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!

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.