Ekikyere Nyamabondo : The Lazy Frog

     Indigenous storytelling in Uganda plays a big part in early childhood learning. Story telling is part of their education, moral beliefs, history, and culture. Story telling is so important that according to (Gamurorwa, 2004)it is used for early childhood development in their modern environment.

     Through research it was learned that fables, tricksters, tales, legends, myths and other stories are mainly told at night. Their sole purpose is for educating, entertaining and helping to shape character. Storytelling basically will have two themes good and evil.

     Although some may not view storytelling as important study shows that storytelling is very important and should be implemented in the early childhood development program. According to (Gamurorwa, 2004) storytelling in early childhood development promotes physical and social development which includes:

·         Stimulating the child

·         Comprehension

·         Verbal communication skills

·         Preparing children for their role as adults

·         Problem identification and resolution

·         Developing listening skills and improved memorization

·         Increased awareness about indigenous cultural and societal values and beliefs

·         Molding character through themes such as cleverness and intelligence, hard work and bravery, greed and corruption, care for others, discipline and good behavior, and marriage and family life.

     As a child I grew up listening to storytelling and even today children love to hear stories. I was surprised to learn that story telling was viewed so high in the educational part of learning and all the areas that are developed through story telling.

     One of the stories from the study that I would like to share with you is the story of” The Lazy Frog” (Ekikyere Nyamabondo)

Ekikyere Nyamabondo (The Lazy Frog)

A long time ago, there lived a frog that had jiggers in its feet. It was very lazy but liked to eat very much. So, one day its mother said to it:

“Lazy frog, lazy frog.”

“Hm,” the frog answered.

The mother said, “Please go and harvest some sweet potatoes.”

“I am too weak to go,” it answered.

 The mother asked the frog’s sister to go and harvest the sweet potatoes.

Then later the mother asked the frog, “Lazy frog, lazy frog.”

“Hm,” the frog answered.

“Please go and collect firewood,” the mother said.

“I am too weak,” the frog said.

Then someone else went for the firewood.

The mother again asked. “Lazy frog, lazy frog.”

“Hm,” the frog answered.

“Won’t you go at least and fetch some water?”

“I am too weak to go,” the frog answered.

The mother asked the frog to wash and peel the tomatoes, make the fire, cook food and wash the plates,

 but the answer was always, “I am too weak to go.”

 And the other family members had to do all the chores until food was ready to be served.

Then the mother said, “Lazy frog, lazy frog.”

“Hm,” the frog answered.

Please bring your plate so that I can serve you food.”

“Let me try and bring it,” the frog answered.

But the mother said, “I think you are too weak to bring the plate,” and sent him supper-less to bed.

     This study was performed by Ann Barabogoza Gamurorwa a student working towards working towards her master’s degree in the School of Child and Youth Care. I fell her information is noteworthy because she is supported by the staff, Dr. Alen R. Pence, supervisor (School of Child and Youth Care), Dr. Beth Swadner Faculty of Graduate Studies, and Dr. Innocent Najjumba-Mulindua In-country member.

Reference

Gamurorwa, A. (2004). Utilizing indigenous stories in the promotion of early childhood development programs in uganda. (Master's thesis).

http://www.ecdvu.org/ssa/major_reports.php  

Nassau County

Breast Cancer Survivor

    The Department of Health and Human Service issued a report on the Long Island Breast Cancer Study Project. There is reason to believe through research that there is a possibility that environmental factors may have played an important role in the elevated number of breast cancer reports.
     In 1997 16 years ago, I was diagnosed with breast cancer after living in Nassau County, New York for 11 years. There is no one in my family that has ever been diagnosed with breast cancer. I have never smoked a cigarette, drank alcohol, or did drugs. Since it is believed that breast cancer can be heredity and there is no one in my family three generations back that has ever had it how did I get it.

     In one study it was stated that the breast cancer could have come from contaminated drinking water, indoor/outdoor air pollution, aircrafts, pesticides, other toxic chemicals and hazardous waste.

     Over the past 30 years research has been done to try to find out why so many women from Nassau County now have breast cancer.
     Truthfully I can’t explain why or how I was challenged with breast cancer. What I can say is that 16 years later, 7 surgeries, no Chemo, no Tamoxifin, only using what has been put on this earth for the healing of the body I am still here. Through continued research I hope one day there will be answers to these questions. Until then I continue to embrace each day with the positive attitude that “It Is Good 2B Here”

Rererence

http://epi.grants.cancer.gov/LIBCSP/InterimReport/index.html?view=plain#BCStats

My Personal Research Journey

     I have narrowed down my topic to Bilingual and Multilingual. I personal never thought that I would be interested in other languages. Growing up in New York we were introduced to a second language around the 5^th grade. I cannot remember how often we were taught a second language but we had a choice of Spanish or French. I remember taking French from 5^th grade to the 10^th grade and changing over to Spanish. Big mistake I became so confused between the two languages.

     Two weeks ago I had the opportunity to visit the Caribbean Islands and was amazed at how young their children were when they began to learn a second language. Children were introduced to a second language as you as kindergarten and once they entered the first grade they were no longer taught in their native language but are taught English. I found this to be fascinating that these children started so young learning another language.

     In St. Maarten children are taught 4 languages Dutch, English, Spanish, and French. These children start a second language as young as 4 years old. As I traveled through the Caribbean Islands I found it to be consistent that a second language was very important. It is not like they have a choice it is required.

     I have often wondered how children of Hispanic families knew English so well but their parents did not know the language. I learned through travel that by being taught at an early age these children become bilingual and multilingual at a very early age and then become their parent’s translators.

     Through research I would like to eventually know how the United States compare to other countries when it come to a second language. Personally I do not believe that we can compete with other countries who teach their children our native language. At the school I work at we start our students taking a second language at the age of 6^th grade and they only have class twice a week for one period. It bothers me that our children are not even interested in learning another language they often take Spanish Class as a joke.

     As I research this topic I am hoping to better understand where we stand and what can be done if anything to help our children become prepared for the future which will definitely have Spanish as a big part of their lives.