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.