Evaluating Impacts on Professional Practice

Throughout my journey as an early childhood professional, I have experiences –isms, from children, families, colleagues, and specialists invited in my classroom from within the community.

Sexism occurred with both my male colleagues, as well as male children I work with. The male colleagues, assume that they have to unscrew things from the wall, unload heavy bags of sand, because they do not want me to “break a nail”, or not allowing me to interact in a lesson, that involves constructing of some sort. My young males to have the mindset that, women/girls, cannot lift heavy items, boys can only build, and girls should wear dresses. “ A stereotype is any depiction of a person or group of people that makes them appear less than fully human, unique, or individual, or that reinforces misinformation”  (Derman-Sparks & Edward 2010, p. 46).

Racism resulted as being the only woman of color, working in a very rural area, with individuals who have not had the experience of working with a “person like me”. I would have individuals asking about where I lived, when I told them they would ask if that was a dangerous area to live in. I was asked what types of food I ate, why my hair was so different, and how far I had gotten in respect to my education level.

I find it very enriching, when young children ask such questions, because I know they are asking out of curiosity, and it makes for great discussion and teachable moments. “More than mere curiosity, sometimes children’s questions, comments, or behaviors indicate an underlying stereotyped idea, discomfort, or rejection about human differences” (Derman-Sparks & Edward 2010, p. 32).

 

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Reference:

Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC

 

EDUC- 6358- 1 Observing communication.

For this week’s blog, I was asked to observe an interaction between an adult and a child communicating. Since most of my time is spent behind the toddler/two year-old doors, I decided to observe in the preschool class.

The encounter I observed was between the teacher and a five year-old girl, both standing on the porch looking onto the playground. I heard the child ask her teacher why the rain boots that were inside a plastic bin, always stayed out on the porch. The teacher looked at the child, and said; “I don’t know, I guess because they are muddy”. The child looked up at the teacher and said;” last week they were clean, how did they get dirty? Was it from being out here?” The teacher looked down at the child, and pushed at her shoulder, “we did an activity, the day you were absent” she then told the child to find an area to play in. In this week’s media segment, Lisa Kolebeck philosophy in regards to communicating with children is as follows; “Sensitivity, respect, acceptance, reflective listening, and providing the space for each child to be her unique self” (Laureate Education, 2011). The teacher displayed a lack of respect, by providing short answers to the child’s questions, there was also a lack of sensitivity displayed by the teacher when she told the child that she missed an activity, while using the “muddy” boots, when the child missed a day at school. It was clear the child was interested and concerned about the “muddy” boots. And from observing the child’s non-verbal cue, as she was pushed away, seemed sad, disappointed, lost, and lonely.

During my observation, I first could not help but to think, how much dialoguing could have happened between the child and the teacher, even in such a brief one on one moment. Even if there was no communication between the two, the teacher could have helped the child by helping her to engage in an outdoor activity.  As the child asked the teacher the first question, the teacher seemed as if she did not want to be bothered. After the child stated that the boots were clean the week before, at that point the teacher could have reversed the conversation, making it more inviting, by asking open-ended questions, about the “mysterious muddy” boots.

The end of the observation for me was after the final comment made to the child, that there was an activity that took place using the boots, when the child was not at school, as well as pushing the child off, telling her to find a place a play.” Sociocultural theories suggest the power of language to convey and construct meaning. Because Language has cultural and psychological functions communicating and thinking—teachers' words and the way they use them create meaning for children as well as for themselves” (Mercer, 1995).

Children are often interested and curious about things in their environment. In this particular scenario, the class generally takes hikes on a certain day of the week. The young girl that stood beside her teacher was absent the day of the hike, due to a fever. What particularly made this hike day special, was the amount of rain, and mud accumulated, making for not only a hike day, but mud day! As the educator receiving this child’s questions, I would first come down to the child’s level, so that she will know I am listening. I would use patience in trying to help find an answer for her questions, and involve the child in the conversation about the hike days she was able to participate in, to ensure that yes, you missed that day on the hike, but there are more to come, as well as more opportunities, for a mud a mud day.  

 

Reference:

 

Laureate Education, Inc. (2011). Strategies for working with diverse children: 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

EDUC- 6358-1: Creating Affirming Environments.

When creating my anti-bias environment within my home childcare center, I would first keep in mind that; educational environments which display differences and diversity within a child’s community, helps engagement, promotes respect for others’, enhances compassion, and empathy among peers, as well as provides comfort in families knowing their child/children are in safe, non-judgmental, inclusive learning environment. “ The toys, materials, and equipment you put out for children; the posters, pictures, and art objects you hang on the wall; and the types of furniture and how you arrange them all influence what children learn” (Derman-Sparks & Olsen Edwards, 2010, p. 43).

 In this week’s media segment; Janis Keyser mentions how; “the way teachers think about children, the way they perceive them, the things that they believe about children, effect everything they do with children. They affect their interactions, the planning, the environment, the curriculum” (Laureate Education, 2011).   My childcare home will first include; natural colors on the walls, and large windows that will display a great deal of natural lights. Photographs of children and families will be posted on the walls at the children’s eye level, the literature lining the book shelf will include people from diverse religions, race, people of different abilities, and families from all structures. Games and puzzles provided will also display a diverse group of children and families, individuals in neutral “gender roles”, foods and homes from different countries.

My art center will include paints of every color, including Multicultural Tempera paints, which will allows children the freedom to explore shades in relation to their own self, or their peers. I will also display mirrors throughout the room, children will be able to see themselves, and notice any emotions they may be experiencing throughout the day. Music and movement is so important to children’s full gross motor range, as well as provides exercise for each child. I will provide a diverse genre of music, ranging from children’s songs, to classical, jazz, and so on. Children will be able to hear different rhythms, beats, and instruments in the songs, they may not ordinarily be exposed to.

Finally, my dramatic play center will include pictures of the children in the classroom ( in addition to family photos),engaging in materials, art, books, or just photos taken as they dress up in the clothing, hats and shoes I provide. There will also be posters of random individuals, such as elderly, differently abled, individuals with glasses, and posters of foods from other countries, in addition to play foods the children can actually manipulate. Baby dolls of all ethnicities, and abilities will be provided, as well as blankets, and materials necessary to care for a baby. “Our understanding of anti-bias issues shapes how we put curriculum together each day. Just about every subject area in the typical early childhood program has possibilities for anti-bias education” (Derman-Sparks & Olsen Edwards, 2010, p. 47).

I created my center environment because I want it to promote respect, inclusiveness, and also to provide a peaceful, and loving community. Inside of this community, I want to provide an environment where children will learn about diversity through exploration, peer engagement, family involvement, and experiences through hands on materials.

 

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References:

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

 Laureate Education, Inc. (2011). Strategies for working with diverse children: Building on children’s strengths. Baltimore, MD: Author