Jenna Wiebe (Blog 7)

            Chapter 7 discussed many different characteristics of children and their families and how this plays a role in determining the educational experience.  The particular topic that caught my attention within this chapter was the topic on children in care, or otherwise referred to as foster children.  This topic caught my eye because I know a family (my husband’s family) who takes in and raises foster children. This family provides a loving, supportive, and caring place for these children to grow up in.  With this in mind, I was still surprised to see the actual statistics of children in care in Canada, as page 203 stated that,“Mulcahy and Trocme (2010) report that in 2007, there were an estimated 67 000 children in care across Canada on any given day” (page 203).  After hearing that number I have to pause and collect my thoughts because I am blown away at the number of children who are faced with this situation.  Further to this topic, the chapter went on to state that, “children in care often suffered from poverty, abuse, neglect, and malnutrition before “detection” by the state.  Malnutrition affects developmental progress in children and can hamper proper growth of the brain” (page 203).  Nobody should have to face these types of issues and living conditions—especially not children.

            Page 204 discussed programs for children in care and mentioned the importance that teachers have in these types of situations: “Teachers are also important sources of guidance to children in care.  Mitic and Rimer (2002) argue that to best help children in care, their teachers need to be kept informed about their living situations.  Similarly, teachers need to be trained about how to be sensitized to the unique needs of this population.  Mitic and Rimer (2002) argue that clear lines of communication and co-operation among social workers, foster parents, and schools are needed to enhance the school performance of children in care” (page 204).  I agree with these statements and feel that teachers who are well informed of students’ situations can better educate and provide support for their students.  Without this knowledge, it is difficult for a teacher to understand the perspective of a student.  As stated above, communication is such a crucial element—especially between the teacher and the guardians of a student.  I believe that in order for students to be successful, the lines of communication between the school and the home need to be open.      

Discussion Question:  As a teacher, how will you keep the lines of communication open between the school and the home?