Week 8

Week 8

Three deeply felt learnings that I gained from this program are becoming an anti-bias educator, communication styles, and advocating for all students. I learned how important being an anti-bias educator is. This program has taught me about self-awareness. I also gained the importance of teaching awareness. I believe that teaching awareness first will allow children to have acceptance and become understanding. “Early childhood teachers want children to feel powerful and competent” (Derman-Sparks & Edwards, 2010, p. 3). During the program, I have set a goal for myself to teach students awareness about diversity to help them become accepting and understanding. In addition, I want to encourage my students to stand up for themselves and others. This program has taught me the importance of supporting children with varying abilities along with racial and ethnic diversity. As early childhood professionals, we need to teach and guide all children as they build their own identities. “Young children need caring adults to help them construct a positive sense of self and a respectful understanding of others” (Derman-Sparks & Edwards, 2010, p. 11). Becoming an anti-bias educator has encouraged me to embed diversity in my everyday classroom environment, curriculum, and to discuss differences to teach awareness to then open doors for acceptance and understanding. “The heart of anti-bias work is a vision of a world in which all children are able to blossom, and each child’s particular abilities and gifts are able to flourish” (Derman-Sparks & Edwards, 2010, p. 2). Children cannot thrive in an environment where they feel like an outsider. It is now my goal and passion to create this environment for students in my classroom and their families. Providing students with an anti-bias classroom will, “empower them by giving them the tools to foster confident and knowledgeable self- identities, empathetic interactions, critical thinking skills, and activism” (Lesley University, n.d., para. 3). This program has also taught me how to use effective communication styles. I learned the significance of all communication styles but most importantly non-verbal communication. As an early childhood professional, I communicate with children, families, and colleagues on a daily basis. It is important that I know how to be an effective communicator. "Communication is a complex and dynamic process. It is "the process by which individuals use symbols, signs, and behaviors to exchange information" (O'Hair & Wiemann, 2015, p. 4).  This program has taught me there are many skills that can help improve communication and fix miscommunication.  Collaborating/building trust, using productive conflict resolution when an issue arises, hold off judgment to avoid misunderstandings, and continue to communicate are all ways to positively impact communication interactions. I am now mindful of how I approach communication interactions so that misunderstandings and/or unproductive conflicts do not arise. With my new communication styles and insight, I feel strongly that I can foster healthy relationships in all areas of my life. This Master’s Program also taught me the importance of advocating for all children and families. To be an advocate for positive social change in the early childhood field, I believe my role is to touch children's lives through encouragement, positive reinforcement, and by providing a safe environment where learners can flourish. I believe that it is essential to build a successful classroom on a solid foundation and focus on the whole child. I believe that all children have the ability to learn and that as a teacher it is my responsibility to find the best way to teach and motivate them. I am a dedicated early childhood professional who will continually advocate for all my students.

A long-term goal is to continually self-reflect about my own biases and be more aware of them. “Ultimately, the most important thing we bring to our teaching is who we are. Deepening our understanding of who we are now and how we came to be that person is at the heart of becoming a strong anti-bias teacher” (Derman-Sparks & Edwards, 2010, p. 22). I have always looked outward toward my students and families as my focus and now know the importance of looking inward first. Knowing how I have become who I am has been enlightening. I never related my background to me as a teacher of young children. I now know some of my life experiences both controlled and uncontrolled that have shaped me.

I would like to thank Dr. E and all my colleagues for sharing experiences, beliefs, and opinions during this eight-week course. Dr. E you have been very supportive and helpful. Your guidance has been appreciated and valued. Your interest in my Capstone Project topic increased my motivation to make it the best possible. I have enjoyed getting to know all my colleagues through blogs and discussion board postings.  Your professionalism and commitment to the early childhood field is evident. Reading your blogs and discussions encouraged me to reflect on the course materials along with my own personal experiences. Thank you for allowing me to learn alongside you during this course. I wish you all the best of luck in your early childhood professional career!

References

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

Lesley University. (n.d.). Anti-bias education- teaching young children to understand and accept differences. Retrieved from http://www.lesley.edu/teaching-young-children-to-understand-and-accept-differences/

O'Hair, D., Wiemann, M., Mullin, D. I., & Teven, J.  (2015). Real communication (3rd. ed). New York: Bedford/St. Martin's.

Week 6-Jobs/Roles in the ECE Community: Internationally

Jobs/Roles in the ECE Community: Internationally

Researching international organization and associations I found several that interested me. The first international organization that appealed to me is the United Nations Children’s Fund, UNICEF. UNICEF interests me because it is a well-known effective organization that has been around for many years and is set out to meet the needs of every child around the world. UNICEF reaches children in 190 countries and territories (UNICEF, 2017, para. 1). This organization advocates for the right of every child through programs such as child protection and inclusion, child survival, education, emergencies, gender, innovations, supplies and logistics, and research/analysis. “UNICEF is committed to ensuring special protection for the most disadvantaged children - victims of war, disasters, extreme poverty, all forms of violence and exploitation and those with disabilities” (UNICEF, 2003, para. 5). The website provides a vast amount of resources and research, current projects, and locations where UNICEF is providing services. On the front page of the website, there is a search tab for different topics that affect children around the world, such as health, education, safety, vaccines, clean water, and play. I found this to be a valuable asset. I also was interested in the World Breastfeeding Week information. This is a personal topic that I am passionate about. I feel this organization and website would be insightful for individuals looking to make a difference in children’s lives around the world. Another international organization that appealed to me is Save the Children. This organization interested me because it focuses on providing children in the U.S. and around the world a strong positive start in life. “We do whatever it takes for children – every day and in times of crisis – transforming their lives and the future we share” (Save the Children, 2017, para. 1). Save the Children is dedicated to making changes in children’s lives through nutrition, health, development, and education. This organization has created a network of individuals who are child sponsors along with professionals and advocates. The website provides information on how to become a sponsor or donate, a gift catalog, how to get involved, and how to join the cause, updated data reports, a newsroom, and a resource library. I feel this organization would be insightful for individuals who want to support or give to other children around the world. Another international association that appealed to me is the International Step-by-Step Association, ISSA. This association interests me because it is a community of practice where professionals can learn how to make education for all children and families effective and equitable. “ISSA champions the rights of all children to reach their unique, full potential and welcomes all organizations and individuals who have the same ambitions” (ISSA, 2017, para. 2). This association is dedicated to advocating and supporting the early childhood field. The website provides membership information, programs, services, donation options, publications, updated news in the relevant field, and addition resources. While researching ISSA I found that UNICEF (an international organization I did previous research on) supports ISSA. This association and website would be helpful to parents and educators who are committed to supporting children in the early childhood setting. The international organizations and association expanded my awareness about topics and issues around the world, provided educational information, empowered my passion for the early childhood field, and provided great additional resources.    

A job opportunity that interests me through the UNICEF website is the international professional staff member. “International staff members are recruited internationally and serve in all duty stations globally. They hold leadership, managerial or specialist functions which require a level of technical expertise” (UNICEF, 2017, para. 4). Skills and experiences that I need to competently fulfill this position are an advanced degree in a relevant field to the work in UNICEF, work experience relevant to the position, proficiency in English and in other Official UN working languages, knowledge the local language of the country where the position is located, flexibility in traveling, a positive personality, and a passion for children (UNICEF, 2017, para. 13). An opportunity that interested me through the Save the Children organization is volunteering in Illinois. “Illinois advocates are using their voices in a number of ways – many of which are often quite simple, yet highly impactful” (Save the Children Action Network, 2016, para. 3). To fulfill the volunteer position I would advocate through social media, join events, speak at events, and converse with elected officials. I found it difficult researching job opportunities that interest me through the ISSA website because it is considered a non-profit organization with only 1-10 employees. The headquarters are in the Netherlands and was founded in 1999. Continuing to research I did find an opportunity for an internship for communication graduates through ISSA. I also found it hard to find specific skills and experiences needed to competently fulfill this position. I did, however, learn that for internships such as this, students need to have a passion for exploring international education, association administration, and/or non-profit division work. A communication internship is one step towards beginning a career in international affairs, marketing, communications, writing, and event planning (American Foreign Service Association, 2017, para. 1). The three positions I researched all sound very interesting and look like I would gain valuable experiences and knowledge with each opportunity.

References

American Foreign Service Association. (2017) Communications internship. Retrieved from http://www.afsa.org/communications-internship

International Step by Step Association. (2017). Issa an early years learning community powered by its members. Retrieved from http://www.issa.nl/

Save the Children. (2017). Latest news. Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

Save the Children Networking. (2016). Investing in kids-investing in illinois’s future. Retrieved from https://savethechildrenactionnetwork.org/wp-content/uploads/2016/04/IL-One-Pager-102116.pdf

United Nations Children’s Fund (UNICEF). (2003). About unicef. Retrieved from https://www.unicef.org/about/who/index_mission.html

United Nations Children's Fund (UNICEF). (2017). Retrieved from http://www.unicef.org/

Week 4- Jobs/Roles in the ECE Community: National/Federal Level

               Week 4- Jobs/Roles in the ECE Community:                                                       National/Federal Level

Researching national organizations and associations and federal agencies I found several resources. The first national organization that appealed to me was the National Association for the Education of Young Children (NAEYC). NAEYC interests me because it is a well-known organization of professionals in the Early Childhood Field that endorses high-quality effective early learning for children. NAEYC serves children from birth through eight years old. This organization is dedicated to high-quality learning through linking practice, policy, and research. “We advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children” (NAEYC, 2017, para. 1). The website provides membership information, professional development opportunities (including events and conferences), additional resources for educators and parents, accreditation information, public policy, specific topic tabs for educators to research, and much more. I feel this organization and website would be particularly helpful to parents and educators who are committed to furthering early childhood education. This organization believes that “all young children thrive and learn in a society dedicated to ensuring they reach their full potential” (NAEYC, 2017, para. 1). Another national community of practice that appealed to me is the National Child Care Association. This community of practice interests me because this association backs public policies that are set up to positively influence young children’s education. “Too often regulations and policies are mandated with good intentions but have consequences that make them impractical to implement in real time situations” (NCCA, 2017, para. 1). NCCA is dedicated to providing quality practices and effective programs for young children. This community of practice is made up of individuals who share a strong belief in the early childhood field and want to improve young children’s education and well-being. The website provides up to date news about early childhood laws, benefits for becoming a member, conferences and PD information, advocacy information, events, insurance programs, forums, and additional resources. I feel this national association and website would be insightful to educators in the early childhood field. Another organization that appealed to me is the Military Child Education Coalition. MCEC caught my attention because my husband is a veteran and we still have friends in the service with children. MCEC also interests me because it is a non-profit, worldwide organization that focuses on the education of military children. “The work of the Military Child Education Coalition (MCEC) is focused on ensuring quality educational opportunities for all military children affected by mobility, family separation, and transition (MCEC, 2017, para. 1). Providing military children support with academic standards and courses from state to state, providing military children with special needs extra support, along with support and guidance on the stressors of having a family member deployed is vital for children. The website provides information for parents and students regarding programs, events, transition resources, webinars, scholarships, and additional resources. It also provides information on upcoming events, training, and additional resources for educators. I believe this organization and website would be particularly helpful to parents and educators who are committed to supporting military children. MCEC is dedicated to serving military children and families while family members are deployed and stationed at home. A fourth national organization that appeals to me is the Zero to Three Early Connection. It interests me because I have signed up to receive emails in a previous course through Walden and have found the emails to be very helpful for my students and my own children. Zero to Three also appeals to me because it is a national center that has developed a team of leaders in medicine, mental health, research, and child development. Zero to Three is decided to helping infants and toddlers flourish socially, emotionally, nutritionally, and in future academics. “During the first three years of life, emotionally nourishing relationships lay the foundation for lifelong health and well-being” (Zero to Three, 2017, para. 2). The website provides information on specific work the organization is working on, mission and vision statements, leadership roles, additional resources, detailed information about early development and well-being, early learning, parenting, and policy and advocacy. This website is very informative. This organization and website would be helpful to parents and educators who are committed to supporting children in the earliest stages of life. Zero to Three is dedicated to making sure that all children aged 0-3 years of age have a strong foundation to grow upon. These national organizations and communities of practice expanded my awareness, provided educational information, empowered my passion for the early childhood field, and provided great additional resources.

A job opportunity that interests me through the NAEYC website is the Director of Early Childhood Education. Skills and experiences that I need to competently fulfill this position are constructive collaboration and communication skills, experience in organization and management skills, be personable, take the lead of departments, develop and progress early childhood programs, and a passion for early childhood education. Another job opportunity that has always interested me is a Speech and Language Pathologist. Skills and experiences that I need to competently fulfill this position are a speech and language pathology Master’s Degree, speech therapist bachelor’s degree, teaching certificate, be personable, and effective collaboration and communication skills. A job opportunity that interests me through MCEC website is the Parent to Parent Educator. “The MCEC Parent to Parent program empowers parents to be their child’s strongest advocate on educational and social issues through MCEC Parent Workshops” (MCEC, 2017, para. 1). Skills and experiences that I need to competently fulfill this position are a bachelor’s degree in either the Early Childhood Field or Human Services, experience working as a parent educator, ability to work with adults and young children in educational settings, experience and knowledge with home visits, and a passion for helping children and families. A job opportunity that interests me through the Zero to Three organization is the Director of the Early Childhood Mental Health Project. Skills and experiences that I need to competently fulfill this position are a Master’s Degree in social work, three years of experience in mental health, experience with being a supervisor, background with early childhood development, organizational skills, one year experience working with young children in a group setting, management experience, strong verbal and communication skills, collaboration skills, and a passion for the early childhood field.

References

Military Child Education Coalition. 2017. About us. Retrieved from http://www.militarychild.org/about-us

National Association for the Education of Young Children. (2017). About naeyc. Retrieved from http://www.naeyc.org/content/about-naeyc

National Child Care Association. (2017). Welcome to our online community. Retrieved from http://www.nccanet.org/

Zero to Three. (2017). Our mission and vision. Retrieved from https://www.zerotothree.org/about/our-mission-and-vision

Week 2- Exploring Roles in the ECE Community: Local and State Levels

Exploring Roles in the ECE Community: Local and State Levels

Researching local and state organizations and communities of practice I found several insightful resources. The first organization that appealed to me is the Michigan Association for Education of Young Children. MiAEYC interests me because it is a non-profit organization that focuses on young children, their families, and early childhood professionals. “The Michigan Association for the Education of Young Children is committed to improving the education and welfare of children from birth through age eight” (MiAEYC, 2017, para. 2). The website provided membership information, professional development opportunities (including events and conferences), program information (such as scholarships and grants), public policies, location areas for MiAEYC members to be involved, research-based information for parents based on the age of the child, additional resources, job opportunities, and an area just for educators. I feel this organization and website would be particularly helpful to parents and educators who are committed to anti-bias work and effective early childhood practice. This organization “promotes quality education and the well-being of young children” (MiAEYC, 2017, para. 1). A community of practice that appealed to me is the Early Childhood Investment Corporation. This community of practice interests me because the investment corporation is meant to provide information and investment opportunities for early childhood children in Michigan. The investment is geared toward helping prepare children for kindergarten socially, emotionally, and academically. This community of practice is made up of individuals who share a strong belief in the early childhood field and want to improve young children’s education and well-being. The website provides up to date news about early childhood laws and press releases, government information, issues related to the field, and contact information for the governor heading this corporation. Another organization that appealed to me is the Association for Child Development. ACD interests me because it is a non-profit organization that focuses on educating parents and educators about nutrition. Educating parents and professionals about the importance of nutrition and a healthy lifestyle is a great way to promote positive development. The website provides information in English and Spanish. It gives opportunities to join ACD, to donate, online training programs, how to become a provider, new meal patterns, ways to stay up to date on health information, and current events being held. I feel this organization and website would be beneficial to parents and educators who are committed to young children’s nutrition and development. This organization is dedicated to, “establishing healthy eating habits to last a lifetime” (ACD, 2017, para. 1). Another association that appeals to me is the Michigan Head Start Association. MHSA interests me because it is a non-profit association that is dedicated to being a voice for children, parents, and educators along with providing leadership opportunities. The website provides information on upcoming events, news/blogs/and press releases, leadership community opportunities, the importance of advocacy, resources for parents, and different locations where MHSA programs are conducted. I feel this association and website would be helpful for parents and educators who strive to support the early childhood education field and the well being of young children. These organizations and community of practices expanded my awareness, provided educational information, empowered my passion for the early childhood field, and provided great resources. 

            Job opportunities that interest me are RTI Coach, Early Childhood Special Education Coordinator, and Early Interventionist. Skills and experiences that I need to competently fulfill the RTI Coach (Response to Intervention) position are a valid teaching certificate, a minimum of three years with effective ratings, an understanding of common core standards, an extensive knowledge of reading/writing/literacy development/math, constructive collaboration and communication skills, experience in developing best practice instruction, experience in analyzing data, and experience in supporting teachers and development of differentiated instruction. Skills and experiences that I need to competently fulfill the Early Childhood Special Education Coordinator position are an Administrative Certificate, an Early Childhood Special Education Certificate, and behavior specialist training. Skills and experiences that I need to competently fulfill the Early Interventionist position are an Early Intervention Endorsement or Early Childhood Special Education Certificate, experience in organization and management skills, effective collaboration and communication skills, and be personable.

References

ACD. (2017). Welcome to the association for child development in illinois and michigan. Retrieved from http://www.acdkids.org/

MiAEYC. (2017). Welcome to miaeyc. Retrieved from http://www.miaeyc.org/

MHSA. (2017). Our mission. Retrieved from http://michheadstart.org/about-mhsa

Reinventing Michigan. (2017). Early childhood investment corporation. Retrieved from http://www.michigan.gov/snyder/0,4668,7-277-57738_57679_57726-250478--,00.html

Week 1- Wordle

My Personal Wordle

I chose the issues of Anti-Bias Education, Passion, Advocacy, Developmentally Appropriate, and Family Partnership because they focus on ALL children and their families. My Wordle communicates what I have learned and what has inspired me during my program of study. The words that stand out state my passions. The supporting words fill in the foundation of my belief in the issues. This program has ignited a new passion for me. I have always been an advocate for young children but never realized the disadvantages so many students face. I now feel better prepared to care for and teach ALL students in an anti-bias environment. “The heart of anti-bias work is a vision of a world in which all children are able to blossom, and each child’s particular abilities and gifts are able to flourish” (Derman-Sparks & Edwards, 2010, p. 127). The specific issues resonate with my professional passion because I have learned how to advocate, educate, and facilitate positive change for a diverse student body.

References

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

Week 8- Reflecting on Learning

 Hope

My passionate hope for my future as an early childhood professional is to always have an open mind and heart, and to always focus on the whole child. “Young children need caring adults to help them construct a positive sense of self and respectful understanding of others (Derman-Sparks & Edwards, 2010, p.11). As an early childhood professional I have the opportunity to help children flourish while finding their own unique strengths and identity. I want every child in my classroom to feel as if he/she belongs, is respected, and is valued. We can all learn from each other. I want my children to know that they are okay “just the way they are”. My hope for the children and families with whom I work or will work with is for them to feel that they are not treated based on their differences. I want them to know that I value their economic class, gender, racial identity, culture, language, and ability as strengths not faults. I want families to feel that they are a part of my classroom community and that we have a partnership for the success of their children.

Thank-You

            I would like to thank all my colleagues for sharing experiences, beliefs, and opinions during this eight-week course. I have enjoyed getting to know all of you through blogs and discussion board postings.  Your professionalism and commitment to the early childhood field is evident. Reading your blogs and discussions encouraged me to reflect on the course materials along with my own personal experiences. Thank you for allowing me to learn alongside you during this course. I wish you all the best of luck as you finish your Master’s program and become an anti-bias early childhood professional!

References

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

Week 7- Impacts on Early Emotional Development

Impacts on Early Emotional Development

Reviewing the eight different Countries by Region on the UNICEF website I chose to investigate the Eastern and Southern Africa region. I chose this region because in a previous course I did some research on this area and it intrigued me. I also learned through research there has been a lot of effort to help children in this region.  I found a very informational section of statistics by topic and country on the UNICEF website. This allowed me to gain insight on the different countries within the region I was investigating. When researching the Regional Office Website I found information about the region, what UNICEF does in the region, knowledge and extra resources, media center, fast facts on children, and information on children and youth.

As I researched this region I found numerous challenges that children face daily in the area. Some are violations of children’s rights, which include child marriage, FGM/C, sexual abuse and violence, and child labour. Child marriage is very common and many women are married before they are 18 years of age. FGM/C is a common practice, which can be very dangerous and harmful to women’s health. Commonly it is performed on young girls ranging from ages 0-15, although it can be later in life also. Sexual abuse and violence are common and many times not reported. It happens to both boys and girls but the females are more likely to be affected. Eastern and Southern Africa have the highest child labour rate. Other challenges include a low rate of birth registration that in turn does not allow children to attend school, poor nutrition and growth in children, low immunization rates, non-sanitary water, and hygiene. With poor nutrition, not the correct immunizations, and non-sanitary living conditions children’s health and development are put at a major risk. Children cannot properly develop and grow.

The experiences and living conditions of these children most definitely have effects on their health, emotional wellbeing, and overall development.  First, their physical wellbeing is in jeopardy due to lack of resources for healthy living. This has an effect on proper brain development and overall body functioning. Next, the emotional wellbeing of the children who face trauma is at risk. Most who experience trauma switch to a survival mode, which is not conducive to normal development. Finally, overall development is affected when children are challenged with the multitude of things the region investigated presents. The human brain and body cannot grow and develop properly when they are subjected to negative conditions. Therefore, the chance of normal growth and development is diminished.

Reflecting on my investigation in the Eastern and Southern region I have gained insight personally and professionally on the challenges and struggles young children face on a day-to-day basis. I learned that in many countries early childhood education does not exist, that the literacy rate is low, and that many students do not continue on to secondary education. I gained insight on child health in this region. This region has a high number of under age five deaths, a high percentage of pregnant women with HIV, and low rate of maternal health. Learning this information makes me sad that unborn and newborn child who are not properly taken care of face struggles to develop and be properly educated. My newfound insights on this region have influenced me as a person and as an early childhood professional. My heart aches for these children. Thinking about the challenges they face makes me so thankful for what my own children and students have. It inspires me to be the best mother and teacher I can be. Although at this point in my life I cannot help the children in Eastern and Southern Africa, I can help children in my immediate care. This gives me some comfort. Maybe someday I can help others too.

Week 6- The Sexualization of Early Childhood

The Sexualization of Early Childhood

My reaction to the topic of the sexualization of early childhood is shock and fright. Reading the example of sexualization situations in early childhood from the article, “So Sexy So Soon: The New Sexualized Childhood and What Parents can do to Protect Their Kids, was eye-opening and unsettling. As a parent myself, I feel overwhelmed with the responsibility I have to educate my own children as well as students about this. How can children at such a young age be doing and saying those things? It is sad to think that society has created this for our children. It is frightening to read that children are being exposed to sexualization and violence at such a young age. Even though we as professionals and parents keep it out of our homes and classrooms other children are exposing peers in addition to the messages from society. “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 & Kilbourne, 2009, p. 2). Children are facing issues they are not developmentally ready to address.

Ways I have observed the sexualization of early childhood in my personal and professional experiences are through songs, student comments, student gestures, and student clothing.  Examples I have encountered in store advertisements, television, the Internet, and magazines are of girls and women dressing very sexy and provocative and dolls looking sexy.  Characteristics I have noticed are large breasts, thin body frame, long flowy hair, flawless skin, perfect make-up, and very form fitting clothing. For boys and men, I have observed very fit, masculine, flawless skin, and clean cut. An example, from my professional experience that further illustrates the exposure of young children to a highly sexualized environment, is during playtime in my dramatic play area. I had a young child take some dress up clothes and pretend to have large breasts. Another example from my professional experience is during recess time. A kindergarten boy was chasing a little girl to kiss her. When discussing the situation with him, he told me that she was very sexy (his dad told his mom that) and he wanted to kiss her and they were going to get married. A third example is with my own six-year-old son. He asked me at dinner one night if it was okay for boys to cry when they get hurt. He overheard a conversation at recess that if boys cry they aren’t real men.  I also overheard some parents in the hallway in our school talking about clothing choices in stores for their daughters. They were upset that the merchandise supported sexualization of children.

Sexualization of early childhood children may have implications for healthy development. When children are exposed too soon to things they are not developmentally ready for, their responses are often inappropriate and/or detrimental. For example, girls are hearing and seeing messages at a young age about weight and beauty. Many more incidents of anorexia and bulimia at a young age are reported than in the past. Also, pregnancy, abortions, and STD’s are happening because children are misinterpreting messages they cannot fully process. Even over spending and buying habits are affected by sexualization. The marketing industry knows how to emotionally lure children to purchase items to make them “more attractive or popular”.  Parents are faced with family problems sooner than parents were in the past if they were at all.  Sexualization of early childhood “will shape their gender identity, sexual attitudes, and values, and their capacity for relationships, for love and connection that they take into adulthood” (Levin & Kilbourne, 2009, p. 2-3). Children may develop a warped sense of self, which could carry on into adulthood and affect relationships. 

Ideas I have as an early childhood professional to best respond to these concerns and to reduce the negative impacts on children are to first get educated and then teach others. Even though I consider myself an educated person and involved parent, I do not feel adequately equipped to handle this without expert advice. The article for this assignment was a great start. Since this whole idea of sexualization of early childhood is relatively new historically, I want to learn as much as I can for my own children and those I care for. Then it is my obligation as an early childhood professional to educate others or at the minimum offer advice.  While I am gaining information myself I can still respond and reduce negative impacts on children by talking when appropriate about the topic. I remember learning in a class a while ago about marketing techniques and how good marketers “trick” us into thinking we need their products. In my classroom, I can discuss this at my students’ level using age-appropriate products. Also, I can teach lessons on body image and health. If children begin to learn these things at a young age, hopefully, the negative impacts will be reduced.

My awareness of the sexualization of early childhood has been influenced and modified by studying the topic this week. I first gained insight that sexualization is really affecting both genders from preschool age to the tween years. I learned through reading this article that what I do now and how I act towards sexualization now can impact the future. If children hear the message over and over about this they may be better prepared to react to it in appropriate ways.  “This is when the foundation is laid for later sexual behavior and relationships. This is when you can make the biggest difference in reducing the negative impact of the sexualization of childhood on your children” (Levin & Kilbourne, 2009, p. 7).

References

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

Week 5-Evaluating Impacts on Professional Practic

Evaluating Impacts on Professional Practic

Regarding my personal development, I have reflected on my biases and what I learned about “-isms” during my coursework. Behaviors that become a pattern are more likely to transform into an –ism, which is a much more ingrained form of prejudice. When patterns can be identified early, quite possibly the –ism can be avoided. I believe that education is the key to breaking patterns that manifest into –isms. I feel that I have been given the opportunity with my position as an early childhood professional and with my educational background from my Master’s Degree to help make a difference in the lives of the children in my classroom.

            Reflecting back on what I have learned about “-isms” prevalent in our society I have found that these “-isms” influence people’s well-being.  Stereotyping can cause people to have misperceptions about others. People that fall into an –ism category may not have all characteristics of that group but may be treated like they do. This can cause both positive and negative influences on personal well-being.  Thinking about an “-ism” that has affected my own life and resulted in consequences for children and families that I work with while experiencing this “-ism”, is ageism. Ageism is discrimination, which can be unintentional or intentional towards a person’s age different than one’s own. Ageism occurs when an individual feels as if his/her age is superior over another’s. Stereotyping is a common ageism attack. It is the assumption that all individuals of a certain age have the same attributes. I got a teaching job right out of college. I turned twenty-three before the school year started. I had parents of my students who did not respect me though because they saw me as being too young. They did not acknowledge that I had a college degree in Education and Child Development. It took time and effort to gain their trust and respect. Now that I am older and a mother myself, I see the difference in how I am treated by students’ parents. The consequences presented from ageism for children and families that I worked with were that some parents did not value my advice, and they talked about my age in front of their child, which demeaned my authority in the students’ eyes. For example, when I gave advice to them about their child, some parents made comments about how I don’t have children of my own, and one student’s mom made a comment about me being the same age as her oldest child. He thought of me as a college student like his brother. This program has allowed me the opportunity to learn more about “-isms” and how to help others and myself overcome those biases/”-isms”. “Knowledge is power-or perhaps more accurately, knowledge gives you tools to act powerfully” (Derman-Sparks & Edwards, 2010, p. 157).

References

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

Week 3- Observing Communication

Week 3 Observing Communication

For my observation, I had the opportunity to watch an interaction between a caregiver and a toddler. This interaction took place in an in-home setting. The toddler was speaking around two to three words in a sentence to communicate with the caregiver. I observed a play situation where the toddler was playing with little people, animals, and a play farm structure. The caregiver was sitting with the toddler playing too. During my observation I noticed the caregiver repeating sentences back to the toddler, going slow, and being respectful of the toddler. She was not answering everything for the toddler but instead asked questions and pointed out attributes of the objects they were playing with. I learned through this observation that the toddler was very engaged with the caregiver and seemed willing to communicate readily.

Reflecting on what I observed and the effective communication strategies presented in this week’s learning resources I found that the caregiver was really connecting with the toddler and helping her grow emotionally and cognitively. The caregiver was “calling the toddler by her name, speaking directly to the toddler, and pointing out objects to the toddler” (Kovach & Da Ros-Voseles, 2011, p. 3) as discussed in the article, Communicating with Babies. I also found the caregiver not rushing the play that was taking place. In the media segment, Lisa Kolbeck discussed how the world around us goes so fast that as teachers we need to remember to go slow and be respective to the child’s ideas and play. We need to remember to let them feel their ideas, feel grounded in themselves, feel heard, and understood. I believe by doing this it will allow the child to explore and strengthen his/her self-worth. I also found the caregiver not answering all the questions for the toddler. She was giving her time to reflect on her own and answer. “As teachers we need to question our language in terms of the context it provides for children’s thinking” (Rainer & Durden, 2010, p.2). In the article, The Nature of Teacher Talk during Small Group Activities, the authors mentioned the importance of language and questioning to promote children’s critical thinking. It was very encouraging to see the caregiver doing this in the play interaction. Analyzing my observation I think that bringing in another child to help and work on social conversation and turn taking would make the communication more affirming and effective. Overall, I felt the caregiver did a nice job and I found many connections to this week’s learning resources.  

My thoughts in regards to how the communication interaction I observed may have affected the child’s feelings and/or any influences it had on the child’s sense of self-worth were that it was a positive experience. The caregiver validated the child’s remarks, used questioning to encourage conversation, and gave affirmation when needed. The child was smiling, talkative, and engaged the entire time. She wanted the caregiver to play with her, which to me suggested that she was comfortable with her. I also noticed body proximity. The child was next to the caregiver and gave her a lot of eye contact. On occasion, the caregiver patted the child’s back which was a silent way to show affirmation.

The adult-child communication I observed this week compares to the ways in which I communicate with children because the interaction was child-centered. Both the caregiver and I use a reciprocal style that uses prompting, questioning, and affirmation.  Reflecting on how I talk and listen to young children in my kindergarten classroom leaves me frustrated though. Since my undergraduate degree is in child development, I have been trained how to talk and listen to young children.  I learned all the strategies and techniques to promote self-worth and emotional well-being. I know their importance and fully believe in them. In addition, this Master’s Program has taught me many ways to use an anti-bias approach to teaching and communicating.  My frustration lies with time constraints. I have twenty-five, five-year-olds in my classroom. Young children love to talk! Since I have the added pressure of academic achievement too, I feel a constant tug of war between the importance of listening and talking to the children with their academic growth I am evaluated on. I feel as if I have to cut short some of the conversations my students initiate because time does not stand still. I feel I know how to communicate, but need to learn how to do it effectively with limited time. “Classroom talk is frequently limited and is used to check comprehension rather than develop thinking” (Fisher & Frey & Rotherenburg, 2017, para. 12). My goal is to improve upon this.

References

Fisher, D., & Frey, N., & Rotherenburg, C. (2017). Conent-area conversations. Retrieved from http://www.ascd.org/publications/books/108035/chapters/Why-Talk-Is-Important-in-Classrooms.aspx

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50. 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=60001533&site=ehost-live&scope=site

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

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95. 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=37131016&site=ehost-live&scope=site

Week 2- Creating Affirming Environments

Creating Affirming Environments

Creating a warm, safe, diverse, loving, and positive environment is important for all anti-bias classrooms. In such settings children can strive to their fullest potential. They will be afforded the opportunity to flourish in a developmentally appropriate environment that promotes the success of all children.  “Children must feel safe, loved, and nurtured to develop the basic trust they need for healthy development” (Derman-Sparks & Edwards, 2010, p. 52).  Careful consideration of the physical environment is the first step to making sure the set-up is done well. The learning environment is a critical factor and can be intentionally prepared to help support healthy development" (The Center for Early Childhood Education, 2017, para. 1).

Reflecting on the resources this week that focused on anti-bias classroom environments I would begin developing my own Family Child Care Home by creating a space with visuals. The visuals would display diversity within individuals and families such as posters, pictures, environmental print, books, and artwork. Having such a diverse visual selection allows all children to feel welcomed and accepted.  “An anti-bias environment is also culturally consistent for the children and families it currently serves” (Derman-Sparks & Edwards, 2010, p. 43).  In the beginning of the school year I ask for families to send in a picture of the child and his/her family. I enjoy displaying this in my classroom to showcase each child and his/her family structure. During sharing time I allow children an opportunity to discuss their picture. When it is around the holidays and we discuss traditions, I again ask for families to send something in to showcase their family traditions. Along with diverse visuals in my classroom I would incorporate diverse learning materials for my students. Diverse items in my classroom would include dramatic play materials and dolls, toys and puzzles, games, art materials, manipulatives, and books. Diverse learning materials allow children to see that there are many different kinds of people and families. “In addition, to seeing themselves in their learning environment, children also need materials that honor diversity both within and beyond their own identity groups” (Derman-Sparks & Edwards, 2010, p.43). As discussed in Adriana’s media segment I would incorporate a “safe area” for students to go when they need time to relax, become comfortable, and get ready for the day. Having this area in my classroom will let students know they are accepted at all times. Also as discussed in Adriana’s media segment, I would like to incorporate pictures of my students at eye level and have a cultural center/area that changes periodically. I would ask to families that are willing, to bring items in that represent their family and cultural background. I would leave this up for awhile for the children to see. This provides a chance for each student to feel that his/her family and culture are special and honored within their classroom community. In my Anti-bias education setting I would also include diverse anti-bias curriculum. “The ideas for anti-bias education curriculum can come from children’s questions, interest, and teachable moments” (Derman-Sparks & Edwards, 2010, p.47).  Using a diverse anti-bias curriculum in the classroom setting provides children with the message that all children and families are valued and respected.  In my setting, I also believe the connection with families is very important. This shows children we are a team that works together for their success.  As stated in the segment, Anti-Bias Education in a Family Child Care Home, “Family child care becomes like a second home to the children, which in turn fosters community among families” (Derman-Sparks & Edwards, 2010, p.54).  

I found this year I needed to create and purchase more diverse learning materials and visuals. My kindergarten classroom is very diverse and I wanted my room to reflect this. My principal was very encouraging and helped support me in doing this. During my fall conferences I had a parent comment on my diverse classroom and thank me for celebrating the Chinese culture. I am excited to add new things in my room and new strategies after this week’s discussions. “Relationships and interactions with children and families, the visual and material environment, and the daily curriculum all come together to create the anti-bias learning community” (Derman-Sparks & Edwards, 2010, p.51).

References

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

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

The Center for Early Childhood Education. (2017). Classroom environment. Retrieved from http://www.easternct.edu/cece/classroom-environment/

Week 8

Week 8

 Hope

One hope I have when I think about working with children and families who come from diverse backgrounds is to always have an open mind and heart and to always focus on the whole child. “Young children need caring adults to help them construct a positive sense of self and respectful understanding of others (Derman-Sparks & Edwards, 2010, p.11). As an early childhood professional I have the opportunity to help children flourish while finding their own unique strengths and identity. I want every child in my classroom to feel as if he/she belongs, is respected, and is valued. We can all learn from each other. I want my children to know that they are okay “just the way they are”.

Goal

                One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to be an advocate for early childhood professionals. We all should be provided with “a way to examine and transform our understanding of children’s lives and also do self-reflective work to more deeply understand our own lives” (Derman-Sparks & Edwards, 2010, p. 2). This course has taught me that self-reflection is a way to stop and look deep within our inner core to learn about our own biases and how they formed as we proceed on our journey of being effective anti-bias educators.  “Ultimately, the most important thing we bring to our teaching is who we are. Deepening our understanding of who we are now and how we came to be that person is at the heart of becoming a strong anti-bias teacher” (Derman-Sparks & Edwards, 2010, p. 22). As early childhood professionals we have the power to shape young minds. This power is a tremendous responsibility and one that should be taken seriously. “To teach is to touch a life, forever.”

Thank-you

                I would like to thank all my colleagues for sharing experiences, beliefs, and opinions during this eight-week course. I have enjoyed getting to know all of you through blogs and discussion board postings.  Your professionalism and commitment to the early childhood field is evident. Reading your blogs and discussions encouraged me to reflect on the course materials along with my own personal experiences. Thank you for allowing me to learn alongside you during this course. I wish you all the best of luck as you continue on in your Master’s program and profession!

References

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

Week 7

Week 7

This course has taught me about anti-bias education and how to improve my classroom environment to better serve my students. “The heart of anti-bias work is a vision of a world in which all children are able to blossom, and each child’s particular abilities and gifts are able to flourish” (Derman-Sparks & Edwards, 2010, p. 2). As an anti-bias educator, it’s important to make sure all students feel respected, valued, and understood. “In an active anti-bias learning community, all children are equitably nurtured and everyone is responsible for everyone’s learning and well-being” (Derman-Sparks & Edwards, 2010, p. 125). As discussed in, Anti-Bias Education by Derman-Sparks & Edwards, an anti-bias environment is where everyone feels as if they belong, children have access to and are involved in their education, and families have access to resources.

References

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

Week 6

Week 6

Reading the description of this assignment, I automatically thought of an incident I had with my children at a Starbucks drive-through window. “Children often notice differences in each other and often, to the dismay of adults around them, have no problem verbally identifying these differences” (Laureate Education, 2011, para 1). I was in the driver seat, my mother was in the passenger seat, my three-year-old son was behind my seat, and my one-year-old son was behind my mother’s seat. My oldest son had his window down, as did I. The gentleman helping us was someone we had gotten to know well (since we go often J) and he always talked to my son in the back. Well, for some reason this particular day as the gentleman was finishing up giving us our order my three-year-old son says, “Mommy why is he so fat?” Instantly I was shocked and embarrassed not knowing if he heard my son’s comment. He handed us the last of our order, I smiled, and we both said, “Have a great day!” then we drove off. As we left there was a stop sign and no one was behind us so I stopped longer than usual. My mother quickly responded rather harshly about what was said. I jumped in and first asked why he said what he did. He explained that he just wondered why he was so fat. I discussed with him that it was not nice to say that, it could hurt his feelings, and everyone is different and that is okay. To support my discussion we talked about how we are different from other family members and friends, etc. To be honest, I felt like half way through our conversation he was over it and had moved on and truly meant no harm by his question/observation. “By preschool age, children’s developmental task of figuring out how they are the same and different from their peers includes understanding what it means for someone to have a disability” (Derman-Sparks & Edwards, 2010, p. 125).

Reflecting on the situation and the discussion that followed I feel as if the message I communicated to my son might have come across that it is not okay to be overweight. Even though I discussed with him that it’s okay and everyone is different, I hope that he didn’t think I was saying that fat is bad.  I just wanted him to learn that we should not comment about differences because we do not know how others may take it. An anti-bias educator might have responded to the support the child’s or classroom’s understanding by first making sure everyone feels they are respected, valued, understood, and able to discuss their feelings. “In an active anti-bias learning community, all children are equitably nurtured and everyone is responsible for everyone’s learning and well-being” (Derman-Sparks & Edwards, 2010, p. 125). As discussed in, Anti-Bias Education by Derman-Sparks & Edwards, an educator needs to understand that children are inquisitive and will ask questions, they need correct details and information about the topic discussed, need to help support the child that children are curious about, and make sure everyone feels accepted. I feel it is also important for educators to remember that it is okay to feel uncomfortable too as they help young children learn about the world around them. The important thing is that we all strive to be anti-bias educators. “Becoming an anti-bias educator has a learning curve, as does acquiring any new skill or understanding” Derman-Sparks & Edwards, 2010, p. 21).

References

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

Laureate Education (Producer). (2011). Blog assignment: start seeing diversity blog: “we don’t say those words in class!” [Online blog post]. Retrieved from https://class.waldenu.edu

Week 3

Week 3

This week I took time to reflect on the Start Seeing Diversity video section on “Gender” and “Sexual Orientation” along with reviewing television shows and commercials, games, children’s books in my home, toy stores, and observing children in my classroom. I also took time to listen to the optional resource found in this week’s Learning Resource, “Two families grapple with sons’ gender identity: Psychologists take radically different approaches in therapy.” This interested me because this is my first year as an early childhood teacher that one of my students is working through her own gender identity. My student was born a male but identifies as a female.  Her transition has made me address such things as what to call her (he, she, they), how to handle questions from other students, and how to acknowledge parents’ comments and questions. Luckily the parent team of my transgender student and I have a wonderful relationship. This has helped with all the small and large-scale issues. I have learned a lot and have grown is so many ways from this experience coupled with this Masters’ program. This course has come in my life at the perfect time.

Some of the ways I noticed homophobia and heterosexism permeate the world of young children include books, television shows, and through observing children play. I sat down with my own six-year-old kindergarten son and looked at the books on his bookshelf. I found books representing different races and heterosexual relationships. I did not find anything representing homosexuality. I decided to look at shows that are geared toward pre-teen and teens on television. Like the books, I found shows that represented different races and heterosexual relationships. I do know that there are many shows for adults that represent homosexuality but I did not see any children’s shows. I had the opportunity to observe students, one boy and three girls (there are only four students allowed in that area at a time J) in my classroom play in the house/kitchen dramatic play area. The first thing the students started doing was role assignment. There was one girl that was the leader. She told the boy he was the dad, she was the mom, and the other two girls were the babies. I found it interesting that right away a father and mother were assigned. I have also found that even if it is all girls playing, either one of the girls is assigned to be the dad or there isn’t a relationship set. I have never witnessed a homosexual relationship. The ways that I have noticed homophobia and heterosexism really heightened my awareness that as an early childhood educator I need to provide my children with literature and discussions about gender. At the beginning of the school year I did make sure I had books of different family structures in my classroom to help all my students feel included.  I also noticed our librarian researching books on gender for our library collection. I was so excited to see this. We had a great discussion on the importance of this.

                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 is that a variety of books should be allowed. I believe that gay or lesbian couples have the same rights as all couples.  Having a variety of books for children to see allows all children to feel acceptance and teaches others about tolerance.  I would also make it clear to individuals that the books chosen to be in the center need to be age-appropriate, quality literature, displaying diversity, and showing all types of family make-up. Todays society has many kinds of individuals who deserve this.