Evaluating Impacts on Professional Practice

This week we were asked to imagine that we are experiencing some type of “ism” at work, and we are to share our reactions from those around us.

I am pretending that I am struggling with racism. A family in my class is from India, and I have unconsciously avoided speaking to this child’s parents in the afternoon when he is picked up. The parents have not verbally said anything to me because they are responding back with stereotypes. They sent me a Valentine’s Day card that was written in Spanish thinking that I speak Spanish because I look Hispanic.

While I am experiencing this “ism,” the people around me are suffering. The child is also most likely feeling uncomfortable in my class because he is mimicking his parent’s stereotypes. He does not want to talk in class because he must feel that he is not that important because I do not make time to talk to his parents daily. The parents most likely feel shunned and feel that I do not value their opinion or even their presence. After receiving the Valentine’s Card, I also feel a little down to because I wish I could speak Spanish, but I do not. I also feel offended that people continue to assume that I speak this language simply by the way I look.

My struggle with racism has left a lot of people including myself feeling unimportant. My “ism” has interfered with my parent/teacher communication, and it has taken a toll on my student. As early childhood professionals, we need to take time often to self reflect how we really feel about diversity. Do you treat people differently because of the way they look or what they do for a living? We need see ourselves for who we really are, and then we need to make changes to become anti-bias. We need to set a good example for our students!

Observing Communication

This week we were asked to observe an adult communicate with a child. I watched a mother communicate with her two children as I walked my son to school this morning. She caught my attention because she was walking with her arms around both kids the whole way there. I love seeing this type of affection from parents! This family was only a few steps ahead of us, so I could hear everything that they were talking about. I heard her children talking to her about everything from what they were going to do after school to a favorite toy. The mother patiently listened the whole time. When they arrived at school, the Mom leaned down to kiss both of them good-bye and said, “Have a good day!”

I feel that I did witness some effective communication. I observed a lot of nonverbal communication which is in my opinion more important than verbal communication. This Mom patiently listened to her children without interrupting. She made them feel important. She also made them feel special and loved as she kissed and hugged them. Children made have their basic needs to survive, but the need love and affection to really thrive in our world. This Mom exhibited effective communication with her children.

The scenario that I witness did not really align with our topic of persona dolls this week, but it did align with everything that I have been taught so far in our Master’s program. I know how important nonverbal communication is, and I know that we need more parents like this Mom involved in our schools. Families are the backbone to a child succeeding. I do not believe this Mom could have done anything more to be more effective.

The children’s self worth should be pretty high from what I observed. I see this Mom walking her children to school every day as well as picking them up. She is very active in their academic learning because I have heard her ask about their school day on other occasions. These children know that they are loved by the affection that I have observed, and thus they must feel that they can conquer anything! Their hierarchy of needs is met, and they do have self worth.

This week I learned that I need to step back and do some more listening with my boys instead of doing all the talking. I was in awe of how patient and in tune this Mom was when listening to her children. I often do a lot of talking when my boys get home from school because I have to dig deep for answers. I realize now that they do want to talk, but it is not about school. I should let them talk about their interests like Eric Hoffman has shared with us this week, and then I can build on it. In my case, I can listen to them talk more about what they want to, and I bet they will talk to me about their school day when they are ready. Nonverbal communication truly goes a long way!

Creating Affirming Environments

This week we had to design an anti-bias environment for a home daycare. The following are some things that you will find in my home:

Family Photo Wall- Young children may have a hard time adjusting to school after they are dropped off, and a seeing a picture of their family can really bring a child comfort. Adriana had one at her center as well. This wall can also provide a clear picture of diversity to other students. Derman-Sparks & Edwards (2010) also recommends that children draw a picture of their family for homework.

Family Culture Display- I really liked this idea after looking at Adriana’s home daycare. She has one family bring in some cultural artifacts monthly that represent their family, and I would love to do this bi-weekly. Children would be able to really see a lot of diversity as well as learn more about where each student comes from.

Parent Bulletin Board- This is where my parents will find the schedule for the day and other pertinent information about my program. A copy of my diplomas will be posted so parents can see that their teacher is educated, and parents can feel confident in leaving their child with me. The schedule will be posted so parents know what children will be doing during the day and when is a good time to peak in on their child if they want. Children will be able to refer back to the schedule as well to see what is going to happen next.

Centers- My centers are one of the most important parts of my learning environment. Children do not have a very long attention span, so centers are pertinent so children can rotate every 15 minutes or so. My centers will include books that have people of all different colors and jobs. I may have a book with a picture of a male teacher or another book with a girl wearing a blue shirt. I will also have dolls in my dramatic play center that have different skin tones. Adriana also had colored dolls in one of her centers. I will have an art center with a lot of materials available to use in bins. Children will have the option to use their imagination to create whatever they want.

Exercise Balls- These balls are for students who need to get some energy out. I like to have these in the corner of my room so other children do not get distracted while doing work.

Family Potluck- I love this idea that Derman-Sparks & Edwards (2010) shared! I plan to invite parents in monthly or bi-monthly for a potluck lunch with our students. As a parent, I love to come into the classroom whenever I can. It is like an open house every month because parents can see what is going on in the classroom!

Parent/Teacher Log- When I was in the classroom, I sent home weekly log for the parents to see each day. It included the topics we learned about during the week as well as tips to help parents to help their child at home. This log has space for the parents and I to interact on a daily basis. Parents may be able to let me know that their child will have an early out, or I can share about the child’s day. I also make sure to at least once a week write a positive note about every student in their log!

Reference:

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 I Have Learned...

One hope that I have for children when learning about diversity is just to help see that everyone is different, and that this is ok! When children walk into my classroom, they come to me as a "mini me" of their parent. Of course, they have picked up on their parent's bad habits first instead of good. I hope to teach children that it is ok to think for themselves, so they can decide to accept the black person just like the white person or the hard working custodian just like the teacher.

One goal that I would like to set for our field is to implement more hands on learning that can expose children to diversity. I realize now that this is so easy to do. It can be done by simply using pictures, videos, but I would really like to have people come into my classroom if possible. Children need to see that a woman can be a doctor, and a man can be a nurse, etc. Anti-bias education is something that our field needs, and it can be done with something as simple as adding a few lessons to our curriculum.

I would like to thank all of you again for your professional support and encouragement! I have learned a lot about myself in this course as well as a lot about each of you. I wish you all a Merry Christmas and a Happy Holidays for those who do not celebrate. I cannot believe we are two courses away from graduation!!!

Creating Art

I am young, and she is old.
I see the beauty in it now.

I have brown skin, and she has black skin.
I see the beauty in it now.

I am short, and he is tall.
I see the beauty in it now.

I am a professional, and he is a custodian
I see the beauty in it now.

I am Christian, but she is a Muslim.
I see the beauty in it now.

She has a mom and a dad, but he just has a mom.
I see the beauty in it now.

I am right handed, and you are left handed.
I see the beauty in it now.

You are different, and so am I!
I can have started to see diversity now.

Start Seeing Diversity: "We Don't Say Those Words in Class!"

My five year old son says all sorts of things all the time! I never know what he will say, and I never know when he will say it. It is hard as a parent to teach him not to say these things because he will go to school sharing them. At the same time, I can censor what my son says, but he also comes home with new words or sayings that were inappropriately said by his friends. As an educator and parent, I will do my best to make sure to teach my children and students to be unbiased. “If we want children to thrive in a diverse world, and choose to stand up for themselves and others, then we must choose to help young children make sense out of the confusing and often emotionally charged messages they receive about themselves and other” (Derman-Sparks & Edwards, 2010, p. 87).

Recently, my son pointed out in public that one family was black and white. He was so confused and said that this man was could not be this girl’s father because he was a different color. He mentioned that his friend Kaitlyn is Black, but her brother and parents are also Black. I was so embarrassed, and I do not know who heard because I immediately grabbed him and walked away. I can only hope that the family did not hear since they did not stop me and give me an ear full of their opinions. I told my son that everyone’s family is different. I said that families can come in all different colors, and he just said ok. He was content with my answer. He still notices what color people are, but since that day he has not verbally said anything.

I think I did a great job of answering my son in an anti-biased way. If he were older, I could have elaborated more about the many types of different families like blended, single-parent, and guardians, etc. If this occurred in my classroom, I could have read books or used puppets to talk about diversity like seen in, “Start Seeing Diversity: Physical Ability and Characteristics” (Laureate Education a, 2011). One teacher in, “Start Seeing Diversity: Race/Ethnicity,” used photographs of people of different colors to teach about diversity (Laureate Education b, 2011). We have learned a variety of ways to teach in an anti-bias way, and I really plan to implement newfound knowledge starting with my own children.

References:

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

Laureate Education a, Inc.. (Producer). (2011). EDUC 6357: Diversity, Development, and Learning. [Video]. In Start Seeing Diversity: Physical Ability and Characteristics. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6060948&Survey=1&47=7996221&ClientNodeID=984650&coursenav=1&bhcp=1

Laureate Education b, Inc.. (Producer). (2011). EDUC 6357: Diversity, Development, and Learning. [Video]. In Start Seeing Diversity: Race/Ethnicity. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6060948&Survey=1&47=7996221&ClientNodeID=984650&coursenav=1&bhcp=1

Gender, Gender Identity, and Sexual Orientation

This week we were asked to share our thoughts with our colleagues on at least two of the questions posted.

1.)Share some of the ways you noticed that homophobia and heterosexism permeate the world of young children including books, movies, toys, stores, culture of early childhood centers, and schools.

As I look around, I can see that toys and movies focus on heterosexism today. Nearly every little girl has a Barbie and Ken. Most girls even begin to fantasize about meeting a real Ken one day. The summer movie hit “Toy Story Three” included this Barbie and Ken scenario in their script recently. Today children also look in their classrooms and see posters of two parents including one male and one female, so children begin to assume that this is what is right (Derman-Sparks & Edwards, 2010). I have to personally set aside my opinions towards homophobia and expose children to all types of families because what they see through mass media is not what they may be getting around them in reality. The classic picture of a nuclear family is quickly fading, and it is being replaced with a blended, single, or homosexual families.

2.)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 decided to answer this question because I one day hope to be a Principal, so this is a situation I will without a doubt encounter. I would first start off by telling this parent that we need to step back and examine the bigger picture. The bigger picture is that my teacher is very qualified to teach thus why she was hired here. I may not agree with her lifestyle choices, but her heart has not changed and her passion and experience in teaching still remain. I need to bring to the parent’s attention that it is not the teacher she has a problem with, but it is her own personal bias she needs to work on. It is ok to not agree with her lifestyle choices, but she needs to learn to accept that we are all different. I would go one step further to say that this teacher’s homosexuality does not interfere with the children’s education, and I would gladly connect this unhappy parent with former happy parents to tell her how pleased they were with having her. I would also offer to have this parent back in my office again to really sit down and dig deeper to find out why this situation bothers her as well as offer resources to help her work through her personal bias. If we want our children to thrive in this diverse world, then we first need to expose them to it first, and we may have to help some adults unlearn their biases as well (Derman-Sparks & Edwards, 2010).

Reference:

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