Blind to Poverty?

In the world of early childhood we search out to find other professionals in the field who we can collaborate with, share stories with, and ask for help when needed.  Those professionals can be right in our own backyard or all the way around the world.  Sometimes, things that seem to affect everyone, surprise us when it doesn't.  Does that mean it is not apparent, or just not seen?  If someone were to ask you to tell them about the specific issues of poverty you have seen in your area, how would you respond?  Is there poverty around you and what does it look like, how is it measured, what draws the line?

In an article titled Measuring Child Poverty released by the United Nations Children's Fund (UNICEF) http://www.unicef-irc.org/publications/pdf/rc10_eng.pdf  it shows how many children continue to go without in life, even when they may live in a country who has the ability to do something about it.  The article shows terrifying facts that there are tens of millions of children living in poverty in some of the world's richest countries. The table on page 3 shows 35 countries that are economically advanced.  The United States ranks second with the highest percentage of children living in relative poverty (23.1%) among all 35 countries. Relative poverty is defined as living in a household in which disposable income, when adjusted for family size and composition, is less than 50% of the national median income.  Do we see and recognize how many children around us are in need of help or lack the benefits many of us enjoy?

How do you measure poverty?  If I asked you if children were considered living in poverty if they didn't have all of these basics: enough food to eat, adequate clothing, a dry home, an indoor toilet, hot water, and a bed to sleep in, most of you would answer "Yes".  I see children in these situations every day.  For some children, when I send them home from child care, I know they have eaten their last meal of the day until they return tomorrow and I pray for them over the weekends that they will have something to eat.  I use community resources and I find them household furniture, clothes appropriate for the weather, and other needs.  But let's take a look at another side of poverty.  Read through this list of 14 things and tell me that if a household cannot afford 12 out of 14 of these things, would you consider them in poverty?

1.Three meals a day

2.At least one meal a day with meat, chicken or fish (or a vegetarian equivalent)

3.Fresh fruit and vegetables every day

4.Books suitable for the child’s age and knowledge level (not including schoolbooks)

5.Outdoor leisure equipment (bicycle, roller-skates, etc.)

6.Regular leisure activities (swimming, playing an instrument, participating in youth organizations etc.)

7.Indoor games (at least one per child, including educational baby toys, building blocks, board games, computer games etc.)

8. Money to participate in school trips and events

9. A quiet place with enough room and light to do homework

10. An Internet connection

11.Some new clothes (i.e. not all second-hand)

12. Two pairs of properly fitting shoes (including at least one pair of all-weather shoes)

13. The opportunity, from time to time, to invite friends home to play and eat

14. The opportunity to celebrate special occasions such as birthdays,name days, religious events etc.

 
Are these things not considered normal for children living in a developed, wealthy country?  Do these things play a role in our children's ability to learn, in the family's position to being involved in their child's education, and in the outcome of these children to grow up being contributing members of society?  I can see how easy it is to argue the idea of whether or not children really need books, games, and leisure activities at their disposal.  Isn't it enough that they have clothes on their backs and something in their stomach?

Are we blind to the different realms of poverty around us?  Where will each of us draw the line to determine when it is our place to help and when we feel they have enough? 

In a brief contact I had with Jon Swain, researcher in the National Research and Development Centre for adult literacy and numeracy (NRDC), and 0.5 in the Doctoral School as the Programme leader for the MPhil/PhD in London, he relates he hasn't come across families and children in poverty.  In his 20 years as a primary school teacher and in years of research in adult literacy, his programs don't seem to attract those living in poverty.  Why would this be?

Is it because poverty is not around him?  The earlier mentioned table shows the UK as having 12.1% of children living in relative poverty.  Certainly they are doing better than the U.S. with their number of children almost half, but it is still high.  Could it perhaps be that it is just not seen or that individuals view poverty differently, or that those who find themselves in these situations of extreme or relative poverty tend to shy away from participating in such activities that would bring attention to their situation??  Do children perform differently and families participate in the community differently when they are in poverty?  Is there any coincidence that Finland, one of leading countries in education also is the second to lowest of children living in relative poverty, at only 5.3%?

Sometimes, even professionals in your field work with a demographic of people that don't fall in the area you are studying about.  Perhaps as I continue to study other trends and aspects of early childhood, my contacts will be able to share more experiences.  In the meantime, let me pose the question to others who may read: Are we blind to Poverty?