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.