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/