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Assignment Task Part 2

Adopting the lens of an advocate for an early childhood policy organization,

Respond to two or more your colleagues’ postings in the following ways:

· Write a 200-word response on Seeking clarification regarding factors that are most likely to support resilience.

· Write a 200-word response on Identifying potential collaborative efforts that can most likely influence positive outcomes.

Cite appropriate references in APA 7 format to substantiate your thinking. Please use intext citations.

Colleagues Responses/Posts:

Colleague Response#1 – Stacey Shipp

Top of Form

Resilience is the capacity to adapt successfully to difficult situations that threaten system function, development, or life (Masten, 2014). Children worldwide are threatened by adversities that will alter concerns to their development (Masten, 2014). The effects of childhood resilience started to be documented and researched after World War II (Masten, 2014).  Resilience is the fight against a crisis such as a natural disaster, violence, abuse, or separation from loved ones (Pizzolongo & Hunter, 2011). It is essential to help children establish levels of resilience because it helps children overcome adversities in life (Pizzolongo & Hunter, 2011).

Resilience is fostered through relationships.  Resilience can be promoted by producing protective factors against the adverse effects of stress and trauma (Pizzolongo & Hunter, 2011). Early childhood is a time to help children build strength by helping create a supportive foundation where they can develop skills and resources needed to adapt to adversity (Pizzolongo & Hunter, 2011). Resilience can be detected already in preschoolers, with traits being that they can be autonomous and ask for help when needed (Pizzolongo & Hunter, 2011).

As early childhood educators, we need to help support and strengthen resilience and provide environments. that promote positive relationships with children. Fifty percent of mental disorders begin before the age of 14 years old (pod).  Therefore, we must focus on building resilience within children, and the earlier, the better!  Children need environments that have high expectations but are caring and supportive (Pizzolongo & Hunter, 2011). Children need to feel trust in their environment before they can begin to trust themselves. Therefore, environments need to be supportive and positive places where children feel safe, connected and supported.

As a first-grade teacher, I understand that the connections that I make with the children in my classroom will help them feel cared for, safe, and supported.  Focusing on emotional development will allow me to help build resilience.  We can support children struggling with adversity while also promoting resilience by creating a nurturing and caring environment.  For example, anxiety and depression can be prevented by listening to children and helping them handle limiting fears (Podraza & Brackin, 2020). Building connections with children will give them tools to cope with adversities (Podraza & Brackin, 2020). As an early childhood professional, I plan to continue building and making connections with the children in my classroom.  I can do this by creating trusting relationships where all feel safe.  Establishing a classroom community, will also give all classroom members a foundation to support and care for each other.  

 

Resources

Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 

85(1), 6–20.  https://doi-org.ezp.waldenulibrary.org/10.1111/cdev.12205

Pizzolongo, P. J., & Hunter, A. (2011). I Am Safe and Secure: Promoting Resilience in Young 

Children. YC: Young Children, 66(2), 67–69.

Podraza, D. J., & Brackin, D. M. (2020). Elementary school social workers’ perspectives on the 

development of resilience in early childhood. School Social Work Journal, 44(2), 67–91.

Bottom of Form

Colleague Response #2 – Gloria Fleming

Children experience life-altering adversity in their lives at a young age that can make a significant impact forever. In the early years, children may be exposed to violence, abuse, neglect, death, or parents' separation or divorce. These exposures typically happen in their homes, at school/daycare, or in their community. Having the ability to thrive and overcome these challenges comes from children developing the skills needed to be resilient. Research shows that parents, teachers, and caregivers can help build resilience in children by making connections, maintaining a daily routine, teaching self-care, setting goals, nurture positive self-view, helping keep things in perspective, providing opportunities for self-discovery, and accept change around them (American Psychological Association, 2020).  Helping children foster resilience is a personal journey that parents, caregivers, and teachers must help children develop the skills need to ensure they are ready to handle life-altering events and come out on the other side with minor damage.

Children can overcome adversity and adapt to disturbances that threaten system function (Masten, 2014). Resilience can are taught through a gradual process that requires a knowledgeable adult to teach skills and strategies to face challenges in their life. Children should start learning resilience at home first; then, educators help foster those skills by providing an environment that helps build children's confidence. The skills that children learn will help them sense, recognize, adapt, and absorb variations, changes, and disruptions in their lives (Fraccascia et al., 2018).

Research also shows that children need to be provided with positive and supportive relationships and environments to develop the foundations and skills needed for healthy cognitive, social, emotional, and physical development (Pizzolongo & Hunter, 2011). As an educator, providing an environment that is safe, secure, and structured is the start of building resilience in my students. Helping my students feel valued, listened to, and supported will give them the skills needed to build confidence in their ability to thrive and overcome obstacles in their lives. To help my students, I must love and support their families. By welcoming them inside the classroom and building positive relationships with them, they are more likely to communicate with me about stressful events and engage with their child more in a positive manner. 

References

American Psychological Association. (2020). Resilience guide for parents and teachers. Resilience Guide for Parents and Teachers, 1–6. https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=1&sid=09c2c177-6de3-4d6a-b0cb-6c34330f8c82%40pdc-v-sessmgr01

Fraccascia, L., Ginnoccaro, I., & Albino, V. (2018). The resilience of Complex Systems: State of the Art and Directions for Future Research. https://doi.org/10.1155/2018/3421529

Masten, A. S. (2014). Global Perspectives on Resilience in Children and Youth. Child Development, 6–20. https://web-b-ebscohost-com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=1&sid=76d97b19-4ef3-4e19-a84d-4406ecf02814%40pdc-v-sessmgr03

Pizzolongo, P. J., & Hunter, A. (2011). I Am Safe and Secure Promoting Resilience in Young Children. YC: Young Children, 1–4. https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=2&sid=8234578b-49fb-47a4-9c94-aaf858005116%40sessionmgr103

Colleague Response # 3 – Hannah Luckado

Resiliency plays a tremendous role in societal functioning, indicating a need for raising resilient children. The study of resiliency is relatively new and did not appear in research until World War II, a time when the nation was suffering. It was not until this time that scientists and researchers began connecting child development research with theories surrounding resiliency (Masten, 2014). During this time, a critical relationship between resiliency and healthy child development emerged. It was determined in early research that resilient children who were adequately supported by or had a trustworthy adult to lean on in challenging situations were more resilient than children who did not (Masten, 2014). Historically, resiliency has been challenging to study because the measures of resiliency can be subjective. For example, researchers may have differing opinions on defining resiliency or disagree on best research practices while studying resiliency. Despite differing views, the promotion of resiliency from birth is a significant contributing factor to societal strength.

Educators, parents, relatives, and many more individuals share responsibility for fostering resiliency within developing children. Resilient children can adapt calmly and quickly to changing and/or stressful situations. These children hold high expectations for themselves and others, are aware of the world around them, and may reach self-actualization in their adult lives (Pizzolongo and Hunter, 2011, as cited in Breslin, 2005). Raising resilient children requires ample opportunities to explore the world in safe and secure environments. Proper nutrition, adequate exercise, and being a trustworthy role model are crucial for fostering resilience within children (Pizzolongo and Hunter, 2011).

Overall, recent research agrees that resilient children are the key to leading successful and happy adult lives. Current research supports the claim that resilient teachers are the best way to foster resilience in young children (Damico, 2020). This does not mean parents are not responsible for promoting resilience, but teachers are the best avenue for this promotion. I agree with these findings. Ironically, every staff member at my elementary school is currently enrolled in a trauma-informed certification course in which its vital component is resiliency. Learning about the power of resiliency holds significant implications in my profession. Resilient teachers are far less likely to face burnout and are more likely to model for and foster resilience within their students (Damico, 2020). Resiliency is key to surviving and adapting to the ever-changing complexities life throws at us.

References

Damico, S. (2020). The resilience cascade: The best way to promote resilience in children is to foster resilient teachers. Childhood Education, 96(1), 54–57.

Masten, A. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6–20.

Pizzolongo, P. J. & Hunter, A. (2011). I am safe and secure: Promoting resilience in young children. Young Children, 66(2) 66-69.