Introduction
The article highlights the association between adversarial youthful experiences during early childhood and interactive challenges witnessed in kindergarten from the perspective of a teacher. The study is relevant and necessary because initial childhood experiences influences childhood decisions which go on to impact or shape the adulthood life (Jimenez et.al, 2016). More so, the swift gradual process of a child’s growth and brain development from birth all through the first five years makes it vital period for examination and study of susceptibility and chance.
Previous researches associated adversarial early childhood experiences with poor medical results (Jimenez et.al, 2016). However, current researches on the same subject matter revealed more than meets the eye, which is, early childhood experiences associated with poor school commitment during their middle childhood and adolescence stages.
In order to generate a workable hypothesis and fulfill or cover issues others studies failed to cover in the past, the research centered on kindergarten cohorts as through them, it is easy to observe and examine the association between ACE and academic skills inclusive of learning, and traits within a kindergarten environ (Jimenez et.al, 2016).
Secondary analysis of data method
The researchers carry out the research through a secondary analysis of data, gathered from delicate families and children reports. The children reports contain birth cohorts’ information from more than 5000 children born between 1998 and 2000 across 20 states in America. Somehow, most children were born out of wedlock (Jimenez et.al, 2016). The longitudinal data groups was made up of postnatal interviews from both mother and father, successive interviews with the same parents one, three or nine years later after the infant’s birth and staying at home with the parents for a certain period of time.
A more comprehensive description entails utilization of data about ACEs on mothers’ 5-year follow up interviews as well as information from teacher’s reports on the final academic kindergarten performance (Jimenez et.al, 2016). Since mothers have the sole responsibility of taking care of their children’s every need, the study required them to provide information on previous exposures as well as past teacher comments on their children in order to give a clear picture of the child and the entire situation.
In terms of sampled study population, the research only considered kids who had teacher remarks and their personal information was in caregiver reports hence making it easy to track their ACE exposures while depending detailed on relevant information that was able to give accurate simplified information (Jimenez et.al, 2016). Simply put, the research depended on highly secondary data form, which was made, and conclusions drawn. Given that, an estimated 98% of the sampled caregivers turned out to be biological mothers, the researchers’ reports labelled them as generic mothers.
Findings
The children‘s educators or tutors were to rate each youngster’s educational abilities during last term of the kid’s kindergarten year based on a 5 point Likert scale (Jimenez et.al, 2016). Likert scale categorized the results based on literacy, science, and socialization areas of their lives. Only one child ranked below average level, which was a good sign. While looking into literacy in detail, the researchers unveiled teacher reports and the ranks of students based on the teacher perspectives and tests during the last kindergarten month
Teachers asked to elaborate on children’s behavior throughout the last kindergarten term via the behavior checklist claimed that children comments or testimonials were false. After summing up results from the three subscales, number one stood for not true, two stood for partly true, and three absolute truth with high scores signifying absolute truth. In the end, 85% of the caregivers or mothers sampled in the research after a five year follow up interviews and 1007 children from the accessible data exposed most the mothers lived with their children. 26% reported that mothers had a romantic relationship with newfound lovers. Half of the sampled children who took part in the interview were Black Americans and only a quarter of the sampled people were of Latinos origin (Jimenez et.al, 2016). However only 27% of the mothers were in marriages before the birth of their children. It is vital to note that socioeconomic features were similar across the board hence not a discussion under the sample collected.
Discussion of the outcomes
In a countrywide urban model, going through ACE commonly related to poor academic performance and interactive results in kindergarten school. In regards to youngsters the absence of ACE, kids with a poor school performance such as learning skills, inadequate attention challenges, social issues, and hostility are more likely to develop ACE, which in turn leads to poor health practices. Based on the vast literature on the issue and the findings from the research unveiled that ACE was linked to poor basic skills for example, language and learning hence leaving a child vulnerable to low academic achievement consequently leading to unhealthy practices (Jimenez et.al, 2016). Attention deficit, societal challenges, and hostility are some of the common aspects related to ACE. Therefore, there are two sides of the same coin. On one side, ACE can directly affect a child’s educational life hence triggering the disruption of social and health aspects of their lives. On the other side, the child can state certain educational aspects can force a child to experience ACE.
Implications
Based on the findings from the research, counsellor would outline their questions based on observed school performance, social and level of attention of the pupil (Jimenez et.al, 2016). Counsellors would also consider the family background and whether the mother of the child has a partner or not. All of above will form a structural guideline that gives a counsellor the actual picture.
Recommendation
While responding to poor performance immediate is a good gesture, assuming and relating it to ACE is out rightly wrong and may lead to a misdiagnosis. Therefore, the right thing to do is observation, then giving the youngster a distance. If the situation persists, then one can go right ahead, initiate an open discussion about the situation at hand, and find a sustainable solution.
References
Jimenez, M. E., Wade, R., Lin, Y., Morrow, L. M., & Reichman, N. E. (2016). Adverse experiences in early childhood and kindergarten outcomes. Pediatrics, 137(2), e20151839.
