Farewell!

            As I look back on my experience at Walden University, I must say that I have gained a new insight to the importance of self-reflection.  Without this, I think my life in the classroom will become status quo.  With self refection, I can honestly appraise what is working and what is not.  If something is not working, I can reach out to others to gain information to help me.  Also, through self-reflection I learned that I had some biases that needed improvement.  I learned that ridding myself of bias is truly the only way to teach children in an anti-bias environment.

            I also learned the importance of connectivity and accountability.  Those of you whom I have met in this program have helped me become a stronger teacher and person.  You have countered my thoughts at times and helped me stretch my thinking.  Through this course, I learned the importance of having a Community of Practice (CoP) and using research and support from others to strengthen my work in the field.

            As I have researched, I think the most important gleaning has been that every family is the expert on their child and wants what is best.  I have learned it is my responsibility to meet families where they are, and assist them in their journey through school. 

            I have learned to hone my writing skills as well.  When I began the program, it took me loooong hours to write one paper because APA was foreign to me.  This taught me a lesson though.  In a sense, APA is a code to follow.  I thought about English Language Learners who have to work to break the code of the English language.  As it took me time to learn the correct way to communicate in a scholarly fashion, and my patience was tested, I think how the ELLs must feel trying to learn our language.

            A long term goal of mine is to continue learning about ways that I can positively impact families through their involvement in their child’s education.  I will continue to research articles and attend conferences.  I want to go above and beyond the minimum requirements to assist families in becoming involved.  I desire to impact social change beginning in my community. 
            Dr. Teri, I want to personally thank you for all your guidance!  You words of encouragement and feedback definitely helped me grow in just eight weeks!  I appreciate your detailed information and with it, I was able to achieve my goal of finishing strong!  Thanks again! 

            I have never been good at saying goodbye.  To my colleagues, your words of encouragement over the last year and a half have helped me when I felt like giving up!  I believe each of you will make an impact in the ECE field.  To my professors, I want you to know I appreciate your comments and feedback.  I feel as if I am ready to embark on a great journey!  Please stay in touch.  My e-mail address is kristilhargis@comcast.net

Best wishes and may God bless you!

International Jobs/Roles in Early Childhood Education

As I began reading about international organizations that support teachers and advocate for children, I was amazed by how many there are.  International Communities of Practice (CoP) are plentiful!

One worldwide organization that I found interesting was the International Child Resource Institute (ICRI), located at http://www.icrichild.org/.  When I read about the vision of ICRI, I thought it sounded amazing.  “ICRI envisions a world in which all children and families are able to fulfill their greatest potential” (ICRI, n.d., para. 1).  Further amazement came as I read, “Since ICRI was founded in 1981, we have developed or operated over 300 programs in over 50 countries, all with the goal of empowering the village to raise the child” (ICRI, n.d., para. 1).  ICRI does not come in and try to take over the way things are done; instead, they focus on providing resources to educate children and families, and works to advocate for women and girls. The executive director is Ken Jaffe.   As far as employment opportunities, the only listing was for a marketing intern.  This person would need to have strong written and verbal skills as well as a “commitment to changing the world” (ICRI, n.d., para. 3).  More information can be found at http://www.icrichild.org/employment/

Another international organization of interest is Save the Children, located at http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

This organization works in the United States as well as other countries.  Globally committed to helping children and families, this organization states, “We aim to inspire breakthroughs in the way the world treats children, and to achieve immediate and lasting change in their lives by improving their health, education and economic opportunities” (Save the Children, 2013, para. 2).  Many jobs opportunities are listed at http://www.savethechildren.net/jobs and the one that sounded interesting to me was a Program Quality Director in the United Kingdom.  This job requires a “Master's Degree in Development Studies or equivalent social science although individuals with significant equivalent experience may also be considered” (Save the Children, 2013, para. 11).  Leadership skills and management skills are also qualifications for the job. 

A third CoP of interest is Global Fund for Children (GFC) located at https://www.globalfundforchildren.org/  This organization will “find and invest in grassroots organizations that enable the most vulnerable children in their communities to thrive” (GFC, 2013, para. 1).  GFC disperses grants to help communities fund their initiatives.  Not only do they provide money, but GFC conducts “knowledge exchange workshops” (para. 8) where locals gather and share their ideas and resources.  This organization publishes briefs about their work as well as having a blog.  A job was posted, but the end date for receiving applications was May 10, 2013. 

I am amazed at the response worldwide to help children.  I am thankful that others are working worldwide to create social change.  At this time, I am not interested in relocating, but sometime in the future I could see this as a possibility and I am pleased to know that job opportunities exist.

References

Global Fund for Children.  (2013). Our approach.  Retrieved August 6, 2013 from https://www.globalfundforchildren.org/what-we-do/our-approach/

International Child Resource Institute (n.d.).  Employment.  Retrieved August 5, 2013 from http://www.icrichild.org/employment/

International Child Resource Institute. (n.d.).  International Child Care Resource Institute homepage. Retrieved August 5, 2013 from http://www.icrichild.org/

International Child Resource Institute. (n.d.).  Our vision.  Retrieved August 5, 2013 from http://www.icrichild.org/our-vision/

Save the Children.  (2013).  Global network.  Retrieved August 6, 2013 from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6229495/k.A150/Global_Network.htm

Save the Children.  (2013).  Program quality director.  Retrieved August 6, 2013 from http://www.savethechildren.net/jobs/job-details/596

Jobs/Roles in the ECE Community: National/Federal Level

The first national Community of Practice (CoP) that I researched was the National Education Association (NEA), located at http://www.nea.org/.  The NEA supports teachers by providing information and advocating for “a great public school for every student” (NEA, 2013, para. 2).   Further, the NEA publishes a quarterly magazine that focuses on issues in education as well as an update for members in an online newsletter, located at http://neatoday.org/ .  The organization also publishes information for pre-service teachers and those involved in higher education.  I also chose the NEA because they are the creator of Read across America Day to celebrate Dr. Seuss’ birthday and promote literacy for all children (NEA, 2013). The President of this organization is Dennis Van Roekel. 

As I searched for jobs within the NEA, I found several available positions.  One position was for a lobbyist, which required a Bachelor’s Degree in Political Science and expected the applicant to have experience with professional lobbying.  As I searched for jobs that were related to a degree in education, I discovered a posting for Senior Program/Policy Analyst/Specialist.  This person would work with minorities to have a voice in education.  The requirements include having a “Master’s Degree in Social Science, Education, Communication or related field or equivalent combination of education and experience from which comparable knowledge and skills may be acquired” (NEA, 2013, para. 3).  Other requirements include familiarity with laws, policies, and strong communication skills.  All job openings can be found at https://nea.silkroad.com/epostings/index.cfm?fuseaction=app.allpositions&company_id=15801&version=1

Next, I visited the National Parent Teacher Association (National PTA), located at http://www.pta.org/index.cfm.   The president is Otha Thorton. Because of my passion for family involvement, I was drawn to this organization for the available resources that connect families and teachers.  The National PTA is committed to literacy development as well, stating, “Early intervention and activities (talking and singing to babies; reading to toddlers and young children) are important, and the role of families in literacy does not end when their child enters school” (National PTA, n.d., para.1).  The National PTA also publishes guides for family involvement and seeks to empower families and teachers by providing support to both.

Within the National PTA were several job opportunities, viewable at http://www.pta.org/about/content.cfm?ItemNumber=1500&navItemNumber=550.  One of the positions was for an Educational Policy Analyst. The job requires a minimum of a Bachelor’s degree in education or related fields, with experience working in Washington, D.C, in regards to education policies.  Other requirements are knowledge of legislative procedures and strong collaborative skills (National PTA, n.d.).

The final organization that appealed to me was Child Care Aware of America, located at http://www.naccrra.org/  The executive director is Dr. Lynette M. Fraga.  The mission of Child Care Aware is “To promote national policies and partnerships to advance the development and learning of all children and to provide vision, leadership and support to community Child Care Resource and Referral” (Child Care Aware, n.d., para. 2).  Resources are available for families, staff, and others to help with school readiness.

Two jobs were posted for the agency, viewable at http://www.naccrra.org/career-center/job-listing.  One of the jobs was for a Military Child Care Liaison.  This job requires a Master’s Degree in Early Childhood Education, Child Development, or Public Administration.  Other requirements are knowledge of the Department of Defense schools, strong written and verbal communication skills, and the ability to collaborate (Child Care Aware, n.d.).

In researching national organizations, I see that several job opportunities exist.  Although I have no desire to relocate at this time, it was interesting to see the many career choices available. An additional perk to researching at a national level was to discover more support available to educators. 

References

Child Care Aware of America. (n.d.).  Job listing.  Retrieved July 26, 2013 from http://www.naccrra.org/career-center/job-listing/military-child-care-liaison

Child Care Aware of America.  (n.d.).  Our vision and mission.  Retrieved July 26, 2013 from http://www.naccrra.org/about-us/our-vision-and-mission

National Education Association.  (2013).  NEA’s mission, vision, and values.  Retrieved July 25, 2013 from http://www.nea.org/home/19583.htm

National Education Association. (2013).  NEA’s Read Across America.  Retrieved July 25, 2013 from http://www.nea.org/grants/886.htm

National Parent Teacher Association. (n.d.). Education Policy Analyst.  (n.d.). Retreived July 26, 2013 from http://www.pta.org/about/content.cfm?ItemNumber=3680

National Parent Teacher Association. (n.d.).  Literacy.  Retrieved July 25, 2013 from http://www.pta.org/programs/FamilyEngagement.cfm?navItemNumber=508

Exploring Roles in the ECE Community: Local and State

In looking at organizations in the state of Tennessee that would serve as a Community of Practice (CoP), I discovered one called Stand for Children Tennessee located at http://stand.org/tennessee.  This is an advocacy group that states, “Our mission is to ensure that all children, regardless of their background, graduate from high school prepared for, and with access to, a college education” (Stand TN, n.d., para. 2).  I think the expectation of this group is amazing.  There are links to Pre-Kindergarten education and family involvement.  I signed up for the newsletter and there is a blog as well.  I feel that standing up for the children of TN is important!

A position was available for a Director of Operations in Memphis, TN.  The job qualifications were interesting.  Passion for children and youth’s success in school was a qualification for this position, as well as having strong communication and team building skills.  Since the job was located in Memphis a requirement was for interested candidates to have a knowledge of Memphis schools.  Since I do not want to relocate to Memphis, this job is not one for which I would apply.

The next organization that I explored was the Tennessee Education Association (TEA).  This organization is an advocate for teachers and families.  Although I am not a member of this organization, I have friends who are.  Professional support is given for teachers in many situations.  The website is http://www.teateachers.org./. One of the things I noticed was help in navigating the newly implemented Common Core Standards.  This organization gives a voice for teachers in many political venues. 

A few job opportunities existed.  One was for a legal representative and required a Juris Doctorate degree.  The other job was for a Field Service Coordinator and required a strong commitment to TEA (membership required).  The job did seem as if you could be creative, as you would try to recruit new members and retain older members. 

The final CoP that appeals to me is the Tennessee Association for the Education of Young Children (TAEYC).  I have been a member of this CoP before and it is worthwhile as it provides an annual training event and networking for those in Early Childhood Education.  There is also a local affiliate that provides training at times.  This CoP enhances my understanding of current trends and issues.  The website is located at http://www.taeyc.org/

TAEYC does not have any job openings at this time. 

Reference

Stand for Children Tennessee. (n.d.). About.  Retrieved July 13, 2013 from http://stand.org/tennessee/about

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.

Fond Farewell

The past several months have been quite a journey.  I cannot believe that we are nearing the end of completing our Master's!  Each of you has contributed to my personal growth, causing me to look inside and reflect on my practices and beliefs about working with children, families, and communities.  I appreciate the amount of encouragement that you have given as well. Each of the professors have contributed to my growth as well, and have boosted my confidence levels.  I appreciate all the support that has come my way from you all.  I wish you success and joy as you continue your journey.  I hope that our paths may cross again.  Should you wish to remain in contact, I can be reached at Kristi.Hargis@waldenu.edu

Blessings to you!

Kristi

Adjourning

Some of the groups I have been part of over the years have caused me great relief when I have adjourned!  Those were the groups where the team didn’t ever reach a cohesive state.  I would guess we all have been part of those groups.

One of the groups that was perhaps the hardest to adjourn from was the team that I taught with in China.  When we went, we went through all the stages that we identified this week.  After we all got to know each other and the intent of going to teach English while building relationships with the Chinese, we were able to be a cohesive group of teachers.  We experienced a special meal before we left China, attended by university officials, where we were each given mementos.  The staff shared how grateful they were for our work there.  As a closing ritual for the mission team, we had a “debriefing” meeting privately before we came back to the states, and shared all the incredible things that had taken place in our lives, as we each had personal transformations occur. 

I cannot believe how fast the last year has gone by.  I imagine that the contacts I have made with my colleagues will continue.  I have grown from each of your wisdom and support! 

Adjourning is an essential part of teamwork because it brings closure to the group and is sort of a wrap up phase to the group.

Confilct in Communication

At the beginning of our school year, we have what is called “phase in days.”  Students come to school in small groups for the first couple of weeks to get used to the schedule and we do screenings.  Always before the students have attended until 1:00, the normal dismissal time.  This year, however, one of the teachers decided to check on getting it changed until 11:30.  I personally liked the 1:00 time as students got to experience the full day including lunch in the cafeteria.  It was not until we were eating lunch out that one teacher said she had spoken to our Pre-K supervisor and the state consultant and had gotten the time changed until 11:30.  I was furious.  I did not say anything.  I decided best not to speak my mind. 

When we got back to my campus, I told my two fellow teachers that I was not a big fan of this change.  One of the teachers said they could tell by looking at my face.  I asked why we were not consulted on this. 

I think that I could have used reciprocation.  I could have looked at this with the knowledge that the teacher who suggested it has been doing this a long time and that she knew from experience this would be best.  In retrospect, it turned out great.  I have a very young group of children this year who were extremely immature at the beginning of school, and this really worked best for them.  I tend to be an escapist when it comes to conflict, so I was not going to say much even though I felt like it.  I also feel like I could have struck a compromise with the teacher and the supervisor.  I also could have shown her respect, knowing that she has the best interest of the children at heart.

Week 4 Who am I?

This was quite an interesting assignment this week.  I had a co-worker and my husband complete the assessments to rate me.  There were similarities, but there were some differences that I was a bit surprised at. 

The Communication Anxiety Inventory (Rubin, Palmgreen, & Sypher, 2009) completed by my co-worker showed that I was in the low level of anxiety when communicating.  I was surprised at this result.  Both my husband and I rated my communication anxiety in the moderate level, with only two points separating our score.  I was further surprised by the Verbal Aggressiveness Scale (Rubin, Palmgreen, & Sypher, 2009).  I do not perceive myself as exhibiting any sort of aggression in most communication and situations.  I feel that I am generally easy going and avoid aggressive behaviors.  My score was in the moderate level (score was 62) indicating that I strike balance with communication from other speakers.  My husband rated me in the significant category (with a score of 70).  My co-worker also rated me in this category (with a score of 69). 

Being verbally aggressive is not a quality that I want to be associated with, but apparently I must sometimes cross the line and get argumentative or hurtful.  When communicating with others, I need to remember that everyone has an opinion and it may differ from mine.  I need to use wait time before I respond.  In working with children and families, I need to remember that they want what is best for their child and I need to see their point of view before being snappy or judgmental. 

Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication research measures: A sourcebook. New York: Routledge.

Week 3: Communicating With Others

I must admit that I do communicate with others from different groups differently.  I have found that when I discuss certain things happening in my state with a co-worker, the conversation turns to how the governor (who I happened to vote for) is to blame for the educational downfall in our state.  At first I was a bit offended.  Now I just let her talk while I listen and I make few comments.  She is a good friend, and I do not want to come to verbal blows and damage our relationship.  I do get uncomfortable when differing political views are shared by others.

I also found that when I communicate with those with whom English is not the native language, I tend to raise the pitch of my voice and talk sloooooweeeeerrrr than normal.  I understand that they may wish for me to speak slower, but I need to take cues from them rather than assuming this is the case.

Communication with my husband is different than that with my daughter.  The words are not the same.  I also use non-verbal cues with my husband.  The way I communicate with my daughter is not the same as with my students.

To help enhance my communication I can first of all use the Platinum Rule (Beebe, Beebe, & Redmond, 2011).  To anticipate the how others would want to be treated and then act on it would be an asset to me, rather than jumping to conclusions or saying something that I will regret.

I also need to work on “unintentional communication” (Vuckovic, 2008, p. 55).  My body language and non-verbal communication often sends messages that I am uninterested, bored, or lack empathy with the speaker.  Also, I need to learn all I can about each student and their families so that I do not send unintentional messages. Finally, I need to educate myself about other cultures and re-shift the cultural myopia (O’Hair & Wiemann, 2012) that I encounter from time to time.  I need to walk in someone else’s shoes and learn as much as I can before I assume that my ways are always best.

References

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.

O' Hair, D., & Wiemann, M. (2012). Real communication. New York: Bedford/St. Martin's.

Vuckovic, A. (2008). Inter-cultural communication: A foundation of communicative action. Multicultural Education and Technology Journal, 2(1), 47–59.

Careful Observation...

I watched The Big Theory for this blog entry.  It was interesting to watch with the sound off (and fun to watch with the sound on).

The show opened with a lady talking with a man, and another man steaming a Star Trek uniform. A man opened a case (which I thought was maybe a tackle box) and the lady handed him a package which he placed inside.  She looked a little puzzled, while he looked a bit proud.  He also took a picture with her and a newspaper.  She looked upset, he looked happy.  The next scene shows the two guys with two other guys in a car.  One is driving and the three other are conversing.  One of the passengers points to the GPS, and the men in the back of the car converse more, all are using hand gestures, as if they are not happy with the driver.  The driver turns on the GPS, and the other front seat passenger smiles.  I thought they were happy that he had turned on the GPS.

The next scene has three conversing ladies in it.  Some use facial expressions as if to say that are unhappy.  I thought they were having a disagreement among themselves.  They come back on in a comic book store.  As they enter, the male customers show shock and surprise, and even seem like they “want” the women.  One of the ladies tosses her head and smiles. The owner says something and the men go back to whatever they were doing.  The ladies then go to an apartment and read the book they got.  They continue talking, looking at the book, and their body language seems as if they are into whatever they are reading. 

The four men are next shown taking pictures in their Star Trek uniforms.  They are posing for the camera and one of the men suddenly looks distraught, waves his hands, and the other three look as upset.  The men start walking and then are shown at a café.  The others in the café look like they are surprised to see someone dressed up like Star Trek characters.  There is smiling and I believe laughter.

The men then converse with a police officer who seems like he is not that sympathetic with them by his lack of attentiveness and amount of comments.  He does not seem like he is taking accurate notes.

When I watched with the sound on, I found out that the tackle box was a make-up kit, the men were going to a Comic-Con convention, and the ladies were reading a comic book.  The GPS scene had the character using a voice-over as the GPS sound, and this is why the other passenger had insisted on turning it on.  The car had been stolen, and the characters were frustrated over this.  The ladies also were not disagreeing, just having intense conversation.

Watching this show not knowing the characters made me think of how I observe people communicating.  Sometimes I make assumptions about what is being said and it is not the case.  I also thought about how communication is sometimes easier for me when I know the people, as I did not know the characters in the show and it made following the plot more difficult for me.  Interesting assignment!