Week 8 Blog Assignment: Reflecting on Learning

As an early childhood educator, my passionate hope is to continue to be an advocate and support systems for anti-bias education. Children and families from all walks of life are entering our early childhood programs and they need anti-bias educators who support their cultural values. One of my greatest passions is to continue my journey in helping the lives of children and families who lives are being affected from poverty. Poverty is one of the leading causes of children not being productive/ successful in today’s society, and my mission is to work with state and local legislatures in doing so. I want to leave a legacy that I made a difference in the lives of children and their families all around the world in early education programs.

I would like to take this opportunity to thank Dr. Shepard first for being such a phenomenal instructor and to my fellow colleagues; you have been the best. I appreciate the many feed backs on my blogs and group’s discussion; for it has helped me to gain a sense of understanding from different perspectives that I will take with me through my career journey as an anti-bias educator. We are all coming to the end of our educational journey and I wish each and every last one of my colleagues nothing but the best life has to offer. Continue to strive in being the best educator you can possibly be. Good luck in your capstone course and hope to hear from you’ll soon.          

Blog Week 7:  Impacts on Early Emotional Development

“Day of the African Child draws attention to children living with disabilities.”

Share with your colleagues the area of the world you chose and why.

I chose South Africa because this country has always been a great interest of mine. Growing up as a child, I would watch the commercial about the devastating events that took place in Africa. And what has always stayed with me is the children whose lives are and has been affected by the government decisions. Because this week’s discussion topic has been on children with varying abilities; I thought the information presented in the article, colleagues would benefit from it. Knowing that children with varying abilities all around the world has been affected in some shape form of fashion from this sets a stage for social justice, and change for children all around the world.

 

 Describe in detail some of the challenges that children in this region of the world are confronting.

Many children living with disabilities are denied their right to an education. They are also more likely to drop out of school and have lower learning achievements than other children. According to Mr. Chalklen, one of the main underlying factors behind this grim situation is lack of political will (UNICEF, 2012).

The theme of this year’s Day of the African Child, selected by the African Union, is ‘The Rights of Children with Disabilities: The Duty to Protect, Respect, Promote and Fulfil’. To commemorate the 22nd anniversary of this Day, UNICEF Podcast moderator Femi Oke spoke with Shuaib Chalklen, UN Special Rapporteur on Disability of the Commission for Social Development (UNICEF, 2012). With this being said, it is time for politicians, researchers, administrations, educators and all who play a valuable part in children’s education to take a stand for the rights of children with varying disabilities so that they are given the same opportunities as any other child.

  

Explain how these experiences might have an effect on children’s emotional wellbeing and development.

As I stated above; because children with disabilities are more likely be denied an education, more than likely they will socially, emotionally, and mentally feel inadequate as a productive human being trying to survive in their everyday surroundings. In the last twenty-years there has been a significant amount of positive change advancing the rights of children with disabilities in South Africa. There have been twenty-nine countries that have accepted the Convention on the Rights of Persons with Disabilities (CRPD).

Include a personal and professional reflection. Explain the insights you gained and the influences they may have on you as a person and as an early childhood professional.

I’m first grateful for living in a country where children rights are respected to the fullest extent. Social justice has been a very important aspect in my educational journey and work with children and families who lives are affected by poverty. It is heart aching knowing that it’s only been over twenty-years that children in South Africa that has disabilities are now being accommodated with resources so that they can receive an education. Working with children who has varying abilities has been very rewarding; for I know that I’m making a change in their lives. I always indicated to my daughter as she was growing up, “Just because you where diagnosed with a learning disability, do not mean you don’t have the ability to learn, and this is the same theory that I instill in children who enter my classroom with varying abilities. As an early childhood educator, my duty is to provide an environment for all children and serve them on an individual bases needed and that’s including children with varying abilities.     

Resource

 UNICEF (2011). Retrieved from: http://www.unicef.org/infobycountry/index.html Explore this website to learn more about hardships affecting children around the world. In the "Countries by region" area, choose one of the eight regions of the world to investigate and then explore the "Regional office website" link on the right side of the web page.

Week 6 Blog: The Sexualization of Early Childhood

Gender is the first core identity that gets young children’s attention. It develops very early: By age 2, children begin to notice physical differences and begin to describe themselves as boys or girls. Although they are not yet sure what that means. By age 3, children have ideas about behaviors, activities, and toys that go with gender (Derman-Sparks & Olsen, 2010).

Share your reaction to the topic of the sexualization of early childhood.

After reading the article, So Sexy So Soon; honestly speaking, it did not seem to surprise me one bit. The reason being, I have been working with young children for over eight years and the things that I have witnessed and heard has been very disturbing.   Children growing up today are bombarded from a very early age with graphic messages about sex and sexiness in the media and popular culture (Levin, D. E., & Kilbourne, J. (2009). This statement alone explains why our children in today’s society have changed tremendously over a decade. Too much exposure to the internet, radio and television has played a great deal in this change. I had a child in my classroom that just turned three years old and she could recite every single word in Keri Hilson song “Pretty Girl Rock,” and would move her body like a grown women. At first it was cute; until I noticed her lack of interest in what was going in within the curriculum and classroom activities. This went on for a while, then I brought this to her mother’s attention, and she replied with a laugh, something to the affect, “She loves to sing, especially Rap and R&B.” I had to keep my composure, because the parent seemed to be more enthusiastic about the child’s interest in singing than her learning.  We are deeply worried. Children are paying an enormous price for the sexualization of their childhood. Girls and boys constantly encounter sexual messages and images that they cannot understand and that can confuse and even frighten them (Levin, D. E., & Kilbourne, J. (2009). I’m not saying that it’s anything wrong with young children demonstrating their talent. The problems comes when children talents is sexual and explicit to the point where it is not a healthy act for a child of such an age.

Provide three or more examples, from your personal or professional experience, that further illustrate the exposure of young children to a highly sexualized environment.

I had a little boy in my classroom who loved to play in home living. Every day during free play, he would be the first to run in this area. I noticed that most of children did not want to play with him, so this made me suspicious. I start watching him and he would do certain acts with the dolls, when I asked him what he was doing, he said “My mom and dad do this in the bed.” Of course my mouth dropped with disbelief.

Another incident that I experienced since being an early childhood educator was when a school age brought a condom to school and placed it around his fist and chased a girl during outside time. When I asked the child where he got the condom from, “he stated that my brother gave it to me in case I needed to use it,” now mind you his brother is only thirteen years old. This is a nine years old boy, that brother feels the need to give him condoms in case he wants to have sex. The child was written up and the parent was informed of the incident.

Explain the implications this may have on children’s healthy development. Include ideas you might have, as an early childhood professional, to best respond to these concerns and to reduce the negative impact on children.

Both boys and girls are routinely exposed to images of sexual behavior devoid of emotions, attachment, or consequences. They learn that sex is the defining activity in relationships, to the exclusion of love and friendship. They learn that sex is often linked to violence (Levin, D. E., & Kilbourne, J. (2009). I personally believe that a child sexualization environment plays a significant role in the child’s sexual approach on certain things. Sex orientation is a healthy part of a child understands while growing- up. I just believe as a parent and early educator that the sexual approach the child is being introduced to is crucial to the child’s healthy development.  

Describe the ways in which your awareness of the sexualization of early childhood has been influenced and/or modified by studying the topic this week.

Sadly, today, instead of having the positive experiences they need for healthy development, many children are having experiences that undermine it. Today’s cultural environment bombards children with inappropriate and harmful messages. As children struggle to understand what they see and hear, they learn lessons that can frighten and confuse them (Levin, D. E., & Kilbourne, J. (2009). With this being sad; because this is such a sensitive topic to introduce or even explain to children, it is imperative that the approach is clear and presentable where the child can and will receive it. The problem is not that children are learning about sex when they are young. The problem is the particular lessons they are learning in today’s environment (Derman-Sparks & Olsen, 2010). 

Resources

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).

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

Describe in detail the consequences you might expect for the children and families with whom you work while you experience specific "–ism(s)" in your own life. Include specific examples either those you have and/or are experiencing or ones you would anticipate.

Being African American and a woman has been one of the hardest roles that I have played in this society. I would have to say my social identity has caused people in society to be bias, prejudice, racist and even stereotype me because of what they been raised to believe or what society has portrayed about the African American cultural. Our socialization begins before we are born, with no choice on our part. No one brings us a survey, in the womb, inquiring into which gender, class, religion, sexual orientation, cultural group, ability statues, or age we might want to be born (The Cycle of Socialization figure 6.1). With this being said; children are not asked to be born into this world a certain cultural and social statues. As an early educator, my moral responsibility is to treat every child and family with the up most respect that I can possibly offer; for they are human beings that deserve equality and fairness at all times.

The experiences that I encountered with certain isms were mostly in Minnesota. I remember my first year as an early childhood educator; I was not just the only African American teacher, but staff. Some days I enjoyed going to work and some days I did not want to get out of bed. It was not the staff that made me feels that way; it was some of the parents. I remember like it was yesterday, I had a child in my classroom who parents let it be none that they were prejudice against African American’s. Caleb would come to school and say to the African American children, “My daddy say that I can’t play with Black people because you’re poor or dirty.” He would always say very degrading and derogatory statements about African American children. The program director would talk to him about his behavior, but never addressed the parents. This went on for about three months until he was taken out of the program by his Mother. I felt terrible as the teacher because I was not able to stand up for the minority children because I dread being terminated or reprimanded. With the knowledge I have gained at Walden; has given me the opportunity to address issues and concerns pertaining to certain isms that occur in my classrooms. Uncovering, examining, and eliminating our own personal prejudice and discriminatory behavior are necessary task in the journey of becoming an anti-bias teacher (Derman-Sparks & Olsen 2010).        

          

Resources

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

Readings For Diversity and Social Justice Figure 6.1, p. 46 ONLY

Observing Communication

About a week ago, I was at the laundry mat washing my comforters and I noticed this young lady and her son on the other side of the laundry mat. The mom looked to be in her early twenties and about six months pregnant. The little boy could not have been any more than about four or five years old. At this age, children are active and very talkative. He would ask the mom a question and she would tell him to set down and shut-up. At first, I did not pay much attention their conversation, until maybe about the fifth time I heard him say, “Mom I got to use it.” She than said to him again, “You better sit there and be quit, before I spank your butt, with your ugly butt” (another choice of words, but will not say)” The little boy seemed to be very sad and afraid of the mom. He probably needed to use the restroom for a while but was too afraid to ask. I’m the first to not intervene into other people business, but it took everything in me not to say something to this mother.

  

What I gathered form this communication observation is that the mother is very young and do not have much parenting skills and her patience is very short. This child is growing up with a parent who degrades him and makes him feel unworthy. Children need to know who they are, respected and grounded in themselves (Laureate, Lisa Kolbeck, 2010).

What the parent should have done is listen to what the child was saying, and not shut him out. Children should never be closed off with walls of our assumptions (Laureate, Lisa Kolbeck, 2010). It seemed as though the child did not even exist to the mother. A child needs to be heard, instead of just being seen.

As an early childhood educator it is crucial that we break the barriers of ineffective communication, especially with children. I refuse to be that parent I witnessed in the laundry mat. Children need to feel that their voice will be heard at all times in our schools, home daycare  and in early educational programs; if this is not demonstrated early in life than as they become older, they will feel inadequate in their communication skills.

I was raised in a very loving environment but my father felt that children should be seen and not heard, and for many years I would allow things to transpire in my own life; whether it was on my job or in my personal relationships and would not address the issues because I was afraid of losing my job, friends, or an significant other. I had to learn what effective healthy communication really was, and now that I know and understand how important it is, I reflect that in my everyday world. My reflection is looking in the faces of children and seeing myself as a child. This helps me to understand that children are just little people who communicate differently from adults, but communicate the best they know how. When an environment is created for children to feel welcome, love and safe than they feel accepted; this opens doors for them to communicate freely.    

Reference

Laureate Education, Inc. (Executive Producer). (2011). Welcome to an anti-bias learning community [video]. Strategies for Working with Diverse Children. Baltimore, MD: Author.

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!