Reflecting on Learning

Reflecting on Learning

Concerning my most passionate hope for my future as an early childhood professional and for the children and families for whom I work is to become an effective diversity/equity educator that advances the abilities, well-being and quality of life for all the children and families in our program.  It is crucial to understand the importance of the child’s early years as the foundational beginnings to future outcomes and to address the changing demographics we are witnessing in our society.  Diversity involves more that race and ethnicity as we are seeing alternative family structures, those with varying abilities becoming more active members in our communities, diverse sexual orientation, differing socioeconomic circumstances, and an aging population and I believe that everyone benefits from an increased focus on diversity and the inequalities and injustices that permeate our culture.                                                                                             

I work for Early Head Start that serves children and families from low socio-economic circumstances in one of the highest poverty regions in our nation which correlates to a variety of issues and inequities that affects children and families in our program.  I believe to be an effective diversity/equity educator it requires being an advocate for those we serve and addressing any bias or discriminatory practices this includes attitudes against the poor.  Erroneous information and false beliefs against those living in poverty undermine working to find solutions to the problems they face daily and impact wealth and income disparity in our society.  I think we do in truth have a vast responsibility to confront any challenges in relation to diversity and the dynamics of privilege and oppression we encounter as professionals in the early childhood field.   I will make every effort to put into practice an anti-bias approach in the classroom so that “all children and families have a sense of belonging and experience affirmation of their identities and cultural ways of being” (Derman-Sparks & Edwards, 2010, p. 2).                                                                                                                                                                      

I thank you Dr. Sheri and fellow colleagues for sharing your wonderful perspectives and insights.  I am heartened and inspired by what I have learned from each of you concerning your values and beliefs, professional philosophies, and your visions and goals for the future.   I wish each and every one much success in your future endeavors and I believe that you will make an important contribution to anti-bias work. 

References

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children      (NAEYC).

Impacts on Early Emotional Development

Impacts on Early Emotional Development

The area I chose to focus upon is Latin America and the Caribbean.  I have read about some of the issues facing this region and the urgent needs they are experiencing along with geographic proximity are all motivations for my choice.  Latin America and the Caribbean have suffered a succession of natural disasters such as hurricanes, flash flooding, droughts resulting in water shortages, volcanic activity, large-scale fires and the 2010 earthquake in Haiti that resulted in over 220,000 deaths including more than 100,000 children (United Nations Children’s Fund, 2013).  In 2012 amid a series of natural disaster millions in Haiti, Jamaica and Cuba were impacted by “both Hurricane Sandy  and Tropical Storm Isaac which furthered the vulnerability of those living in camps in Haiti, where the population is still struggling to recover from the earthquake and cholera epidemic of 2010” (United Nations Children’s Fund, 2013, para. 2).  There is a great disparity between rich and poor in the region and Columbia in the midst of government and guerrilla tensions has negatively impacted vulnerable populations.                                      

The area is unprepared to respond to such disasters both man-made and natural and exposes the most vulnerable women and children to violence, abuse and exploitation.  As a result nearly 24 percent of young children in the region of Latin America and the Caribbean suffer from the lack of proper nutrition.  As the consequence of severe drought in areas of Latin America it is reported that “94.3 per cent of the indigenous households are suffering from food insecurity.  Sudden-onset disasters or a worsening of the drought has the potential to create a situation of severe acute malnutrition” (United Nations Children’s Fund, 2013, p. 1).                                  

These situations can lead to increased health risks from disease and chronic malnutrition, brutal abuse, abandonment and may cause death.  Traumatic events as a result of “environmental factors can make a child more vulnerable to social, emotional and behavioral problems” (Cooper, Masi & Vick, 2009, p. 4).  Research now demonstrates that trauma can affect all areas of development including cognitive, physical, mental, social, and emotional as well as how the brain grows and develops.  When a young child is repeatedly subjected to traumatic events the brain and body respond in order to survive and the “fight or flight stress response turns on and changes the body’s heart rate, breathing, movement, and brain function.  Unfortunately, the adaptations the child develops to survive in an environment of repeated trauma may become a problem in other environments” (Rice & Groves, 2005, p. 11).  According to Rice and Groves (2005) the traumatized child may show different symptoms such being withdrawn, fearful, or become aggressive and exhibit behaviors that affect relationships with others and regress or fall behind in development.                                                                                                                                                     

The insight that I have gained from this assignment is that all areas of the globe have unique challenges specific to their region that must be overcome for the peoples’ well-being.  It has also stressed the important work that UNICEF is doing for children world-wide.  “We believe that nurturing and caring for children are the cornerstones of human progress” (United Nations Children’s Fund, 2013, para. 2).  I agree with that statement if we are to make progress in this world we must begin by making our children the top priority.  As early childhood professionals we have that opportunity to have a lasting impact on child’s well-being and development by providing a nurturing environment that meets their needs socially, emotionally, physically and cognitively.  We must respect and acknowledge that we have responsibility to the next generation.  

References

Cooper, J. L., Masi, R., & Vick, J. (2009, August).  Social-emotional development in early childhood what every policymaker should know. Retrieved from: http://www.nccp.org/publications/pub_882.html

United Nations Children’s Fund. (2013). About UNICEF: Who we are. Retrieved from http://www.unicef.org/about/who/index_introduction.html?p=printme

United Nations Children’s Fund. (2013). Humanitarian action for children – Latin America and the Caribbean. Retrieved from http://www.unicef.org/appeals/tacro.html

United Nations Children’s Fund. (2013). Latin America and the Caribbean. Retrieved from http://csis.org/files/media/csis/pubs/090422_bliss_healthlatinamer_web.pdf

The Sexualization of Early Childhood

December 7, 2013

The Sexualization of Early Childhood

My reaction to the ideas shared in this reading is I am in agreement with the views presented.  Children are being exposed to sexual and graphic depicts very early on from every forum of media to the exclusion of emotional bonds, feelings, and repercussions.  Children “learn to associate physical appearance and buying the right products not only with being sexy but also with being successful as a person.  Such lessons will shape their gender identity, sexual attitudes, and values and their capacity for relationships…” (Levin & Kilbourne, 2009, p 2).                                       

Providing examples of children’s exposure to a sexualized environment is not very difficult as in our society children are inundated with sexuality explicit media representations.  I don’t watch much television so I am unfamiliar with a lot of the commercials and advertising aimed at children, but my granddaughters were interested in the Bratz dolls which I thought were inappropriate, so I engaged them in a conversation about the dolls and why they liked them and why do they wear very little clothes and fishnet hose.  Other incidents include children singing songs and dancing inappropriately at school.  I have seen very young children talk about someone being attractive using unsuitable terminology.  I have heard a young boy call girls unbecoming language and this was by a child less than three years old—when this was addressed the parents said he has a teenage brother that listens to rap music.  Mainstream media often portray women and even very young girls as sexual objects and physical attractiveness as the source of their value.                                                                                                                                                     

Media frequently depicts those with physical beauty as the good characters and those considered unattractive as less desirable individuals associating physical characteristics with moral attributes.  These portrayals can destroy a child’s self-image when they do not match the stereotypical ideal of beauty and body type.  With the preoccupation of appearance and being thin it can lead to unhealthy lifestyles and eating habits and there is also major gender stereotyping that limits a child’s choices.  The American Psychological Association (2007) research report supports that “sexualization has negative effects in a variety of domains, including cognitive functioning, physical and mental health, sexuality, and attitudes and beliefs” (p. 2).                                                                                                                                                               

I think it is vital to discuss with children the importance of having other interests that does not focus on appearance and that people should not be limited to what is popular. I would stress other points of interests such as sports or hobbies.  It is important to talk to children about morals, ethics, and appropriate behaviors in concrete ways they can understand—listening with open and honest communication to children is vital to counteracting the negative effects of media.  I would also limit the exposure to inappropriate media and help children understand the motives of advertising and strive to instill critical thinking skills concerning the adverse images they are witnessing.  This week’s resources on the sexualization of early childhood have stressed the lasting impact that these detrimental influences can have on a child’s development as their sense of self is still being developed.  It has also brought an awareness of being an advocate for children in regard to this topic and working to ensure that all media are respectful of children with realistic and healthy representations.                                                                                                              

References

American Psychological Association. (2007). Report of the APA task force on the sexualization of girls. Retrieved from http://www.apa.org/pi/women/programs/girls/report-summary.pdf

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating Impacts on Professional Practice

Evaluating Impacts on Professional Practice

I have experienced different biases and discrimination in my life as I am of mixed heritage and grew up in poverty in Southeastern Kentucky.  There are many negative stereotypes associated with being from the mountains and one bias concerns our distinctive dialect which many see as lacking in intelligence and uneducated.  I once was told if I wanted to be seen as a professional I would be required to lose the hillbilly accent.  The media plays a strong role in the damaging image of people from the Appalachian Mountains with statements like it is a culture of poverty and ignorance made by Bill O’Reilly.                                                                                                

In regard to what I have learned about classism and racism and its influence on people’s well-being especially concerning children of minorities or growing up in poverty I realize they receive less in regard to educational opportunities with less well-trained teachers, less effective curriculum, less instructional time, less in available resources such as “well-stocked laboratories and libraries, and less of what undoubtedly is most important of all—a belief that they can really learn” (Gordon & Browne, 2011, p. 535).  Yet, as early childhood educators we must address the “lesses” and strive for equal learning opportunities regardless of economic status, racial or ethnic backgrounds, and cultural differences.  These incidents of prejudice and discrimination have a destructive influence especially as “children learn about their own and others’ social identities through both overt and convert messages” (Derman-Sparks & Edwards, 2010, p. 13).  They add to the loss of cultural pride while perpetrating shame of the mountain culture.                                                                     

Considering how these adverse or negative interactions affect my emotional, cognitive and physical well-being I believe it has made me a more determined person maybe even obstinate and headstrong.  I have used it as a motivator to overcome challenges and preconceived ideas others have of me and my capabilities.  It has also impacted my work with children in that I have a strong desire to see children have “more” regarding their educational opportunities by providing equitable and effective learning experiences.  I want children to be confident in their own abilities and have a positive sense of self and as early childhood teachers/caregivers it is our job to help children by providing them a responsive and caring environment where they can reach their full potential

References

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children

Gordon, A. M., & Browne, K. W. (2011). Beginnings and beyond: Foundations in early childhood education (8^th ed.). Belmont, CA: Wadsworth-Cengage Learning

Observing Communication

Giving an account of the observation it occurred in our home between our granddaughters—Taylor which is nine and Peyton which is seven years old and their grandfather.  They came to visit for about an hour from 6:00 to 7:00 p.m.                                                                                                                                            

Taylor enters from outside very excited about having been to the library.  She said, “I made a poster for the library and they are taking it to the county meeting.”  Poppy said, “What was your poster about?” Taylor said, “It said I love the library; it is my favorite place to go.   Me and Peyton put our hands prints on it and it said let’s give the library a hand.  Poppy I got a great book that you will love.  It is about animals.” Peyton enters the room from outside and she stops and listens to the conversation.  Poppy said, “What is the name of it?”  Taylor, “Smithsonian Natural History the Ultimate Visual Guide to Everything on Earth.”  Peyton gets excited, “Poppy it does; it has pictures of every animal on earth.”  Poppy asked, “Taylor your poster sounds great. Peyton did you go to the library too?”  Peyton, “Yes Poppy, Thursday is Story Timmme!  Poppy sometime if you get in from work early will you take us to the library.”  Poppy, “I would like that.  Poppy loves to read just like you girls and I enjoy going to the library.”  Taylor, “Poppy they have lots of books about golf.  Let’s play a game you say an animal then I will find it in the book.”  Poppy says, “OK….aardvark.”  Taylor declares, “Oh Poppy—that is easy.  Here it is.”  She continues to read facts about the aardvark.  Taylor, “Name another one Poppy.”  Poppy states, “What about a Panda?”  Taylor, “Poppy you need to be more specific.  What kind of Panda, the giant or red panda?”  Smiling Poppy says, “Probably the giant panda.”  Taylor reads about the giant panda.  Peyton says, “My turn next.  Taylor it is my turn.”  So Taylor gives the book to Peyton.  Peyton proceeds to ask questions about the animals.  After about 30 minutes Poppy says, “We need to go back to the zoo when it gets warmer.” Peyton, “Poppy the zoo is open all year.  It is only closed on Christmas.  If you go after 3 you get the next day free.”  Laughing Poppy says, “You girls are too smart for me.”  Their Dad comes to pick them up and everyone gives hugs and kisses and exchange, “Bye. Love you!”                                           

 

In regard to the nature of the conversation during this small group the tone and body language were affirming and effective and demonstrated sensitivity, respect, acceptance, and reflective listening providing each child the space to be their own unique self (Laureate Education, Inc., 2011).  In considering the interactions and exchanges between the three and how they affected the child’s feelings and ideas of self-worth I think both children understood their efforts and accomplishments were valued.  By asking questions and providing specific feedback adults and “teachers can promote children’s thinking and encourage their participation in authentic conversations” (Rainer Dangei & Durden, 2010, p. 74).  I think their voices were heard and their ideas validated as there were expressions of warmth and understanding from both listening and speaking—I dare say I see a trip to the zoo in the near future.                                               

In considering how my interactions compared to those I observed this week are I make an intentional effort to listen and validate the child’s ideas and to expand upon them. I also try to introduce new words to increase understanding and vocabulary in interesting and relevant ways. I enjoy bringing new books, songs, and finger plays into the classroom as I try to encourage language through positive tone and body language and activities to promote a sense of humor—which I consider to be important to everyone’s well-being.  I regard my communication skills with the children in my classroom as one of my greatest strengths.  I enjoy talking with the children and love to hear their thoughts and ideas.  Ways in which I can improve by observing the media presentation this week I realize sometimes I need to slow down.       

References

Laureate Education, Inc. (Executive producer). (2011). EDUC 6358-6: Strategies for Working with Diverse Children [Webcast]. Communicating with Young Children. Baltimore, MD: Author.

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. Retrieved from the Walden Library using    the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site

Creating Affirming Environments

In considering the blog assignment I will be opening my own Family Child Care Home in which I will strive to provide an anti-bias environment where children feel safe, welcome, and supported in all areas of development.  Children will be engaged in one-on-one conversations and interactions as well as group activities to promote that they are valued.   The families will be an integral part of the program with an open door policy and family members will be encouraged to volunteer and share their abilities and talents.  Derman-Sparks and Edwards (2010) convey that “when we reach out to families to include them in every aspect of our program, families feel that they are teachers’ true partners” (p. 42).   Respect and appreciation for individual sociocultural factors will be a priority.                                                                                       

Authentic anti-bias activities and materials will be ongoing and integrated throughout the classroom representing all areas of diversity in attendance and also those not present.  Family presence and involvement, dolls, books, posters, individual photographs, artifacts, and other materials will make visible and portray the children and families in the program (Derman-Sparks & Edwards, 2010).  Children are encouraged to build friendships and positive relations with peers and supportive adults in a warm and caring environment where their needs are meet to nurture trust—the foundation of social and emotional well-being.  Interactive approaches and content will be provided that is relevant and familiar to the children to be consistent with home and families and minimize discrepancies in care and understanding.                                               

Appropriate rules and boundaries with realistic expectations will be part of the setting to foster social and emotional competence, self-regulation and respect of others.  “All young humans must negotiate the transition from total dependence on others at birth to competence and internal control, including learning to regulate their emotions, behaviors, and attention” (Copple & Bredekamp, 2009, p. 12).  Controlling impulses is an important aspect of healthy social and emotional development and vital to becoming a self-actualized individual.                                      

Families will be greeted warmly and information will be exchanged that encourages participation in all decisions concerning their child.  Newsletters and daily logs are provided to keep families informed of the child’s development, special activities, and upcoming events.  These communication forms or daily logs will keep everyone in tuned—child, program, and home and share the clever, cute, and interesting things the children do during the day.  Bulletin boards are exhibited that are easily accessible with information that includes the daily schedule, units of study, menu, and goals we are working on, as well as a place to make suggestions for improvements and matters of concern.  Pictures of families and children are displayed where they are readily visible.  There is a lending library that has books, pamphlets, and brochures filled with information of interest to parents (Laureate Education, Inc., 2011).                                                                                                                               

The environment is set up to be intellectually engaging and to promote exploration and discovery with easy accessible materials and toys.  The child’s interest and skill levels are considering in activities, materials, and setting up the classroom.  Children are provided with choices when possible to best match their individual interests and proficiency levels.  Allowing appropriate choices and encouraging self-help skills instills that they have some control over themselves and someone is confident in my abilities and decisions.  Individual art work is created and displayed which fosters creative expression and intellectual development as they use the materials to articulate their own ideas.  Furnishings are size and age appropriate and indoor and outdoor areas are provided.  The goal of my Family Child Care Home will be to promote a child’s healthy self-image and self-confidence and provide optimal opportunities to build a strong foundation for lifelong learning. 

References

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3^rd ed.). Washington, DC: National Association for the Education of Young Children

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Laureate Education, Inc. (Executive producer). (2011). EDUC 6358-6: Strategies for Working with Diverse Children [Webcast]. Welcome to an anti-bias Learning Community.             Baltimore, MD: Author.

“We Don’s Say Those Words In Class”

 

A time when I witnessed, reprimanded, or silenced a child after he or she pointed out someone they saw as different.  This occurred when my sons were five and seven years old.  My youngest son was fascinated by dinosaurs and his greatest wish was to see dinosaur bones so we scheduled a trip to the Smithsonian Institution National Museum of Natural History and this trip turned out to be educational in more ways than one.                                                                                   

As we were visiting all the tourist areas on the National Mall we stopped at the Vietnam Veterans Memorial.  While there the boys saw a man in a wheelchair and my youngest son said, “Look Mommy at the man in the wheelchair.” According to Derman-Sparks and Edwards (2010) “Most adults have had little experience talking about difference and bias with children.  You may freeze or feel unsure about what to say” (p. 32).  I was afraid the man overheard the comment and I gave my son a look that spoke volumes and shook my head as if to be silent.  I was also afraid of how the man’s reaction would be to my son staring at him and his comments.                                                                               

As we stopped and read some of the names and looked at some of the gifts left I talked to my sons about the Wall and what it stood for.  I wanted them to understand the price of freedom and the Memorial was to honor the men and women that served and sacrificed for our nation.  I wanted my sons to appreciate that their father had served in Vietnam and we were so blessed that he returned home, but many gave the ultimate sacrifice with their lives and these were their names written on the wall—over 58,000.  It was so emotionally touching I cried at the loss of these brave young soldiers.  The man seemed to be going at about the same pace as us and after we moved away from the man I told my sons it was impolite to point and draw attention to his disability and being in a wheelchair.                                                                                                                          

Our last scheduled stop was the Washington Monument and we were in the top and there was the man in the wheelchair also looking at the view.  I was taking turns holding my sons up so they could get a better view out the window.  He invited them to stand on his wheelchair to make them taller to look out.  I thanked him and we began to talk.  I mentioned seeing him at the Vietnam Memorial and he told us he had served in Vietnam and that he was injured.  He said that he had overheard our conversation about their father serving in Vietnam.  Meanwhile, the boys are so excited about the view and being up so high they are climbing all over the wheelchair and he was laughing and pointing out things to them.                                                                                                                      

I told him that their father was unable to accompany us on our trip as he had work obligations and we wanted our sons to especially see the Wall.  The man had watched us reach out and touch the name of my husband’s friend that had died in Vietnam and someone I knew from our hometown and making the imprint of the supreme sacrifice.  We talked about it and what a deeply emotional experience.  I looked at him—truly looked at him what a handsome face.  Why had I not noticed him before as a special unique individual was it because of his wheelchair?  That was a pivotal moment in my life in regard to differences.  When it was time to leave after just a very short time we felt so connected to him so the boys and I thanked him for his sacrifice for all of us.  We sincerely did not want to say good-bye and that is the experience we remember most after all these years—the special man at the Washington Monument.                                                          

The message which may have been communicated to my sons by my response is that it is a subject to be avoided as they are is something wrong with that person.  If we avoid discussing differences with our children, we may in fact be strengthening prejudices that we do not want our children to assimilate.  Our children are “barraged by images and ideas we don't control-on the playground, on television, and in school….even very young children, can absorb the biases they encounter outside of our homes” (The Leadership Conference on Civil and Human Rights, 2013, para. 4).  It is important to realize that experiences and ideas that young children are exposed to shape their values, beliefs, attitudes, and behaviors.                                                                                                                                                            

As an anti-bias educator and mother I can respond to a child’s desire to know more and actively work to have a positive influence on their beliefs and “use these moments: pay attention, ask questions, listen carefully, and then respond as appropriate to the child and the situation” (Derman-Sparks & Edwards, 2010, p. 32).  In listening and addressing questions young children may have about diversity we are beginning a dialogue that will continue as they grow and develop greater understanding.  “The United States is already one of the most diverse societies in the world.   Our children will inherit an even more diverse society” (The Leadership Conference on Civil and Human Rights, 2013, para. 4).  As such it is vital to talk openly to children about differences and help them to understand prejudice and bigotry as it is still an unfortunate part of our society and hopefully our children will the generation to end it.  

References

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children      (NAEYC)

The Leadership Conference on Civil and Human Rights. (2013). Talking to our children about      racism & diversity. Retrieved from            http://www.civilrights.org/publications/reports/talking_to_our_children/