Evaluating Impacts on Professional Practice

As individuals our values, beliefs, religion and culture are different. The consequences I might expect for the children and families for whom I serve would be language barriers and communicating effectively with families. Culturalism would be an “ism” I might expect consequences in with the children and families I serve from experience. What I believe may be different from what they believe. So as an early childhood professional I will need to be sensitive and non-judgmental towards their views. One year I served a family whose religion did not observe holidays and birthdays. During orientation we talked about the different activities we would have during the year. So this child and their family would be included and would participate we renamed some of the activities. The Easter egg hunt was called a scavenger hunt and Mardi Gras parade was called the shoebox float parade. If the child was not able to participate we would send home the same treat bag as the other children received but it would be up to the parent to give it to the child.

Two years ago I had the opportunity to serve a Spanish child and their family. I felt bad because I only knew a few words in Spanish and did not understand any that were spoken to me. The first time I met the parents the only thing the mother did was smile and nod her head. So I didn’t know if they understood what I was saying or not. During that time I felt like I was not in a position to help the child nor their family because I could not communicate effectively with them. To try and understand I would use the Spanish dictionary, google for phrases and translate newsletters in Spanish for the family to understand what was going on in the classroom. After several months passed the district hired a translator. I felt comfortable knowing there was someone to translate for the family and I if there were concerns or activities going on in the class. The translator was able to attend conferences to keep the family abreast of what the child was learning. We also implemented Spanish into our curriculum with months, days of the week, numbers and color words. Our learning environment was labeled in English and Spanish too. These are consequences I might face while working with children and their families.

Observing Communication

I was at a Back- to- School Expo event on Friday when I observed a mother and her child interacting with each other.  They were talking about what kind of backpack she would get for this upcoming school year. They engaged in several conversations about school clothes, supplies and what they were going to do after the event was over. She also asked her mother why were they at this event?

As adults we often think we need to take the lead on conversations with children. Instead of listening to what children have to say. Some things that could have been done differently in this adult –child interaction is the adult could have listened more to what the child was saying instead of telling her to be quite.

My thoughts in regards to the communication I observed at the Back-to-School Expo are that the mother could have asked open-ended questions and once the child answered she could have continued the conversation on to enhance the child’s thinking.

By not letting a child express him or herself makes them have no sense of self- worth. This would decrease their self-esteem and lead to issues with self-worth. The child may feel what they have to say is not important.

When interacting with children it is important to get on their level. By getting on a child’s   level they are not inferior of your presence or having a conversation with an adult. Another was the back and forth exchanges between both parent and child they were short sometimes only using one word. Those were the observations made at the Back-to-School Expo with the interaction between the mother and her daughter.

Some things I would have done different is to let the child take the lead in the conversation, listen to what is being said and continue the conversation while incorporating ways to enhance the child’s thinking. I would use open-ended questions and juicy words that will provoke their thinking while making connections to real-life experiences (Dangei & Durden, 2010).

Ways I can improve on my interactions with children to be a more effective communicator are to notice my body language, make eye contact, speak with firmness, use positive directions and allow children to make choices appropriate to their level.

References

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81.

 Child Welfare League of America. 2000. Communicating with young children

 

Creating Affirming Environments

First thing I would do is state my philosophy and mission statement for my in home childcare setting acknowledging my stand of implementing an anti-bias education. I would welcome the families and let them know I have an open door policy as long as their child is participating in the center. Every morning and evening I will greet the children and their families to let them know how much I appreciate them choosing my childcare center to provide the service of caring for their love one. Adriana in the media presentation greeted the families daily (Laureate, 2011). Poster and pictures of the families and other backgrounds and cultures will be displayed throughout the center. One of the best tools you can have for anti-bias work is a camera, which will permit you to make posters (Sparks & Edwards, 2010).

A display board will be placed in the front of the center on the wall to let families know of upcoming events, menus (meals/snacks) policies, procedures, important numbers and things that are going on around the community. I would make sure all correspondence or translated for the families that are non-English speakers. A form would be implemented by the center to monitor children’s behavior and give families feedback upon arrival of incidents that may have occurred the night before. Adriana in the media presentation used a dry erase board for parents to inform her of things that has gone on the night before (Laureate, 2011) but because of privacy issues I would use the form.

My childhood setting environment will include two quite areas so if a person does not want to be bothered they can cuddled up with a teddy bear, pillow or book in a chair or on the floor until they are ready to join the group.

Other centers that will be included in the early childhood setting are a library, writing, dramatic play, block, manipulative, cutting, music, art and science center.  The centers will include a variety of multicultural doll, clothing, puppets, books, different abilities, homemade and store bought puzzles (Sparks & Edwards, 2010) and folder games that will be used in helping children explore the successful outcomes of an anti-bias education. The materials will be changed out weekly to provide different learning experiences for the children.

 

Each of these centers is important in a child’s cognitive, social, emotional, and physical development. It is important that children have the opportunity to explore and create on their own in each center; this will help them develop creative thinking, problem solving skills and enhance teaching to their strengths.

 

 

References

Laureate Education, Inc. (2011). "Welcome to an Anti-Bias Learning Community"

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).

What Have I Learned

One hope that I have when working with children and families is that as an educator and member of society I will be sensitive towards their needs and be willing to go the extra step to help them. I will put aside any biases that I may have and be ready to do my job which is to serve children and their families to give them an opportunity for successful outcome.

One goal that I would like to set for the early childhood field related to issues of diversity, equity and social justice is that every child and their families receive the same fair and equal treatment at all times regardless of the race, religion, gender and or sexual orientation.Many children are unfortunate and do not have access to the “basic human rights” due them (Sparks & Edwards, 2010). I want to make sure that every child has access to the services and resources that they are due.

I would like to thank Dr. Klein and my colleagues for the feedback they have provided me with during the Diversity, Development Learning course. I appreciate the insight and ideas you have shared during this period. My wish for you as a colleague is to fulfill your desires in life on your professional journey.

Reference

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

 

Start Seeing Diversity Blog: Creating Art

Why Different and Not The Same?

Created in His image accepted for who we are

As individuals we are diverse

We are unique in our own way

Why different and not the same?

So we can teach and learn along the way

With our own taste, style and sense of self

           
                       

Characteristics that set us aside from anyone else.

 

"We Don't Say Those Words in Class!"

My son is six years old at age four he began to show a fear towards individuals with physical disabilities.  My oldest child would often tease him by pointing out these individuals. He would react by becoming very scared and hiding behind me while screaming and hollering. On day I remember us eating at a local eatery and my daughter spotted a man in a wheelchair. She tells my son to” look that man he’s looking at you. He’s fixing to come and get you.” I explained to her she should not make fun of others because everyone is unique in their own way. We should not judge or look down on others because they are different from you. I asked her if she had a disability would she want people to react to her that way.  Her answer was no, I didn’t think about it like that.

 

The message received by my daughter is that it is not nice to talk or make fun of others. It does not matter what’s going on with them their size, sexual orientation, gender or abilities. Everyone has feelings and we should be sensitive to others.

 

An anti- bias educator might respond by saying we should encourage children to create a positive change, become sensitive to the feelings of others. We should teach children to respect and an appreciation for differences by providing opportunities for interaction with people of diverse groups, make sure your children understand that prejudice and discrimination are unfair. Also we should help children recognize instances of stereotyping, prejudice and discrimination (ADL, 2001)

 

References

Anti-Defamation League. (2001). What to tell your child about prejudice and discrimination.

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

Gender, Gender Identity, and Sexual Orientation

How you would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child.

I would start by letting the family know that I understand their concerns at the same time I would assure them that everyone that works in the early childhood center is trained and is able to work with each individual child and their needs. I would also let them know that we are a group of diverse individuals. We have to treat everyone with respect without discriminating on their race, culture, sexual orientation and or religion.

 

If you have ever used or heard homophobic terms such as "fag," "gay," "homo," "sissy," "tom boy," or "lesbo" as an insult by a child toward another child? Or, by an adult toward a child? Describe what occurred. How might these types of comments influence all children? (Note: if you have not had a personal experience, ask a family member, friend, or colleague)

Growing up I have heard the homophobic terms “fag”, “gay”, “sissy” and “tom boy” used. One boy in particular in my neighborhood growing up other children would call a “fag”. This young man was nice, friendly and always willing to lend a helping hand. He always preferred to hang around girls and not boys. The other children in the neighborhood and at our middle school called him “fag” to his face and every time they saw him it did not matter where he was or with. I believe what they spoke of him had an influence on his life. This young man is now in a relationship with another young man and dresses like a female.