Reflecting on Learning

            As I began the quest to attain my Master’s degree several months ago, I thought I knew myself well.  As I have gone through the courses at Walden, I have unraveled and unveiled parts of my life that needed deep reflection.  This has all helped me to become a more compassionate educator and a better person.

            There are so many points that have resonated with me in the previous eight weeks.  However, I would have to say that I am most passionate about seeing the belief accomplished that all are equal and can learn equally.  One of the passages I have starred and underlined in our course text states, “Anti-bias education work in early childhood education is shaped by a deep-seated belief in the importance of justice, the dream of each child being able to achieve all he or she is capable of” (Derman-Sparks & Edwards, 2010, p. 9).  In my corner of the world, this is what I will focus on.  I want to see every student live up to their capacity as a contributing member of society and reach their fullest potential. 

            I want to say thanks to each one of you.  You have challenged me on many occasions and stretched my thinking.  You have shared your words of wisdom which has helped me grow as a person and in my profession.  Thanks for making the journey sweeter!  Please stay in touch and I wish you many successes!

Kristi

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

Impacts on Early Emotional Development

            I chose the Eastern and Southern Africa region for this assignment.  I have never researched this area before and I would someday like to possibly travel to Africa.  I found the information on the UNICEF website to be eye-opening and enlightening. 

            According to the regional overview of this portion of the world, some of the countries are politically unstable, such as Somalia which has not had political peace since 1991 (UNICEF, n.d.).  Poverty is another issue in many of the countries.  Family incomes are, on the lower income, $995 annually, to $3,946 for the upper middle class (UNICEF, n.d.).  The region also suffers from a high mortality rate in children under five.  Maternal care is often lacking, resulting in death of the mother due to complications. Many children suffer from “severe acute malnutrition” (UNICEF, n.d., para. 3).  Children’s growth is also stunted due to a lack of vitamins in their diet.  In some countries, sanitation is not proper, so the water supply becomes tainted.  Immunizations are helping improve the lives of children of the region, but there are still “more than 20 percent left unprotected” (UNICEF, n.d., para. 1).  Malaria is another risk factor for children of this region.  Children of the region are also involved in child labor at an early age.  There is a high rate of sexual violence and exploitation, but some countries are working to increase laws against these acts (UNICEF, n.d.).

            If a child is involved in child labor, they cannot attend school.  Basic necessities are not the norm in some countries.  Having clean drinking water and a low food supply causes malnourishment and can affect the child for life, and even cause death.  I would think these conditions would cause the focus to be on survival.  A child could be emotionally damaged from being exploited or abused.  If a mother dies in childbirth or shortly thereafter, I would think that may cause emotional effects for the surviving child.   

            In reading about this region of the world, I see that there are huge problems worldwide.  Sometimes it is easy to just live in a bubble and act as if the world is a carefree, happy place for everyone.  I learned through doing this assignment that there are definite needs in the world that go beyond my comfort zone.  For instance, I learned that malaria is preventable, if the family will use a mosquito net.  Wow!  I am not being critical, it just amazes me.  I know that some families may not have access to these things.  It stirs my desire to see what I could do to help.  I also realized how selfish I can be at times.  Although I was raised poor, I have never suffered any of the traumas that many children of the region have suffered.

UNICEF. (n.d.)  Eastern and southern Africa: Fast facts on children.  Retrieved June 21, 2013 from http://www.unicef.org/esaro/factsonchildren_5781.html

UNICEF.  (n.d.).  Eastern and southern Africa.  Retrieved June 21, 2013 from http://www.unicef.org/esaro/index.html

The Sexualization of Early Childhood

            The reading this week about the sexualization of children was very informative.  I once heard it said that sex sells.  So, it is no wonder to me that the media, clothing industry, toys, books, and music are all capitalizing on the innocence of children.  As Levin & Kilbourne (2009) state, “Children growing up today are bombarded from a very early age with graphic messages about sex and sexiness in the media and popular culture” (p. 2).  The images portrayed focus on outer beauty rather than inner beauty.  As a mom of a five year old, there is a battle taking place with the culture.  I found it interesting that Levin & Kilbourne (2009) point out that information about sex, given in a developmentally appropriate way, is not the problem; the problem is the message about sex and sexuality that children are receiving.              

            I am trying to raise my daughter to have a healthy view of herself as any parent would.  I love the chapter in the Bible (Proverbs 31:10-31) that discusses a virtuous woman.  I want my daughter to grow up to become a virtuous woman.  With the messages and bombardments that come from the cultural view of beauty and sex, there is a battle with the culture.  One of the ways that we have really been floored is in clothing, especially summer clothing.  Bikinis for toddlers and young girls?  Why is that necessary?  At an early age, children are given the message that the more skin, the better.  And do not forget the shoes.  We were sandal shopping the other day at a department store.  In my daughter’s size, there were hardly any girl sandals that were not two plus inches with a wedge heel and to me very adult looking.  Can this even be healthy for the children’s feet?  At another department store we were looking for church dresses.  The dresses in the children’s section looked like they were from some prom somewhere!  Lacy, low cut, strapless, just to name a few.  Shorts are another area that is way too sexy!  I am amazed that for young children, they are so short.  Again, what’s the purpose?  Obviously, it sells! 

            I agree with the authors when they discuss the damaging effects of sexualization at such an early age.  I think that children are seeing that beauty comes from sexiness rather than what type of person you are.  I think perhaps one of the outcomes of this is that violence can occur as well as negative self image.

            I think this week has made me feel that I am not alone.  There are others concerned about this same topic as me.  In the classroom, I need to try to make sure that I am doing what I can to combat these views and teach truths.  Of course, involving families and making sure they are aware of resources and research is a step in the right direction.    

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating Impacts on Professional Practice

            My personal –ism is not horrible, but it is an –ism that I am facing. I have always looked younger than my actual age.  For instance when I was in college, I was given a kid’s menu at a restaurant.  Although humorous now, I have experienced ageism in my teaching career.  For the first few years, I constantly had to give a verbal resume about my education and experience.  Even within the last five years I have had parents come to the initial family meeting and start questioning my experience.  I get questioned a lot about “for instances.”  When families discover that I have been teaching for sixteen years, there is an embarrassed, “Oh.  You look a lot younger.”  As a parent now, I can understand the questions with an unfamiliar adult.

            Until families realize that I have some experience, they question my authority and sometimes make me seem ignorant.  Honestly, at first, this hampers the relationship with the families.  Some are embarrassed while some quit asking questions and want me to do all the communicating, instead of making communication a two-way street.  Also, I have to try to put hurtful or ignorant comments behind me.  When families realize that we are all working in the best interest of the child, the relationship gets better.  

Communication

I observed a child around four years old in the grocery store with her mother.  They were in the produce section of the store.  The child was asking questions about a pineapple.  “What is this?  Can I smell it?  Can I taste it?  Do people eat the outside of the pineapple?  It would hurt if they did.”  The child also asked what color the inside of the fruit was.  The mother was very patient and answered each question.  She did not hurry through the shopping without answering the questions of the child.  She allowed the child to smell the fruit and even asked the child if she would like to purchase some.   

I feel as if the questions of the child were answered and the child was able to explore and learn from the communication.  The mother was listening and not speaking for the child, as Lisa Kolbeck implored in this week’s video segment (Laureate Education, Inc., 2011).  The mother acted as a facilitator rather than a dictator (Rainer Dangei & Durgin, 2010).  The child seemed to have learned from this experience.

This child most likely feels that her questions and ideas are important.  She feels valued and important.  She likely feels safe to ask questions and voice her ideas. 

Sometimes I get busy and do not devote as much time to listening as I should.  I admit when I have twenty four year olds each expressing ideas that it is difficult to effectively listen and facilitate student thinking.  I feel I am a great one on one listener, but in a large group, I need to focus those skills and truly take the time to listen and effectively communicate.

Laureate Education, Inc. (Executive Producer). (2011). EDUC 6357-6 Diversity, Development, and Learning [Webcast]. Communicating with Young Children. Baltimore, MD: Author. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819834_1%26url%3D

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

Creating Affirming Environments

If I were to open my own family home care center, I would want to first and foremost make sure that I had pictures up on the walls that were inclusive and representative of the students, families, and staff that were in my class.  As Derman-Sparks and Edwards (2010) note, “Anyone who enters your classroom can tell immediately who is in your program at that time” (p. 43).  I loved Adrianna’s idea of using pictures of the children that were in the class (Laureate Education, Inc., 2011).  It would be important for each child to see each other as well.  By having every child pictured, it sends the message that they are important.

I would also partner with families to make sure they feel welcomed.  I loved the idea that Adrianna presented about the families sometimes stay through group time and she is fine with that (Laureate Education, Inc., 2011).  It has been my experience that teachers are often quick to tell parents to leave.  As a mom, I feel that this would make me feel that my needs as a parent and the needs of the child were being met.

The culture of the children would be represented through dress up clothes, books, puzzles, dolls, and other activity centers.  Not only would the classroom culture be represented.  I would create a space like Adrianna had in her classroom where families could show something special about their family.  I would bring in other cultures as well.  Students need to see other cultures to help them understand that the world is filled with diverse people. 

I would also have a space where families can communicate with me, and I with them.  I would create a newsletter for families to explain what we are learning and ideas for families and children.  I would have an open door policy with families as well.

I also like how Adrianna supported the emotional development of the children by having a space where they were allowed to express themselves and continue crying (Laureate Education, Inc., 2011).  I would include an area that had soft furnishings and family photos where children could express themselves in a safe environment.

This is only a beginning to creating an affirming environment!

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC). 

Laureate Education, Inc. (Executive Producer). (2011). EDUC 6357 Diversity, Development, and Learning [Webcast]. Welcome to an Anti-Bias Learning Community. Baltimore, MD: Author. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819834_1%26url%3D

What I Have Learned

I hope that when I work with diverse families I first and foremost remember that we are human.  I then want to educate myself (if needed) about the represented diversities (for instance, cultural or religious differences).  I want to embrace the differences and create a safe place where families and children feel welcomed and loved.  I want to have the children each feel a sense of respect from me and the other students. 

I feel that diversity training is important for everyone.  Families need it, as well as children.  I hope to advocate for this.  I know that I do not personally agree with every aspect of diverse life, but this is some children’s reality. It is not my job to accept or condemn.  My job is to make every child feel secure.  I feel that teachers need help in acknowledging and overcoming biases.  It would be incredible to see districts embrace diversity training.

This has been an incredible journey.  Each of you have aided my understanding and helped me grow.  I am thankful for this group of colleagues and I wish you the best!  Thanks Dr. Kien for your help and support as well.  I can’t believe we have almost achieved our goal!  

Start Seeing Diversity

          DIVERSITY

                                                                    dIfferert

                                                   Yet Very much the same

                              All part of the human racE.

                                Because of differences, Respected by some

                                                                      Shown bias by others.

                                                                      In search of understanding,

                                                                      Teaching others the value of

   individualitY

 

                        Begins with you and me.

In the above poem, I spelled the word diversity (the letters kind of mixed up on the spacing).  I have learned that educating others is critical in creating true anti-bias conditions.  In looking inside, I have gained an insight into my areas of growth that is needed, as well as the strength to conquer biases.  I also have been empowered to speak when I see bias occurring.  This class has been a treasure trunk in my journey!

                                                                      

                  

We Don't Say Those Words!

I have always been on the heavier side of the scale.  Kids have always been quick to notice that I seem to weigh more than their family members.  Several years ago I volunteered (and later worked) at a daycare and I had a little girl who was quick to point out that she noticed my overweight issue.  It was Halloween and I was dressed up as a person from the 1950's, complete with a poodle skirt and white tennis shoes to match.  She was looking at my shoes and said something to the effect that I had big feet.  I said yes, my feet are bigger than yours.  She went on to inquire, "Is that because you are so fat?"  Now, to this little girl, I probably did seem like a giant, as she was petite in her build (and was not allowed to have milk at school because her parents did not want her to have weight issues).  I kind of reacted with "Did I just hear you say that?"
I told the lead teacher what she said.  The lead teacher was embarrassed and apologized profusely.  I was embarrassed as well.  Rather than the little girl being told that we are all different and that there are nicer ways to express yourself, it was pretty much a hush hush situation.  I do not think her parents were told about the incident.  Even though the little girl was stating the obvious, and noticing differences, she was allowed to continue a pattern of bias because this was not confronted.  The little girl had not learned from this because I discovered that she continued making comments about people's weight.  Perhaps a conference with the parents should have been scheduled with "anecdotal data" (Derman-Sparks & Edwards, 2010, p. 35).  
A learning opportunity for this child was missed.  She could discussed with the teachers that people are different, and that is OK.  She could have been empowered by being given words to refer to people other than fat.  Also, this should not have been so hush-hush.  I could have talked more openly with her as well had I had more anti-bias training.  I would definitely handle this differently now.  

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

Gender, Gender Identity, and Sexual Orientation

In thinking about how I would handle a response to complaints about a gay, lesbian, or transgender working with children, I would respond that I have my own personal beliefs (strong ones at that) about these issues.  However, there is a line to be drawn for my professional life.  Character is above all in my mind when I think about my students and my own child.  I work in a public school, and just as I am not to share my faith (i.e. talking about the Christian belief of Easter being about Jesus or Christmas about the birth of Jesus, or that Halloween can be perceived as evil by some) I think that views about sexual orientation would not be shared.  Now, as children are curious and ask questions about personal life, I could see someone stating that they are gay, and explaining what that means as the children question (in age appropriate terms).  However, just because a person has a certain sexual orientation does not mean that they are going to be teaching children in graphic terms about their choice in a mate.  Again, I have my own personal views about this, but as a professional I am more concerned about the type of environment and character of the individual.  I would also explain that the person is highly qualified with immense knowledge in the ECE field or they would not be at the center.

My husband sort of experienced similar bias, but not on a sexual orientation level, rather on a sexist level.  He has worked with children in some form or another since he was in high school.  The first year of our marriage (we have been married ten years, so it was not that long ago) he decided he wanted a career change.  He loved working with Pre-School aged children and had worked at a Parent’s Day Out program at his church.  Supervisors felt that he was a gifted individual.  He decided he wanted to teach Pre-School children full time, so he set out to find a job at a day care center.  Please keep in mind that we were living in a large metropolitan city at the time.  He was called in for an interview and was hired!  He was so excited.  When the families at the center learned that a male was going to be the lead teacher, they were shocked and worried about the level of care that the children would receive.  Some families even threatened to pull their children out of the center.  He wrote a letter giving his name and basically his resume, and even included references.  A few families contacted them.  He felt frustrated that he was encountering this bias.  He hung in, and in the end, the families were all pleased with his performance and new families were excited about having him as their child’s teacher.  They saw that he was not going to harm the children, but was enriching their lives.  I would have expected this from my little county, but not the big city.  When we moved back to my county, he applied at a daycare here and there was little bias exhibited.  I was really surprised at this.

I have never had any children say any degrading terms when talking to each other.  We do not allow children to label each other, so we do not tolerate this in my class.  My assistant related that her grandson wore a hat to school and another boy said, “That’s so gay!” He called and was wondering what this meant.  She told him that gay meant happy. He obviously had no idea what this meant, but knew that it was not a compliment. It seems that when children use these terms that it is something they have learned outside of school.  Perhaps a family member has used it derogatorily.  If these terms are addressed and dealt with, children will continue using them and the “cycle of socialization” (Harro, 2010, p. 46) will continue.  Children need to be challenged on negative terms and the use of microaggressions, not just on sexual identity, but anything that exhibits bias.

Harro, B. (2010). The cycle of socialization. In M. Adams, W. Blumenfeld, C. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (Figure 6.1 on p. 46, 2nd ed.). New York, NY: Routledge.