated by Statistics Canada (2006).

Effects of Poverty Poverty is a complex, multidimensional phenomenon with a wide variety of effects. Bronfenbrenner’s (1979) ecological model is useful for considering the context in which poverty exists. Poverty has profound effects on the home environment, family structure, and parenting. Poor families are at risk for physical and mental health, factors that impact on family functioning and the life course of children (Emerson, 2004; Sobolewski & Amato, 2005). Concerns go beyond the immediate home environment and extend to neighbourhoods, schools, and child care (Ambert, 2006). We will now consider some of the consequences of poverty that may affect children and their families.

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Effects on Families and Communities: The effects of poverty reach individuals, families, and communities. Poverty is associated with poorer health (Kerr & Michalski, 2005), lower participation in the labour force, family disintegration, and increased rates of suicide (Social Consequences of Poverty, 2005). Poor people have less sense of control over their life and work, suffer increased levels of stress, higher levels of depression, and have a poorer ability to take care of their children. When we view poverty from an ecological perspective and consider poor neighbour­ hoods, we learn that “low income neighbourhoods are more dangerous, offer poorer services, and suffer more physical deterioration. In most cases child care centers and schools in lower-income neighbourhoods are inferior” (Evans, 2004).

Effects of Unemployment on Parenting Although many families who face poverty are working families (Beauschene, 2006), the adults in many poor families are unemployed. Unemployment has social and emotional consequences for all members of the family that add to the stresses of poverty. To begin with, unemployment is often a blow to self-esteem. Men tend to blame themselves, and they tend to be blamed by other family members. The unemployed man’s presence in the home all day can cause strain for the entire family. He may be used to being the authority figure, the disciplinarian, and he may go to extremes to maintain this role with his wife and children. In addition, he may be used to being the breadwinner, and the loss of this traditional role will increase the strain he feels.

Effects of Poverty on Children Some have argued that socio-economic disadvantage experienced very early in life is more damaging than that experienced later in life (Lindjord, 2001). Newer studies find that the negative consequences of childhood poverty persist and affect adult well-being (Sobolewski & Amato, 2005). This is particularly true when the poverty is of long dura­ tion, or when it occurs during adolescence (Sobolewsky & Amato, 2005). The negative long-lasting effects of poverty are evident in the physical and mental health of children (Emerson, 2004). Evans (2004) has indicated that poor children experience less social support and have parents who are less responsive and more authoritarian. They are read to less frequently, and have less access to books.

The Organisation for Economic Co-operation and Development (OECD), in a comprehensive new report, “Starting Strong II” (2006), identifies child poverty as a major challenge impacting the attempt to enhance the well-being and education of young children. The report emphasizes the following:

The reduction of child and family poverty is a precondition for successful early child­ hood care and education systems. Early childhood services do much to alleviate the negative effects of disadvantage by educating young children and facilitating the access of families to basic services and social participation. However, a continuing high level of child and family poverty in a country undermines these efforts and greatly impedes the task of raising educational levels. (Copyright OECD, 2006, p. 206)

It is vital for early childhood professionals to maintain the strength-based perspective when working with families who are poor. Many children from poor families, and poor families

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themselves, have shown remarkable resilience and an ability to overcome the significant “odds” against them. And, equally important, we know that the effects of poverty are miti­ gated by factors such as social support, quality schools, and child care (Phipps, 2003).

Homelessness While homeless people face many of the same risks and consequences as other poor people, educators are becoming increasingly aware of the devastation to family life that is caused by homelessness. Life tends to be unstable and irregular for families living in poverty, which, all too often, leads to homelessness for families with young children.

Ambert (2006) describes the homeless as the most destitute among the poor. Most of them have been poor or on the margins of poverty all of their lives. Families are often homeless because of a lack of affordable housing, while some have left their homes because of domestic violence or abuse.

Mothers in homeless shelters report having lost control over their environment and their lives, and have difficulty balancing their own physical and personal needs with those of their children. They don’t have control over the daily routine, and they are unable to be effective parents because of the interference of house rules and shelter staff. Homeless children change schools often and are sick more frequently than other children (Ambert, 2006). They may suffer from inadequate nutrition, and their parents are often too stressed to help and guide them (Ambert, 2006). Homelessness can only be described as an immense trauma that leads to the disruption of social networks, family roles and routines, and emotional stability.

Homelessness continues to be a growing and pervasive problem in Canada, despite some promising initiatives to combat this problem (see www.raisingtheroof.org). The National Homelessness Initiative of the Government of Canada is designed to ensure community access to programs, services, and support for alleviating homelessness (see www.homelessness.gc.ca/).

At any age, being homeless is devastating, but for younger children, homelessness is particularly disruptive. If we consider the developmental needs of young children and the importance of security and consistency in building trust and autonomy, it is clear that the instability of homelessness can be highly detrimental. In short, homelessness not only deprives children of a decent quality of life, but also of most of their future opportunities.

Reducing Poverty In the past, the poor were at the mercy of their families, communities, or charities for assistance. Since about the time of World War I, however, governments in the West have taken various steps to address the problem of poverty.

Campaign 2000 In Canada, there has been an erosion of programs and supports for women and children. Campaign 2000 was established to ensure the implementation of a House of Commons resolution to eliminate child poverty by the year 2000. The goals were as follows:

Chapter 9: Families and Poverty 161

1. Raise and protect the basic living standards of families across Canada so that no child ever lives in poverty.

2. Ensure the availability of adequate housing as an inherent right of all Canadian children.

3. Create, build, and strengthen family support and community-based support to empower families to provide the best possible care for their children.

4. Improve the life chances of all children in Canada to fulfill their potential, so that they become responsible and contributing members of Canadian society.

Source: Popham, 1992.

In 2005 the Conference Board of Canada published the “Report Card on Child Poverty”. It concluded that Canada made no progress in most of the hopes for the year 2000. The report outlined five major benchmarks that would be crucial to the elimination of child poverty in Canada:

• Increasing the availability of good jobs at living wages; raising minimum wages, facilitating the inclusion of immigrants, and providing better protection through employment.

• Creating an effective child benefit system that provides enough income support to keep working parents, including single parents, out of poverty.

• Building a universally accessible system of quality early education and child care to support optimal early development of children and enable parents to work or receive training.

• Expanding affordable housing significantly to end adult and family homelessness and enable parents to raise their children in healthy community environments.

• Renewing the national social safety net, with increased federal funding and increased accountability for provincially delivered social services.

The Role of Early Childhood Professionals As we mentioned earlier in this chapter, our deep-seated attitudes and beliefs about the poor will affect the way in which we understand the problems of poverty and also the short- and long-term solutions that we promote to deal with these problems. As members of a helping profession, we have an ethical obligation to accept and respect people regardless of their social or economic standing. Sorting out one’s personal beliefs about people who are poor is an important first step. Asking the questions listed in the “Examine Your Attitudes” box might help clarify your present attitudes and beliefs.

examine Your Attitudes i.

Do you think that Yes No 1. Families should be self-sufficient? 2. Families that need help are incompetent?

162 Part 2: Facing Family Challenges

3. Government help to families encourages dependence and lack of motivation?

4. Funding social programs to relieve poverty is a waste of money?

If you answered "yes'' to all or most of the above questions, you are not alone in your opinions. "Yes" answers reflect the myths that, as we discussed earlier, are prominent in North American society.

Source: Chafel, 1990.

Understanding and Empathizing Providing support to children and families in poverty requires the ability to empathize with their difficulties. Try to imagine what young children might feel like when

• they can never be sure where they will sleep from night to night; • they go to a child care or nursery school, but don’t know if they will be able to return

the next day; • they have no space or toys to call their own; • they have no consistent routines, may not have clean clothes or the opportunity to

bathe; and • they sense the feelings of hopelessness, despair, and frustration felt by their parents,

and feel helpless themselves.

Now try to imagine what it might be like for parents who may

• be embarrassed about being homeless; • be unable to give their children even the most basic and simple provisions (snacks, a

hot drink, or 25 cents for a hot dog for lunch); • feel isolated and alone; • have no links with or support from their community; • fear having their children taken away from them; • fear being perceived as neglectful or abusive parents; • fear being perceived as vagrants or lawbreakers; • know that many judge them and their children by their appearance; • feel unprotected and vulnerable; and • have no privacy for intimacy with their partner.

It is important not to stereotype homeless people or to make assumptions. The questions above may apply to many people in such a situation, but not to all. It is also wrong to assume that homeless families are dysfunctional. They are enduring highly stressful circumstances, and extended periods of homelessness can indeed lead to family breakdown. We must be very careful not to “blame the victims," but, rather, to understand the circumstances that lead to poverty and homelessness.

For many children who are homeless or poor, the child-care centre or other early childhood program can be a crucial source of stability and support. Recognizing the special needs of children and families in these circumstances can help staff meet their needs in a supportive and sensitive manner.

Chapter 9: Families and Poverty 163

cenano When Jimmy lay down for his afternoon nap, he insisted on taking his favourite toy, jacket, shoes, hat, and snack with him. On some days, there were so many belongings on his cot that there was no room for Jimmy. When the caregiver mentioned this to his mother, she learned that Jimmy's family had been evicted from their apartment and were staying with friends some nights, and some nights at shelters. No wonder Jimmy was clinging to his belongings.

For children living in shelters, every hour can bring a new surprise; change, therefore, can be frightening. Use the information you have read in this chapter to try to imagine what special support you could provide. Think about routine care. Might the child need extra nourishment at meal and snack time? Might she need extra attention to help her settle down at naptime? Would it be helpful to have some extra clothing around should a change be necessary? Is it reasonable to assume that some children who live in shelters will be more hesitant to leave their personal belongings out of sight? Will these children sometimes require more individual time or small group time than other children? A bit of extra thought and planning may go a long way to alleviate some of the stresses that homeless children may bring to the child-care centre.

cenano Sensitivity Pays Off Staff members at an inner-city child-care centre were well aware that most chil­ dren were coming in hungry and that the child care provided most of their nutri­ tional needs. With some extra funding, they started a program in which extra food was prepared for lunch and snacks, and children were encouraged to take food home for a snack for themselves and to share with their siblings. Caregivers were sensitive to the needs of these families. The program was especially successful because poor children were not singled out. All the children enjoyed having the opportunity to take home things that they made or received at the centre.

A homelike environment with many private areas and personalized space with pictures, photographs, and personal cubbies is important to all children but will be vital to children who lack this in their lives outside the centre. Most important is the development of a trusting relationship with a staff member who can anticipate some of the feelings associated with poverty and homelessness, and who is willing to find many small ways to make children feel welcome, appreciated, and safe.

Supporting Parents of Poor and Homeless Children Many parents who are poor will appreciate the support provided by early childhood educators, provided that it is offered in a nonjudgmental and dignified manner. As one parent in these circumstances noted, “The last thing I need is to come to a parent meet­ ing and have someone try to teach me how to be a better parent.” Little gestures, such as having coffee, juice, and a quiet place to sit for a while can make all the difference.

164 Part 2; Facing Family Challenges

Practical supplies like some extra clothing, toys, books, or food for emergency use should also be on hand. Provision of snacks and meals might be a major factor in the selection of child care for families living in poverty.

Scenario Low-Cost or No-Cost Activities Several child-care centres working with disadvantaged children incorporated different ideas that would involve and benefit their families. One centre started a lending library of toys and books for children to take home to ensure that they had stimulating, educational materials there. Another centre organized an exchange of toys, clothing, and other belongings. Each family brought items they no longer used to trade for other items. Families were able to replenish toy, book, and clothing supplies while at the same time sharing resources with other families. Another centre accomplished the same by having a garage sale. This resulted in parents being able to purchase toys, clothing, and items for a token fee, and raised a few dollars for the centre to purchase art equipment. The common factor in all these activities was that families were involved at no extra cost in a manner that did not differentiate between families who were poor and families who were able to make some kind of contribution.

It is important not to assume that poor or homeless parents do not want to or cannot be involved in the program. They can be asked, without placing pressure on them, if they want to accompany the children on a field trip or help with serving lunch. One problem is that parent meetings held during evening hours often require that parents pay for a babysitter. Meetings during afternoon hours, with child care and food provided—if this is possible—are more likely to be attended.

Sometimes the centre can be a focal point for meeting with other parents in similar circumstances, for providing information about services and resources, or simply to provide a meeting place that is safe and where parents will be accepted and respected. This can be a most meaningful form of support. More important, these strategies may become coping devices for the families involved. Sometimes, providing parents with this kind of framework can result in a sharing of resources and mutual support.

In one important study, parents were asked what they wanted preschool personnel to know about their situation (McCormick & Holden, 1992). Below are the parents’ responses.

Consider the Family's Feelings Early childhood professionals should be aware that: 1. Children may be embarrassed about being homeless. 2. Parents may be dealing with many problems in addition to homelessness

and child care (e.g., spousal abuse, depression, lack of support payments). 3. Even parents who may seem distracted really care about their children. 4. It can be very stressful, difficult, and time consuming to have to plan for

and organize transportation every day.

Chapter 9: Families and Poverty 165

5. Many questions asked by staff members make parents uncomfortable (because the reason for the question is not always clear).

6. Children (and parents) should not be asked about absences or length of time in other programs.

7. Requests for children to bring baked goods or other goodies and school supplies often constitute a great hardship for families who are poor. Consider other means of involvement.

8. Being homeless or poor does not necessarily mean that a family is dysfunctional.

Keeping these points in mind will enable early childhood professionals to provide support in a sensitive and unobtrusive manner. Source: McCormick & Holden, 1992.

Tips for Providing a Sense of Security to Young Children

1. Provide a "homelike'' environment with private areas and personal space.

2. Provide consistent routines and preparation for transitions. 3. Assure children that there is plenty of food at mealtimes. 4. Never use food as a reward, punishment, or play item. 5. Provide a consistent place for each child's cot at naptime and extra

attention when needed to help children settle. 6. Provide an appropriate number of toy choices and help children decide. 7. Provide open-ended materials. 8. Ensure that each child receives some individual attention and that all

children participate in small group experiences. 9. Enlist volunteers (when appropriate) to provide more adult-child interaction.

10. Develop a relationship with the children by helping them to feel welcome, appreciated, and safe.

Beyond the Centre At the beginning of this book, we described the family as a system that affects and is affected by other systems in society. The well-being of children is ultimately linked to the well-being of the family, and the well-being of families is inextricably connected to societal factors, such as employment, housing, neighbourhoods, child care, and social assistance. Increasingly, experts in early childhood are pointing out the need to go beyond caring for children and families within the confines of the centre and to advo­ cate actively for the eradication of poverty.

Caregivers should keep abreast of progress on eliminating poverty on a local, provincial, and national level. (Check the websites recommended at the end of this chapter.) There are many organizations committed to reducing poverty in Canada—find one that fits your values and beliefs. This may be through a religious organization, a not- for-profit organization (such as the National Anti-Poverty Organization),or a charity. Early

166 Part 2: Facing Family Challenges

childhood educators could join advocacy efforts through their local and national professional organizations. As well, writing letters to editors, seeking media coverage, and writing to legislators about the problems of poverty are among the more specific strategies. Early childhood professional organizations might try to network with other professions, for example social workers, to develop a broad-based coalition, and could enlist community and business leaders to support the cause. As with any kind of advocacy and activism, early childhood educators must be well prepared and have accurate and up-to-date information at both the local and the national level.

Early childhood professionals must begin to recognize and appreciate the critical role they play in the lives of young children—all children, but especially those children at risk because of the situations they live in. Along with awareness, caregivers must be confident of their abilities and the increasingly important role they play in the lives of children and families.

Conclusion This chapter has explored the many dimensions of poverty and how each of these dimen­ sions may affect families. Poverty has profound effects on family structure and parenting and puts every family member at risk. Families exist within a societal framework and are, there­ fore, affected by their neighbourhood, the available supports, and the quality of child care.

Caregivers can play a major role in providing support to children living in poverty and to their families. Regardless of our own experiences with poverty, our beliefs about its causes, and our opinions about dealing with it, we must acknowledge the urgency of the problem and the need to find solutions for the children in our care and the children of future generations as well.

Chapter Summary • In spite of the wealth in Canada, 1.2 million children—i.e., one child out of every

six—still live in poverty. • Children make up the largest group of poor in Canada. The rates of poverty in First

Nations communities are higher than in any other group in Canada. As well, women, particularly single-parent women, tend to be poor.

• Poverty is a complex and multidimensional phenomenon that affects the physical and sociological health of individuals, parents, and communities at large.

• Poor children don’t do as well as their peers on any measure of achievement or physical and mental health.

• Child-care services can provide support to parents by providing a comfortable, nonjudgmental space for parents to meet and share resources.

• Child-care services can support children who are poor by providing consistency, individual attention, and by being sensitive to some of the special needs of poor and homeless children.

• Early childhood educators should work toward the reduction or elimination of poverty on a wider system level, through individual advocacy and through the combined efforts of organizations and associations that are committed to ending child poverty in Canada.

Chapter 9: Families and Poverty 167

Recommended Websites Child and Family Canada: www.cfc-efc.ca/ Child Poverty and Early Learning and Child Care: www.childcarecanada.org/res/issues/childpovertyandELCC.htm Mapleleafweb: www.mapleleafweb.com/ National Anti-Poverty Organization: www.napo-onap.ca Stats & Facts, Canadian Council on Social Development: www.ccsd.ca/factsheets

1. Write one paragraph summarizing your feelings about each of the following: a) parents who bring their children to the centre poorly dressed and hungry, b) parents who spend social assistance money to smoke, drink, and play bingo, c) parents who are social-assistance recipients.

Now write a brief analysis of your own attitudes toward poor people. 2. Brainstorm ideas about how you could help a child feel safe and secure in your

centre. Review the chapter and list all of the ideas suggested, then add your own. 3. Help a child create a personal space of his or her own by using a cardboard box big

enough for the child to crawl into. The box can by made comfortable with a pillow or rug, have windows cut out, and possibly a “door” for privacy. Take some pictures of the child, family members, and friends, and let the child paste them to the walls. Provide a flashlight, books or tapes, or other objects that will help make the child feel comfortable.

4. Provide a “personal bag” for every child in the program to store his or her treasures. 5. Check your community for resources that may be available for families living in

poverty. Be sure that you check the cost before recommending ideas (e.g., it may be better to recommend a babysitting co-op rather than paid babysitters).

6. Consider ideas for exchanges and sharing that the child-care centre could initiate or be a part of (e.g., clothing exchanges, buying bulk foods, and making meals).

7. Check your local library or bookstore for books that may be suitable for children or their parents.

8. Check the Internet to find groups that advocate ending child poverty in Canada. What responsibility do early childhood professionals have in addressing the problem of poverty in Canada?

168 Part 2: Facing Family Challenges