EDUC-6358: Reflecting on Learning

        My future as an early childhood professional is to help gear young children and their families by supporting effective anti-bias education skills in my community and beyond. More so, anti-bias education offers a wide range of knowledge to promote young children’s success in school. First, as an early childhood educator, I would make sure that every child feels love and comfort in a warm and safe environment. “A basic principle in early childhood work is that when educators treat children as if they are strong, intelligent, and kind, children are far more, likely to behave in strong, intelligent, kind ways” (Derman-Sparks, 2010, p. 1).

       Children are observers of adult’s interactions in society. As a professional, I must listen to young children’s comments and thoughts about their own social identities as well as how they view others cultural differences in the world. For example, a child may say to another child “why her hair black and John’s hair is orange or “why does Henry have no legs and “I have two legs.” Children are trying to make sense of certain things that they see around them. As an educator, it is important to listen to emotions behind what children are saying and make a reply the following day. Let children know that we are all the same and equal in the world.

        Most families and their children go through various disabilities, prejudice, racial identities, and family culture awareness around the globe. Future professionals like me must have respect, a plan, and address these issues that are affecting our children in today’s era. For instance, persona dolls are used to bring children from all diverse cultural backgrounds together. “Stories may introduce diversity beyond what is present in the program, once children are comfortable with the dolls and with diversity within their class” (Derman-Sparks, 2010, p. 50). I call recall working in a school setting where one teacher brought an African American doll to school. She introduced the doll to her class by saying her name is Emily and she wants to play with us. One child said that “I don’t want to play with her she is black. This child was using a form of prejudice and discrimination towards the doll. So, the teacher and I suggested a classroom activity where we used the doll Emily as having a family, hobbies, and food that all the other children loved to do and eat with their families. After awhile the little girl wanted to play with Emily. Professionals can change young children’s minds by promoting positive interactions with families and children in the world. I would like to thank my colleagues who have been very helpful in giving me great insights throughout this course.

Reference

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

EDUC-6358: Impacts on Early Emotional Development

          The area that I chose was UNICEF located in Eastern and Southern Africa. Children in this region are experiencing a measles outbreak due to the Democratic Republic of the Congo (DRC), immunization services have been hampered since 2018 because of poor infrastructure, violence and insecurity, attacks on health centers lack of access to healthcare, shortages of vaccines, and lack of trust in health workers (UNICEF, 2019). Whereas in Somalia children are not attending school because of this harmful outbreak. More so, over 344,500 children have been affected by major flooding in the city of Somalia. Also children are in much need of fresh water, food, shelter and so forth. Children cannot attend school because the flood had torn the schools down.

           UNICEF has donated 6 million dollars to aid in the support for all children in Somalia. From a personal reflection that I could remember is when our state of Mississippi endured an ice storm back in 1994 that took most of our electronic system down. Children could not attend school for weeks. The grocery stores had low percentage of food supplies because there was no energy available. It was cold, but the gas heaters keep us warm. Unfortunately, we received help from FEMA, who supported families with food and clothing.

          From a professional reflection children need our attention and care when it comes to certain disasters around the world. We must make them feel like there is hope for the future. One insight that I gained is that it is important to be an advocate for all children. For example, helping children to find ways to learn from each other, “Remember that respectfully making visible and supporting all of the children’s families is an essential element in nurturing a positive sense of self for each child” (Derman-Sparks, 2010, p. 4). As an early childhood educator it is best to listen to all children and help them to focus on their experiences; especially when it comes to disasters all over the world. Professionals and other important individuals can come together to make children and their families feel love and support in their communities.

References

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

UNICEF (2011). Retrieved from http://www.unicef.org/infobycounty/

 

 

EDUC-6358: The Sexualization of Early Childhood

       My reaction to the thoughts shared in the reading is that everyone has their own ideas and opinions about stereotypes and biases among different people who are categorized in certain groups in society. “In the young children’s classroom, race and gender comes up quite a bit. Children are at an age typically, in zero to five, which is discovering I’m a boy, and I’m a girl” (Laureate Education, 2011). Even though educators cannot grasp the understanding of how to go about reacting to diversity inside the classrooms. More so, in Regina Chavez classroom she overlooks the race and gender preferences and navigates how to connect young children’s development during school.

       “Children are learning lessons from today’s sexualized environment that can undermine the very foundations that they need  in order to grow up to be capable of having caring relationships of any kind, including those relationships in which sex plays a role”(Levin & Kilbourne, 2008). One of my personal experiences that further my illustration of young children to a highly sexualized environment is to be involved in your child’s life and promote a healthier way of teaching children positive outcomes in life. In today’s era social media plays an important role in sexualizing images that result in alcohol, crime, and social actions among young children living in their communities.

         Another personal experience is that children are more in tune with what is going on in today’s society such as the latest fashion, games, cars, and so on. Every child wants a cell phone or an Ipad because they feel the need to have what other children have. “An example of this was evident responses to the display of nude photographs of preadolescent children by renowned Australian photographer Bill Henson” (quoted in Marr and Tovey, 2008).

         One implication that I might have, as an early childhood professional is that sexualized images can limit children’s self-esteem and depression in the world. As an educator, I had a friend with a son that was going through negative consequences of sexualization. He was so ashamed to the point he did not want to go to school anymore. The world has changed due to sexual media content that children follow that leads to damaging a child’s way of thinking in life. One way in which my awareness of the sexualization of early childhood has influenced me is to communicate with every child in my classroom. Also to get children involved in various activities such as golf, soccer, basketball, and etc.

        Sexualization has taught me to discuss relationships with children more effectively because there is so much going on all over the world. For example, the internet has a majority of children viewing it; than any other group of individuals across the globe.

 References

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

Laureate Education, Inc. (Producer). (2011). Learning about fairness: Race and gender. [DVD]. Strategies for working with diverse children. Baltimore, MD: Author.

Levin, D. E., & Kilbourne, J. (2008). [Introduction]. So sexy so soon: The new sexualized and what parents can do to protect their kids. (pp. 1-8). New York: Ballantine Books. Retrieved from http://dianeelevin.com/sosexysosoon.introduction.pdf

EDUC-6358 Evaluating Impacts on Professional Practice

What I experience about child development is that “Every day, in every action, we express our particular group culture and our individual relationship to our culture” (Derman-Sparks, 2010, p. 55). Family culture is what makes us all unique in society. Whether it is our beliefs, religions, rules, or values that makes us who we are as living beings living in the world. More so, children will use their home culture to experience during school; therefore it is up to the teacher to allow children to experience each others cultural differences inside the classroom.

Families respect teachers with the care of their children in school. All teachers create a caring learning community where young children can experience and strive in their educational skills throughout their lifetime. What I learned about “isms” such as classism. racism. gender stereotyping, and other “isms” is that “An ism is about the institutional advantages and disadvantages people experience due to their membership (or perceived membership) in certain social identity groups” (Derman-Sparks, 2010, p. 24). In certain terms individuals do this on purpose and proudly because they think that they are more important than other individuals in society. Many people undergo different isms in the world. For example, it is Emily’s first day in Kindergarten and she is the only black girl in the class. Other children make fun of her because of her skin color. This is a form of racism that needs to be addressed by the teacher and head director of the school.

 As an early childhood professional experiencing one or more of the “isms” in my personal life is that I use to feel uncomfortable and sad because people use to call me fluffy and overweight. They would always say that because I was heavy. I can admit because of such isms and stereotyped remarks made me who I am as a healthier person today. Now I am proud to say that with the help of my family and friends, I have lost over 76 pounds from 260 pounds back then. Today, I encourage young children and families by staying focus and try to avoid “isms” that can lead to disadvantage or advantage consequences for people who are labeled in one or more social identity groups in society. “To achieve the goals of social justice, we need to reform society at the system level.” “We need to dismantle racism. sexism, cissexism, heterosexism, genderism, ableism, classism, and more” (Killerman, 2019, p. 1).

 References

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

Killerman, S. (2019). It’s Pronounced Metrosexual. Retrieved from https://www.itsprouncedmetrosexual.com/2019/04/isms-not-ists/

EDUC-6358: Observing Communication

 One day while vacationing in the Carolina’s, I decided to go to the beach just to relax and spend time looking up at the bright blue sky. There were a lot of people playing and swimming in the ocean. I noticed that a parent was playing with her child making a sand castle near the ocean shore. The bond between them felt compassionate and trusting that they got along well together. “In my experience working with children, the way I know a child is to see their play.” “And the way I can find out about their play is first watch them, and then ask them questions about where they are in their play-mind” (Laureate Education, 2011, p. 1).

The parent and her child listened to one another. The child asked her mother to pass her the sand bucket to complete the other half of the sand castle. They made great eye contact with each other because it helps build honesty and motivates a child’s communication skills in school. What could have been done was that the parent could have helped her child build on her language skills by saying how is the sand on your feet or look at the guards inside the sand castle. On the other hand the child was having such a good time with her mother. They threw sand on each other as they were building the sand castle. Although the child’s part of the sand castle was not perfect like her mom’s, but she still congratulated her child on a job well done. “Children are far more likely to share their ideas and feelings if they know they won’t be judged, teased, or criticized” (Zero to Three, 2016, p. 1). One insight is to encourage play-time often because each child can fully express themselves inside the classroom. What I have learned about myself is to become a good advocate in supporting effective communication strategies for young children and their families.  I think that I can improve my communication skills is by being a better listener, and being respectful towards others feelings.

References

Laureate Education. Inc. (2011). Strategies for working with diverse children: Communicating with children. Baltimore, MD: Author

Zero to Three (2016). How to support your child’s communication skills. Retrieved from https://www.zerotothree.org/resources/302-how-to-support-your-childs-communication

Creating Affirming Environments

As an early childhood educator, my home care setting would be a warm, safe, and secure atmosphere where all children can get along together despite their cultural differences in society. “An anti-bias environment is also culturally consistent for the children and families it currently serves” (Derman-Sparks, 2010, p. 43). My classroom will consist of a big sectional area where families and their children can take photos or work on different projects to place them on the family board. It would be a very helpful curriculum to get to know children and families by describing their culture and where they come from in the world.

I would also invite parents inside to read stories in a language other than their home language to get a sense of understanding each other’s cultural perferences during school.

Furthermore my home care setting would consist of puzzles, dolls, books, and movies. Puzzles would be used for children to place different pictures together. Books would be used to display different family cultures, color, or ethnicity to teach that all of us are equal in the environment. Dolls would be provided for children to dress them up any way that they can by using various skin color, shapes, and texture of any sizes. Children should be able to enjoy and listen to different kinds of music, and play different instruments presented inside the classroom.

By teaching children these effective making materials “So the play, and as we all know, children when they play they recreate life and they learn about life.” “And learn about working together” (Laureate Educattion, 2011, p. 6).

As a professional supporting young children’s learning, listen to them, and learn from their experiences so every child will grow into respectful and honest human-beings living across the world. Create a learning environment that interacts and nurtures the support of all children and their families in school. One element that I  would like to include is to talk with parents about their concerns and displaying interest and hope for their children’s success during school. Although many families may agree or disagree with teachers teaching anti-bias education to their children. All teachers, children, and families must come together to learn and grow to find solutions of supporting each other cultural differences in their communitities. For example, in Rosie’s family child care home, “the older boys are playing too roughly with the babies and toddlers.” “She begins a “Taking Care of Babies” curriculun, which includes a visit from a father who diapers his infant son and feeds him a bottle, reading books such as William’s Doll, and opportunities for children to bathe dolls” (Derman-Sparks, 2010, p. 40).

References

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

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author

What I Have Learned

One hope that I have when I think about working with children and families is that no matter what diverse background people come from; we need to come together to slow down the cycle of anti-bias for the better. “Throughout our lives, we all actively construct our identities in continually evolving understanding of ourselves and others” (Derman-Sparks, 2010, p. 11). Young children need help from loving and caring professionals who are there to meet their concerns about anti-bias education.

One goal I would like to set for the early childhood field is that we all are created equally to love and respect one another’s decisions in the environment. We must reveal and overcome stereotypes that may get in the way of goals and education. 

I would like to thank my colleagues for their positive feedback in responding to my discussion post and blogs, for sharing their thoughts and ideas over this 8 week course, and for being supportive in giving understandable questions that I can use as an anti-bias educator to promote change in young children as well as myself in the future.

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

 

Start Seeing Diversity Truth

Anti-bias comes in any shape, form, and size among people in society.

From mental illnesses, discomfort, trauma, and many other varieties.

Experiencing one’s anti-bias, you must first learn to require your own; social identity in order to know others’ gender trueness. 

Which means that an individuals gender does not change no matter what they do or how they dress.

Only love and be there for them and do not hate.

To cherish their own decisions and isms in the world today.

When we discuss racism/ethnic identities no matter what part of culture you from.

Everyone is equal and should all come together as one.

The ugly unequal feelings that we call bias, always discriminate based on our sexual orientation, gender status, religion, class, and racial identity that everyone can see. 

We need to pull closer and find ways to stop it don’t you agree.

Professionals it’s never to late to teach young children about peace against anti-bias.

The more we discuss we can soon earn everyone’s trust. 

To end the cycle of anti-bias clutch.

Their physical ability and characteristics should not be a problem to bare, but some people treat them so unfair.

The fact that ageism is somewhat of an issue, because people are too old.

We must fight as one to get anti-bias told.

 

“WeDon’t Say Those Words in Class!”

I could recall when I was watching my grandson for my daughter while she was at work. We were sitting on the porch on a windy and pretty day when suddenly a woman walks by my house. Some how the wind became too strong; so her wig blew off her head. My grandson replied by saying “that woman hair fell out.” I was killing myself laughing at him at first, but I told him that it was not nice to talk about people like that.

The communication between the woman and my grandson was that both of them was laughing at each other. The lady even offered to by him some candy from the store. Professionals respond to young children in school by paying attention to what they do, say, or feel inside the classroom. More so, teachers would “examine what you have learned about differences, connection, and what you enjoy or fear across lines of human diversity” Derman-Sparks, 2010, p. 21). Teachers know that understanding their own bias is the key to experiencing young children’s anti-bias in the communities in which they live in.

Reference

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

Gender,Gender Identity, and Sexual Orientation

One way that I noticed that homophobia and heterosexism spreaded throughout the world is that it has become sort of a norm thing in the world that we live in now; even though discrimination still occur in our world. There are movies out which have same sex marriage in it and they also are raising children in their household. Boys and girls are playing with dolls at an early age. There are books out with boys wearing dresses and girls are wearing jeans. “A couple of people said they didn’t think this was an issue for their classroom, because none of the children came from families with gay and lesbian parents” (Laureate Education, 2011).

My response for avoiding childhood centers inclusion of books depicting gay or lesbian is that everyone is entitled to his or her own free will in society. My bible teaches me that God wants a man and woman together, but he also lets us choose for ourselves. 

I would say to that parent/family is that you have a right to take your child out of  this day care center, but people are free to be whatever they want to be in the environment.

I can recall hearing a homophobia term like tom boy used among two children. One day as, I was sitting outside, there were young children coming up the street. One child says to another child “you always dress and act like a boy, you a tom boy and that is so weird.” So the other children made fun of the little girl. The girl felt sad, but there was another child who told the one who said it, to stop being so mean towards our friend.

What I would like to share in areas of discomfort related to children, gender, and sexual orientation is that no one is better than anyone else no matter what they do in the world. Boys or girls just be the best person in whatever you do in the world; whether it is baseball, soccer, basketball and etc.

Reference

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