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).

 

http://www.bing.com/images/search?q=professional+practice&FORM=HDRSC2

 

 

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.

 

http://www.bing.com/images/search?q=Multicultural+Education&FORM=IRBPRS&=0

 

 

 

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

 

What I Have Learned....

When I think of hope, I think of young children and families overcoming adversities, and day to day challenges, in relation to prejudice, and bias in our diverse and ever-changing world. With faith comes the hope that children will learn tolerance, acceptance, awareness, love, and compassion, with the help of the adults in their lives.

One goal I have for the early childhood field, is to not just have a day or a semester course on diversity and bias, but to provide an anti-biased curriculum that is ongoing, and happens daily. This will children build their own self-identities, and the ability to accept differences, rather than to fear them.

I would like to thank my colleagues for a great semester, full of rich resources, positive responses, and for sharing past experiences, whether they were painful or positive experiences.

 Dr. Klein , I would like to say thank you, for providing us with a course that helped me look back on my own self-identity, being able to reflect on my painful experiences, with biases and prejudice, and the tools to look onward, in building my skills and an educator, who will one day become a professional, at developing an anti-biased curriculum in the future.

Good luck to you all, and I hope to see you, in the next couple of courses towards the end our Master degree journey!

 

Always a friend and supporter,

Cynthia Wright

 

 

Creating Art....

Through out this course, I have learned so much about the importance of multicultural curriculums, prejudice, bias, and equality. Out of all the wonderful knowledge and resources, I have gained through this course, there was one activity on identity, that really helped me get to know who I really am, it helped me visit my past, reflect on the present, and look onward into the future.

 

I Am …..

I am a native of Asheville, North Carolina.

I am from the mountains, where snow seems to linger all year long.

I am the daughter of a retired UPS worker, and a retired Early Educator.

I am the youngest of 7.

I am a child who received hand me downs often.

I am a child who was chosen last.

I am a teenager ashamed of her body.

I am the color of cocoa.

I am a single mother living in subsidized housing.

I am from a culture where it does not offend me to be referred to as “black”.

I am a student, a wife, and a mother of 5 girls, and two adorable fur babies.

I am an individual who lives in a middle class community, and I now own my own home.

I am from Methodists religion.

I am a nurse, psychologists, social worker, and a mother and father when they are absent. I am an Early Educator.

I am proud to have experienced my past, in order to have accomplished so much in my present.

I am…….

 

 

"We Don't Say Those Words in Class!"

 

While shopping in a very popular store, I noticed a family consisting of a man a woman who was pushing the buggy with what appeared to be a young toddler inside, and a young boy (kindergarten age) walking along side dad, holding his hand. I noticed that the little boy was very vocal, he asked his dad a lot of questions about the merchandise on the shelves, after a few questions went by, I could tell by dad’s tone, he was getting a little irritated, because he also asked the boy, to take a break from talking, and just enjoy the trip out of the house.

On the same aisle, there was a woman pushing a wheel chair with a teen-age child wearing a helmet. Facing the shelf, I began looking for an item, I felt a tug on my shirt, and a really loud snorting sound, as I turn around, the woman pushing the wheel chair apologizes, and quietly says; “this is my son, he is autistic, and has drop down seizures, he did not mean any harm”. I looked at the lady, smiled and told her, I have worked with children of all abilities for many years, and that I was an educator, I told her that there has been countless times, I have had to apologize for my children, thinking the isles in the stores were “awesome” race ways. We both laughed, I stated that he seemed like a very happy young man, and excited to be shopping with his mom, I told her it was no need to apologize, and asked her if I could introduce myself , and my girls to her son.

As we moved across the store, the family I spoke about earlier, ended up on the aisle with the woman and her son. I could hear the little boy ask the woman if her son played hockey, and why does he have that big helmet on? The young boy quickly asked the lady, where her sons other arm was hiding. Before the woman could answer the child, the woman pushing the child in the buggy apologizes, and I could hear the man tell his family they needed to hurry or they would be late. What I failed to mention, was that the woman had lost her husband a year ago in a car accident they were all involved in, the woman lost sight in one eye, and her son lost one of his arms.

The messages I feel were communicated by the families’ response to the child, may have been appropriate to them, because they could have possibly felt embarrassed by their young child’s answers, or possibly they were embarrassed for the child in the wheel chair.

By not allowing the child to express himself through questions, and not allowing the mother of the child in the wheel chair to answer, there was the message of; having one arm is abnormal, it is bad, or not okay to want to know why the child is “differently abled, and that it is something that should not be talked about.

 The message this also sends to children, is that all people are the same, and no one is allowed to be different. When we ask questions we can really get to know a person’s story, if they are willing to share it. This young boy did not appear to be afraid of the child in the wheel chair, which leads me to believe, he was genuinely interested in knowing why a child not far from his age is wearing a helmet, why this child only had one arm, and why this child not far from his age, is riding in something that looks totally different from the buggy his mother is pushing.

 

Children are aware of differences in color, language, gender, and physical ability at a very young age. Through my course of study, I have read many research studies about the process of identity and attitude development, based on the facts that children learn by observing the differences and similarities among people and by absorbing the spoken and unspoken messages about those differences.

While learning about differently-abled children/adults in the classroom, an anti-bias educator could display a variety of photographs of non-ambulatory individuals, children that wear glasses, children with physical differences, and photos of children helping other children that may need help waking, or standing. Literature is a great way to help with awareness and understanding, in addition to meaningful discussions about the stories.

 

EDUC- 6357 Week 3 Blog: Start Seeing Diversity

This week, we were asked to view a media presentation on seeing diversity. My initial reaction after seeing the sections on gender and same-sex families, they really resonated to me as an early educator. There were many times within my career that I would sit down beside a child rolling playdoh, and automatically assume she was making a pie, when she explains to me the part she was rolling was the ground to her volcano. When seeing two boys play in dramatic play, wrapping their babies and feeding them, there was an assumption that they were the brothers, when in fact they were playing mother and father.

I was asked to think about my response to those who believe that early childhood centers, should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families.

By providing an inclusive environment where children are exposed to differences in same-sex families, gay or lesbian individuals, we are first ensuring that all families are valued and welcomed.  Secondly, by providing books that illustrate a diverse group of families, we are letting children and families know, there is not a one set model of what a family looks like, and lastly, we are helping children learn to value their own differences, as well as others, and learn acceptance and respect.

 I was also asked to share my thoughts on how I would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child.

I feel that is Important for the families to know that as educators, we work hard and providing an inclusive, safe, and trusting environment for both the children and the families. As educators, it is also our responsibility to provide an anti-bias curriculum, which teaches children the importance of awareness, sensitivity, respect, and compassion, in terms of working with, and accepting others that are different from them.

In many schools there are harassment policies, which protects individuals regardless of their sexual orientation. By educating the families on how we strive at eliminating bias, stereotypes, and prejudice, may force them to re think their views on what type of individual is “suitable’ for educating their children, as well as force them to recognize their own bias and prejudice.

 

 

 

I found a really good YouTube video about 30 minutes, on children of LGBT families, speaking out. https://www.youtube.com/watch?v=Z9xfHqT1HEY&feature=em-share_video_user

 

 

 

Reference:

 Laureate Education (Producer). (n.d.). Start seeing diversity: Gender [Video file]. Retrieved from https://class.waldenu.edu