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