Every child wants to be with his mother. This year, more than any other, my classroom has a number of children that are isolated from their biological mothers. All of these children have other family members that have stepped in and assumed the responsibility of providing care and a supportive environment to nurture their growth and development. Two of the girls have been adopted by their current family.
In the classroom there are a number of ways these feelings of isolation and/or abandonment are exhibited. One little girl, who was taken from her mother and placed with her grandmother, is very reserved and at times withdrawn. I must be sure to always speak directly to her by name to draw her in to our activities and make frequent eye contact. Another child constantly calls out my name for attention. In the mornings he is always right by my side during circle, we hold hands for 20 minutes during that time. Another girl is very emotional and sensitive. She will frequently cry and I have to help her work through those emotions.
Understanding child development and the critical social emotional growth my Kindergarteners are experiencing helps me to be patient with them. It also makes me wonder about children in other parts of the world that are experiencing the isolation because of their mother dying of Aids. The website Kenya-Advisor.com estimates that “everyday 700 people die of AIDS in Kenya and there are an estimated 1 million child orphans due to AIDS in the country alone. In other cases, mothers have abandoned the baby somewhere because of extreme poverty or being single.”
Orphans in Kenya are being cared for by institutions and family members or neighbors that can take them in. The Berger (2009) text explained that children raised in institutions during the early childhood years can have a lower IQ than their counterparts.
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.