Creating Affirming Environments

An environment rich in anti-bias materials invites exploration and discovery and supports children’s play and conversations in both emergent and planned activities (Derman-Sparks &Olsen, 2010).

Presenting anti-bias education is important when working with diverse children and families. We live in such an ever changing world; therefore our early education programs need to change as well. Families need to see that their cultural is being presented and welcome in our early education programs. An anti-bias environment is also culturally consistent for the children and families it currently serves. In other words, anyone who is in your program at the time should feel comfortable (Derman-Sparks & Olsen, (2010).

Children and Families have questions like; does this place remind me enough of my home and my community that I feel belong here and will be cared for and safe? And this is the type of environment that early education programs should present to them.

In my classrooms, I try to implement a first bias-free environment, while demonstrating diversity throughout the classrooms. In my library area, I have books, and posters that represent families from all over the country and books that illustrate diversity. In home /family living my dolls represent diversity and the play foods are generated from American, Asian to Mexican foods.

My Family communication board represents all of my children families and culture’s. Families can also see our daily calendar that have the menu of what children are being served each day. I also pass out family communication sheets daily to give families a general idea of what children are doing throughout the day. My music area has pictures of children of different cultural backgrounds singing together, and music of diverse children. I even brought a song in that states, “We are children that comes from all around the world; Black and White, girls and boys.” In my block area, there are diverse children, men and women representing different cultural groups. When children see other cultural groups other than their own, they learn the meaning of what it is to be different is really about.

The resources inspired me to be more aware of demonstrating an anti-bias environment. As an early educator, I have learned that all families want and need is for their children to be in a loving, safe and welcoming environment and every early child care program should offer these type of services. And because children bring differences and such uniqueness to early education programs, educators must be able to promote these differences, not just demonstrated in the classrooms but also in teaching an anti-bias curriculum.   

Resource

    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).

"Welcome to an Anti-Bias Learning Community".  Laureate Education, Inc. (2010). 

Week 8 Blog: What I have learned

One hope that you have when you think about working with children and families who come from diverse backgrounds

I hope to have a positive impact on the lives of children and families throughout my career journey. I never want to show any type of biases towards anyone; for we all are human-beings and deserve to be treated with the up most respect. I hope to leave a legacy for fighting for justice and equality for all.        

One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice (any format and any length)

The goal that I would like to set forth is to continue my passion in helping children and families who lives are affected from the epidemic of poverty. Creating grant proposals to local and state representatives on teaching quality early childhood education can help prevent lifelong poverty in the lives of many children and families. 

A brief note of thanks to your colleagues

I want to take this opportunity to thank Dr. Hertz and my fellow colleagues for all of your insights, feedback, support and knowledgeable resources in this course. We have learned so much about ourselves and other cultural groups that will continue to help us grow in our career/educational journey through Walden. I’m so excited to begin my next course, EDUC 6358, Strategies for Working with Diverse Children. It is because of you that I’m excited; my Instructors and colleagues who challenge/encourage me to think on a whole new level. Some of you maybe in my next course/group and some may not, but during your final time at Walden, I wish you nothing but the best and remember, ‘Equal and justice for all’ Good Luck!

Week 7: Start Seeing Diversity Blog: Creating Art

Color Is Blind

When we were born we did not see color

For you and I are Sisters and Brothers

We see different faces and hear different names

But when I see you, we are all the same

We live in a world where we are judged by our race

But when we go to Heaven, God only sees our face

I’m not a poet, but I write from the heart

I judge not; for one day I hope to see God

I end this poem with peace, hope and love

Diversity was created from Heaven above….

When I began to write this poem I was not sure how to even begin. But once I start to write the words just start to flow. As I stated in my poem, I’m not a poet, but I have the love for all people. When I see diversity I see the work of God. This course has allowed me to take my own blind folds off and concept the true meaning of diversity. Acceptance and understanding of other cultural differences is the path we to equal and justice for all. As I stated in my blog poem; color is blind and we as human being needs to be open-minded/heart of others that do not share our same beliefs. Since taking EDUC 6357, I’m more knowledgeable about diversity on a whole new level. I see things from a totally different perspective. I smile more at other cultures; not just at school but within the community. I have always tried to live my life by the ‘Platinum Rule’  treat others in the way I want to be treated, and this course has help me even more in doing so. What I hope to present in my poem is for other’s to see that we are born color blind. Racism, prejudice, biasness and stereotypes are all learned behaviors. This can end if we accept each other for who we are. Parents, educators, and adult’s within our communities all have a role to play in teaching children of empathy of other’s.  I hope that our generational children to come are taught to love everyone in spite of.             

Blog Week 6

A time when you witnessed an adult (or yourself) reprimand or silence a child after he or she pointed out someone they saw as different (e.g., "That lady talks funny," " That man only has one leg!" "Why is that man so pretty!"). Include what the child said and what the adult did or said in response. (Note: If you cannot think of a specific time ask a friend or family member.)

As an early childhood educator apart of our job description is teaching children how to be polite to others and the appropriate ways to ask questions. There are quite a few incidents that came to mind while doing this assignment, but the one I chose to elaborate on is the one that will forever stay with me.

There was a little girl name Katelyn that was confined to a wheel chair because of epilepsy, but this child was extremely bright. Katelyn came to my classroom every morning until 9:30 a.m. when her Pre-Kindergarten teacher arrived. Each morning after breakfast, I turned on music and she would move around in her wheel chair and laugh until the song went off. Sherman; a child in my pre-school class told Katelyn, “to be still because you cannot dance in a wheel chair.”  After Katelyn teacher arrived and went to her classroom, I pulled Sherman to the side and spoke with him about his remark to Katelyn. He said to me that “she can’t dance in a wheel chair because my brother told me that people in wheel chairs can’t do anything.” I explained to Sherman that his brother was wrong to tell him that. As I explained to Sherman that people in wheel chairs may not walk does not mean they can’t do other things. I stated that Katelyn likes to dance around in her chair because she has ears to hear the music and eyes to see the other children dancing and moving around as well. I also told Sherman because Katelyn cannot walk does not mean she should not be happy. He looked at me and said that he was sorry. I told him to make sure he tells her that tomorrow with a big smile and hug.              

What messages might have been communicated to this child by the adult's response

The message that I hoped to communicate to the child is helping him to understand that children with disabilities are just as normal as him, and to never be mean or say hurtful things to people who he consider different from himself. Children learn by example and I want to be a positive example to the children I come in contact with throughout my career journey. Children will never comprehend varies abilities unless they are thought to do so. All children need accurate information about what people with particular disabilities can and cannot do (Derman-Sparks & Olsen, (pg.126, 2010). In chapter 10 on page 126, Derman Sparks & Olsen illustrates to the reader ways to help children deal with varies abilities.       

An example of how an anti-bias educator might have responded to support the child's (or classroom's ) understanding

Explaining to children about varies abilities takes patience and dedication; for this is a life long journey. In a situation where children may not understand another’s child’s disability that he/she is no different from you, and that we all should be treated with respect, and the way that you want to be treated. As Derman-Sparks and Olsen explains “teaching Anti-bias to children is that teachers and other staff must use intentional strategies to create quality inclusive classrooms.” 

Resource

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

EDUC 6357: Diversity, Development and Learning

Blog Assignment

 

How you 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 worked with a young man that moved here from Minnesota and worked for the same company as myself. It was so ironic how we both lived in the same state and worked for the same company but never met until we both relocated to the South. To keep his name in confidence I will call him Michael. This young man really cared about children and never took his job for granted. There were a few parents who had a problem with him working with their children because he was a male. Moving from MN you had just as many male child care providers and Directors as well as females. I did not witness the discrimination until I moved back to the South. One of the parents made a comment in front of me about Michael working at a day car; he stated, and I quote “He must be gay.” I looked at him and said, “Why does he have to be gay, because he happens to be a male working with children?” I feel that the mentality that many (not all) of the people in the south is very stereotypical. I tell people that I did not experience racism until I moved back to the South four years ago.

In order for us as people to respect, and understand others beliefs and values we have to think outside the box. Family’s traditional belief has changed in today’s society; therefore, educators and society as a whole has to change as well. In this situation, parents are looking at the fact that Michael is a male who works with children. My question is what the difference with males working in a child care facility than a male Pediatrician?  In reality there is no difference; so we will trust a male Doctor with our children, but not a male child care provider.   

 

If you have ever used or heard homophobic terms such as "fag," "gay," "homo," "sissy," "tom boy," or "lesbo" as an insult by a child toward another child? Or, by an adult toward a child? Describe what occurred. How might these types of comments influence all children? (Note: if you have not had a personal experience, ask a family member, friend, or colleague)

Growing up we used the term ‘tom boy’ frequently about girls in the neighborhood trying to do what the boys did or did better. I never thought this was a negative word until about three years ago. My closest friend’s eight years old daughter is very athletic, and love to compete with her older brother. She put a video on Facebook of them racing, and her daughter won the race. I commented and said something about her being a ‘tom boy’ and another family member in boxed me and said that she took that comment to be offensive. I apologized and explained that I did not mean any harm; I was just giving her prompts about her being so athletic. We later talked and discussed the situation and from that day on, I never used the term ‘tom boy’ again. This is a prime example of traditional stereotypical statements. I used a term that I grow-up hearing and using all my childhood life and never thought it to be negative or offensive. Times has changed so much in today’s society, things considered to be acceptable in the 50’, 60’ and early 70’s or not acceptable in today’s society. Being mindful of our vocabulary is imperative, because I thoughts can become our words.      

 

 

 Week 8 Blog

Good-byes are always a hard thing to say, especially when you have collaborated with such a great group of colleagues as yourself. Communication is one of the most essential parts of life and having productive communication skills is imperative. And I must say that I have inquired these skills from you (my colleagues) through reading your blogs, discussions question responses and feedback. Collaboration occurs anytime people work together to achieve a goal (Winer, M., & Ray, K. (1994). We all have worked together to support, encouraged and motivate each other to become more productive human-beings in the way we communicate with others.

I wish nothing but the best for each and every last one of you, as we continue through our educational journey. Beginning our specialization courses is better sweet, because most of us are specializing in different areas; whereas we may not collaborate again. And yet we are no longer continuing our educational journey together, we are so close to receiving our ‘common goal’ which is obtaining our Master’s in Early Childhood Education Studies. If there is ever a time that you need an encouraging word or an ear to listen, please feel free to contact me. My daughter says that I now listen more and talk less, and this skill is all because of the information I have learned while taking this course. 

  

There is really no one or two particular people I want to thank; for all of you have made a difference in my educational journey with Walden. Each person brought their own unique ideas, thoughts, suggestions, and opinions to the course and I thank each one of you for that. God Bless and Good Luck.

Carrie Bell

Email address is carrie.bell@waldenu.edu

Personal email adress is 30004@live.com

Reference

Winer, M., & Ray, K. (1994). Collaboration handbook: Creating, sustaining, and enjoying the journey. St. Paul, MN: Fieldstone Alliance. "How Do We Set Forth?" (pp. 21-41)

Week 6 Blog: Adjourning Stage

I would have to say that transferring my job from Minnesota was one of the hardest things I had ever done. I had built close relationships with the women there. I felt as though I was leaving my family. We worked as a team at all times, and supported each other when needed. This has been one of the first of many jobs I had that I can say that each teacher was very supportive of one another. I can truly say that it was not just one person who ran the center, but all the teachers as a whole.  My support system also can from my church family as well. I was an active member for ten years with the children ministries and the woman of faith ministries. The Women of Faith ministries were the support system to many women in the church that had been in abusive relationships, or single parents raising their children. My relationship with many of these women was very close, and being a part of the church family for ten years was quite difficult to leave. These were projects that came to an end, but I learned many valuable things from these groups that will stay with me throughout my educational journey, career, and friendships. And knowing that I was a part of something good that impacted women lives in a positive way is always something to remember. When you know that you have worked on a project as a group/team and it has effect the lives of children, families, women or etc., then know that you have made a difference; therefore, I see adjourning as positive aspect.

    

I do believe high performance groups are the hardest to leave; reason being, when you work on a team with people who are productive, professional, considerate, understanding, respectful and the list goes on, you have no choice but to feel a sense of hurt when you depart from these individuals. You have gained not just a group/team, but a partnership sort of speak, and a friendship; which has effective your life in a positive way. And who wants to depart from positive people? People you feel that you can relate too and have so many things in common. At the end of the day, you have built trust in these people and vasa-versa.  Trusting relationships/friendships is something no one ever wants to come to an end. The good thing with adjourning; is that you take what you have learned and use that with your next team/group in hopes of building the same form of relationships in the future.

I have learned so much from Instructors, and my colleagues since being a student at Walden and being the Master’s program. My colleagues has allowed me to think outside the box, and my Instructors have been that support system in saying, “You can do it, if you work hard and dedicate yourself.” Being in the Master’s program, you open your mind to a whole new level of understanding; which puts you in a place where you want to excel and achieve your highest and my colleagues has challenged my thinking in doing so.

Adjourning is an essential stage in team work because you grow, and learn from each group/team you work with, and these skills stay with you for a lifetime. Even though you may experience some form of unproductivity when working with some groups/teams members, but this allows you to make better choices and decisions next time around. I truly believe in order for a person to grow, you have to experience things that will make you a better team/group player in the future. Whether you endured good or bad experiences while on a team/group; it is still fair to say that “All good things must come to an end,” because you will take something out of that and use it to an advantage the next time around.