CHILD DEVELOPMENT AND PUBLIC HEALTH

Measuring Up - A Health Surveillance Update on Canadian Children and Youth

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Infant Mortality

With the exception of Japan, Canada has had the most dramatic decline in infant mortality rates in the past 35 years.

Infant mortality rate is often used as an indicator of a country's state of health development. Infant mortality refers to the death of a live born infant within the first year of life. Rates of infant mortality are usually based on the number of infant deaths per 1,000 live births in any given year, but are sometimes based on the number of infant deaths per 1,000 population less than one year old. Two related terms used to describe infant mortality are neonatal death - the death of an infant under 28 days of age - and post-neonatal death - the death of an infant between 28 days and 1 year of age.
In 1996, 2,051 infants in Canada died before their first birthday.⁽¹⁾ Of these deaths, 1,441 (70%) occurred in the neonatal period and 610 (30%) in the post-neonatal period. The two leading causes of neonatal death were conditions originating in the perinatal period and congenital anomalies. Conditions originating in the perinatal period, which include respiratory distress syndrome, short gestation and low birth weight, accounted for 62% of neonatal deaths. Congenital anomalies accounted for 30% of neonatal deaths. The two leading causes of post-neonatal death were sudden infant death syndrome (SIDS) and congenital anomalies, accounting for 26% and 23% of post-neonatal deaths respectively.
With the exception of Japan, Canada has had the most dramatic decline in infant mortality rates in the past 35 years. In 1996, the infant mortality rate in Canada was 5.6 per 1,000 live births compared with a rate of 27.3 per 1,000 live births in 1960; it has decreased steadily since the early 1960s, tapering off somewhat in the mid-1980s. Figure 1 depicts the Canadian infant mortality rate from 1960 until 1996.
Figure 1: Infant Mortality Rates, Canada, 1960-1996

Source: Bureau of Reproductive and Child Health, LCDC, based on Statistics Canada data⁽¹⁾
Low birth weight is correlated with higher rates of mortality and morbidity among infants. Regional and temporal variations in the classification of live births weighing less than 1,500 g have been reported in the medical literature.^(2,3,4) Analyses of Canadian data have demonstrated that including live births weighing less than 500 g changes the infant mortality rates.^(4,5) From 1992 to 1993, the infant mortality rate, including all live births, increased from 6.1 to 6.3 per 1,000 live births. However, the exclusion of live births weighing less than 500 g resulted in a decreasing rate, from 5.6 to 5.4 per 1,000 live births. An increasing rate of live births weighing less than 500 g during this period, from 5.1 to 8.5 per 1,000 live births, explains this variation and highlights the importance of accounting for these extremely low birth weight infants in infant mortality analysis.
In comparison with infant mortality rates in other Organization for Economic Cooperation and Development (OECD) countries, Canada's rate of 5.6 per 1,000 live births is somewhat high.⁽⁶⁾ As depicted in Figure 2, in 1996, Japan, Finland and Sweden reported the lowest infant mortality rates at 3.8, 4.0 and 4.0 per 1,000 live births respectively; New Zealand and the United States reported the highest rates at 7.4 and 7.8 per 1,000 live births respectively.
Figure 2: Infant Mortality Rates, selected countries, 1996

Source: OECD Data, 1998, except Canada: Bureau of Reproductive and Child Health, LCDC^(1,6)
Data limitationsInternational differences in infant mortality rates must be interpreted with caution as there are significant international variations in clinical practice and in the way live births are classified.^(2,3) Furthermore, even in Canada, there is a lack of consistency in handling live births weighing less than 500 g for infant mortality calculations.
SummarySince the early 1960s, reductions in infant mortality rates in Canada have been dramatic and encouraging. However, there is still room for improvement, as other OECD countries have lower infant mortality rates.

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Unless referenced otherwise, infant mortality statistics are the product of the Bureau of Reproductive and Child Health, LCDC.⁽¹⁾

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This topic is meaningful to me because my husband had a lot of client's who babies died and was diagnosis with Sudden infant death syndrome (SIDS).  He is a Funeral Director and Embalmer.  It has been very interesting trying to understand why so many deaths occured.  I read in Chapter five that infants to 12 months of age should not sleep with their parents are in a soft bed.  This was very interesting to read.  Now it has me wondering how may of the young women allowed their babies to sleep with them on soft beds?  And the time of year the infants die?  I included information above about deaths in the country of Canada.  I was wondering if living some where colder made a difference.  I believe the information can impact my future work by educating young mothers of my students about topic such as Sudden infant death syndrome. (SIDS)  I think it would be good to have a news letter to inform mothers about diseases as well as how to help the progress of the infants development.  I believe just by reading information from their child's school may give them food for thought or even help them help someone else. 

Personal Birthing Experience

I thought I would share the personal birthing experience of my oldest son.  His name is DeMarco Shaun Hudson.  He was born on July 19, 1986.  He was delivered by C-section.  What I remember about DeMarco's birth is being woke up to a room full of people saying the baby heart rate has gone down and telling me we have to perform a C-section.  I chose this example to give because it has been 31 years since the birth of my son and I was interested in the amount of C-section births still being performed.  My thoughts regarding birth is being ready mentally and physcially helps creates the best developing babies.  My thoughts on the impact of child development is being able to offer your child love a stable environment and a loving support system.  The impact of support will play a big role in the expected stages of child development.

The country I chose is France.  I explored the amount of C-section births in France.  Around the same year I gave birth to my son women in France gave birth less than women in United States by C-section.  The simlarities with my experience is as the years have gone on C-section births are catching up with the United States.  The article did not give me any additional insights of birthing.  I was not able to gain any additional information from the comparison in my experience.  Although, it was very interestiing to learn about such decrease C-section births in the same time factor in France compared to the United States.

Examining Codes of Ethics

Ethics Codes

4. We shall utilize collaborative and interdisciplinary research for strengthening linkages between

the research and practice communities, as well as for improving the quality of life of children with

disabilities and their families.

1. We shall demonstrate in our behavior and language respect and appreciation for the unique value

and human potential of each child.

3. We shall strive for the highest level of personal and professional competence by seeking and

using new evidence based information to improve our practices while also responding openly to

the suggestions of others.

I believe upon the principle that learning is most effective and meaningful when the student and teacher contribute and take onwnership of the learning process.  I believe each is a unique individual and must be treated with respect and great care.  I believe the institutional learning environment should create a climate that allows students to be accepted for who they are, and allow them to go as far as they can achieve.  I believe the goal of education is to broaden the mind assist students how to think and educate themselves in oder to be prepared and function in society.  During my professional life I have always seeked up to date information that will help my students achieve their goals.  I will continue to do so throughout my profession.  I am always standing and willing to collaborate with my peers to help other researchers.  I believe strongly in this practice.  This is how we all continue to learn by helping others.

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July 22, 2010

Designing for early childhood education: What works?
An early learning center at Tacoma Community College was built with children, parents and practitioners in mind.
By MICHAEL McGAVOCK
McGranahan Architects

McGavock
We’re entering a period of growth for early childhood education in Washington. Not only did the state create the Department of Early Learning in 2006, the Legislature recently authorized a phased expansion of early learning enrollment.

School districts and other early learning providers will be paying great attention to the growing enrollment in the near future, if not already. We know that more children are coming and additional capacity will needed.

So it seems appropriate to ask: What makes a functional and engaging early learning center?

A comprehensive approach to early learning center design considers the educational priorities of three groups.


Photo by Dane Gregory Meyer [enlarge]
Classrooms are located in secure zones accessible from the main lobby. Parent resources are located outside the secure zone so they can come in early to study while they wait for their children.
First are the young children, supporting their learning in appropriate ways at the very earliest age. Second are the young adults who, as new parents or before they become parents, need to be educated about child development and parents’ important role in it. Third are the practitioners and providers who need to be well educated and updated regularly on the latest research and best practices.

Early learning center designs should have an integrated focus on children, parents and practitioners.

Model for future centers

The new 13,000-square-foot early learning center at Tacoma Community College addresses all three aspects of early childhood education and offers many lessons that will be helpful in planning future centers.

The facility, which serves up to 116 children, includes classrooms for infants, toddlers and preschoolers. There is a resource room where parents can study and consult about guiding their child’s learning progress.

The new center provides a classroom for adults in the early childhood education/paraeducator programs at the college. Observation rooms adjacent to every classroom provide for practicum and field observation opportunities. The center was the first to be licensed by the Department of Early Learning.

Functional design

Beyond the host of compulsory regulatory and accreditation standards that were met, a number of functional strategies created shared benefits.


Classrooms are paired to share storage, food prep and toileting/changing facilities. Each pair of classrooms has a shared project area for messy activities like crafts and eating, with direct access to outdoors.

Observation rooms are located between classrooms and used by the teachers in the center to conference with parents. They are also used by students in the early childhood education/paraeducator programs without being a distraction in the classroom.

A parent resources/study area and the center’s program manager are connected to the welcoming main lobby of the building. All of the classrooms are located in secure zones accessed from the lobby.

Safety and security are paramount considerations, but they don’t have to be obvious or imposing. The facility is sited so parents can easily deliver their child to the center and go further on to campus for their classes. The building is configured in a way that it protects the children’s outdoor learning area from parking and campus pedestrian pathways.

Parent resources are located outside the secure classroom zone so they can come early to study while they wait for their children. There are only two interior security doors and they are easily monitored and controlled from the reception desk.

Nurturing environment

Important qualitative elements of the early learning center design create a nurturing environment for learning.

Indoor classroom spaces have expansive views and direct physical connections to the outdoors. Indoor and outdoor learning areas are treated as equally important. Natural light, natural materials, warm colors and playful design elements contribute to a rich, nurturing indoor setting.

Outdoor spaces stimulate the senses and challenge motor skills with a variety of materials appropriate for preschoolers (hard and soft, natural and crafted, smooth and textured) as well as a variety of slopes and grades to create many distinct areas where children can play independently or in small groups.

Circulation space between classrooms is also treated as learning, social space. For example, children can pick up smells from the kitchen, which is next to an eating/play area.

A sustainable approach

 
Photo by Dane Gregory Meyer [enlarge]
Outdoor spaces are designed to stimulate the senses and challenge motor skills. A variety of slopes and grades create distinct areas where children can play alone or in small groups.
Sustainable design principles employed on this LEED gold project provide a healthy environment for children. Together with Tacoma Community College, the design team employed a holistic sustainable design approach to optimize the health and energy efficiency of the facility.

The building has natural ventilation, daylight to 94 percent of the occupied spaces and radiant floor heating to provide warmth where the children spend most of their day. Through the use of carbon dioxide and occupancy sensors, the ventilation systems ensure fresh air for good brain development and to maximize energy savings.

Enriching young lives

From the earliest times of our lives, the places associated with our formative experiences are a lasting part of our cherished memories. A thoughtfully designed facility leads to greater appreciation of our built and natural environment, an appreciation we hope children will carry with them into adulthood.

TCC’s early learning center was designed to enrich children’s lives long after they move on. The forms of the building are both sophisticated and playful, an acknowledgement of a place for children situated on a college campus.

See more online

Take a brief video tour of the building at www.youtube.com/mcgranahanarchitects. More photos are posted at www.mcgranahan.com. Click on “Work,” then “Early Learning.”
Arriving at the center, children are enthralled with the colorful translucent light tubes infused with daylight from skylights above. Playful light fixtures and ceiling fans are elements that add interest to their quiet times.

Children become explorers in the rich environment outdoors. The abundance of daylight and views to outdoors make a peaceful setting that is appreciated by children and adults alike.

The center is a place that serves all of the dimensions of early learning, in an integrated way for children as well as adults. As we look forward to an expansion of early learning services in Washington state, we hope that this center can be a model for other early learning centers to come.


Michael McGavock, a principal at McGranahan Architects, has focused his career on planning and design for education, from early learning to adulthood.

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Copyright 2011 Seattle Daily Journal of Commerce

2.  NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap

3.  http://www.teach-nology.com/teachers/early-education/

 Early childhood education has long been debated by varying opinions. Some feel that young children belong at home and separate from instruction. Others feel that the ages up to 5 years are the most important years of education. It has been said that this is the time period when the brain does the bulk of its growing. This could mean that the learning process should be introduced during these years.

Results have proven that early childhood education can be the correct choice for some children. There are many phenomenal early childhood learning programs around the country. These programs are sometimes called daycare. They are not, however, daycare facilities of old. Those facilities operated primarily as babysitting services. Today's early childhood offering focus on the learning process along with other important functions.

They assure parents of the safety of their children throughout the week. Along with the time spent in these facilities, children enjoy learning curriculums, play, and socialization. Each of these works together to equip these young children with skill they will need in kindergarten. Some children will certainly progress more effectively than other children. They will advance far ahead of their age group is expected.

Being introduced to the learning process is an important step for these children. They soon embark on a whole new world of learning. These children are not only experiencing normal brain growth, but verbal and physical skills as well. Early childhood education teachers use a variety of techniques for instructing. They use lesson plans, worksheets, and even teacher resources for these young students

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