Evaluating Impacts on Professional Practice

Evaluating Impacts on Professional Practice

 

Being one that has experienced many issues regarding the biases of others that failed to respect and consider the personal identity of myself, I recall suffering consequences that were beyond my control. Therefore, with being an early childhood educator and working with a multi-cultural group with diverse, personal and family cultures and identities, I can imagine the forms of biases and inequalities that these children and families.

Just to pinpoint the hardships of transnational families. I feel that they can relate to feelings that may tragically effect their well-being and social identities. “Transnational families face many of the same challenges as immigrant families— adapting to a new culture, learning a new language, locating suitable and affordable housing, seeking jobs, and adjusting to the educational and larger societal systems. (Enu Kyeong, C. Chen, D. W. & Sunghee, S. 2010).

With prejudice comes neglect and with neglect leads to inequity. When families are bypassed by receiving services due to their class, family income or language, etc., this can cause an effect in their well-being. I have witnessed families that lived in poverty-stricken environments to be left behind in the chances of seeking an education. Situations such as these can make a huge impact on the outcome of a family’s future. Religion-ism is one that I highly expect families to expect. As most of us know that Christianity is known as a dominant religion, in which America caters to, there are families of different religions and cultures which can cause a wide range of biases towards one family to the other, no respect for the values and beliefs of each other and no consideration either. “In everything they do, families communicate their cultures values, beliefs, rules, and expectations to their children” (Derman-Sparks & Olsen, 2010).

References

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

Eun Kyeong, C., Chen, D. W., & Sunghee, S. (2010). Supporting transnational families. YC: Young Children, 65(4), 30-37. Retrieved from the Walden Library using the Education Research Complete database: http://ezp.waldenulibrary.org/login?

Observing Communication

 

Observing Communication

I chose to visit my son's head start classroom during lunch time. his teachers, Mrs. Jackson and Ms. Dorsey were taking the children to the sink to wash their hands before they ate. Once all the children were seated at the table and received their plates, the children began eating. One child, by the name of Lila, began to pick at her plate and wasn't eating her food. Ms. Dorsey watched Lila as she picked up her string bean off of her plate and stared at it, while whirling it around in the air. after a minute, Ms. Dorsey said to the children. "Do you all like your string beans?, I think they are delicious." This statement that was meant for Lila, but directed towards all the children instead. Ms. Dorsey then states, "How about you Lila? Do you Like your string beans?" Lila sat quietly and began to taste the string bean, after while, she began to eat the string beans as well. Lila later states "I ate my beans Ms. Dorsey, they're good!!, I'm gonna eat my chicken and bread too!" Ms. Dorsey replies to Lila, "That's good that you ate all you're food and your vegetables, you're going to be very strong and healthy!!

 

In this account, I noticed that by the actions that Ms. Dorsey expressed by asking the children caused by speaking on how good the string beans were, which encouraged her to try them, which also led her to try and eat all of her food. Ms. Dorsey's actions were more of general statements instead of command, which led to the expectations of Lila eating her food to be met.

 

I believe that the communication interaction between Lila and Ms. Dorsey was very uplifting for Lila. from the language and communication flow of Ms. Dorsey towards Lila not only influenced her to eat her vegetables, but to eat all of her food as well, Which is why language is such a strong guiding principle for communicating with children. "As teachers we need to question our language in terms of the context it provides for children's thinking." (Rainer Dangei, J & Durden, 2010).

 

References

 

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

 

 Creating Affirming Environments

 

Constructing a family child care home can possibly be challenging for some, who attempt to incorporate a learning facility in their living quarters, but can be beneficial for children, families and teachers, if put together properly.

 

If I am ever able to open my own family child care home, I would like to make my area as welcoming as possible, by first focusing on the visuals of my environment, using colorful papers on the wall, pictures and posters displaying alphabets and numbers, pictures of children of different cultures to let children see those that resemble them and the ones that do not, but giving a message showing that we are all together and we are all the same. upon entrance and signing in, to give families an idea of what their children will be learning. "An environment, rich with anti-bias materials, invites exploration and discovery and supports children's activities" (Derman-Sparks & Olsen, 2010). I would also be sure to add furniture in this entering area for parents as well, reflecting on the media segment where Adriana spoke on how separation would sometimes be difficult, I would provide space for children and families to cope with their situation. "I set up this area because some of the children are having time again to separate. Especially the preschoolers too. So some of them invite to read a book, to sit down and read a book for awhile." (Laureate Education 2011). Along with the area of entrance, there will be cubbies on the side wall where children may place their items, such as outerwear, backpacks and changing clothes, etc. I'd like to have an corner specifically for families that would like to visit or see what their child is learning or for other guests who may come by for observations. I'd like to provide a reading corner for children and a giant rug on the floor for story time, or independent reading. In the middle of the room would be for play, along with certain areas of different kinds of play, by means of a cooking area, puppet area, building blocks and cushion furniture for small children. On the side will be a table with chairs where children may do art, as in coloring, painting, and other activities that also requires them to sit. This table will also be used as the eating area once cleaned, for breakfast, lunch and snack time. There will be an area with cots and blankets for each child for taking naps.

 

 

Understanding that play is very important for young children, just as well as instructional time.

I would like to provide an area for outside as well as indoor. swings, sliding boards and an enclosed space where they may run. I would like to make the family child care home as comfortable as possible for children and families.

 

References:

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. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author
 

 

 

 

 



What I have learned.....

       when I think about working with Children and families from diverse backgrounds, my main focus is their well-being. Due to the fact that working with people with different cultures and backgrounds, it is sometimes rather challenging to meet their needs. My hope for working with children and families is that I am able to establish a relationship/partnerships with the individuals and give thrgive them a sense of safety and security by decorating my classroom that displays a welcoming climate that shows that their kind are accepted and appreciated as well. I believe that these first aspects are the key to teaching and reaching out to children and families.
     
        My goal in working with children and families is to see that needs are met for all, regardless of family income, living status, race and even poverty stricken families and much more. I would love to be an advocate and early childhood professional that steps up to make an attempt in reducing biases and inequities in the early childhood field.

       I must say that it has been a pleasure to work with each and everyone of you all. Thanks for your support in my blogs and discussions, and I wish you all well in your next course :)

Start Seeing Diversity Blog: Creating Art

 

“In our society, many issues divide people. These include age, gender, sexual orientation, family composition, economic class, physical abilities and characteristics, race and ethnicity, and many others.” (Laureate Education).

 

 

There was a time when I didn't quite understand myself,

and the misunderstandings and feelings of hurt I've caused on everyone else.

Being exposed to the negativity from those around me and from a different race,

I began to feel incomplete and lost control of myself.

With the passive aggressions from those, I held within,

I began to seek revenge and hold grudges on other races, and refused to let anyone else in.

Many struggles of racism came, but the fact remained,

that I must devise a plan, to keep this cycle from being the same.

After taking time to think and analyze all of the things that could possibly hurt me,

I also began to consider others as well, and this method was a start to set me free.

From the guilt and shame on backing away, judging those who actually meant no harm,

I faced these challenges on by one, and my emotional walls of protection were finally disarmed.

Thanks to my support team, we stuck together,

assisted each other and became better than ever.

To keep the world from being wrapped up in this circle of socialization,

we as a people must reach out to others to reduce anti-bias and form better organization

 



Start Seeing Diversity

 

 

 

Bias based on physical disabilities or characteristics, or ableism, is any attitude, action, or institutional practice that subordinates people because of a disability or other physical characteristic. (Laureate Education) I can recall a time where I was at a basketball game with my three nephews and sister-in-law. While sitting in the bleachers, we saw a young man that appeared to have down-syndrome, come sit beside us. The young boy began shouting, cheering and clapping along with his parents. My youngest nephew started to stare at the young man out of curiosity. The next thing that I can remember is him pointing at the young boy and asking his mother, “ma, what’s wrong with that boy right there?” My sister-in-law responded, “Who?” and my nephew responded, “RIGHT THERE!” pointing again, with a smirk on his face as if he wanted to laugh. By that time, the parents noticed that my nephew was pointing at him and so did the young boy as well. Although the parents looked slightly angry, the young boy actually smiled at us. My nephew got scolded by his mother and made him leave the game and took him home.

            Being that my nephew was only seven at the time this incident occurred and may have actually had a question that he needed clarity on, I honestly do not think that his mother handled the situation in a correct manner. My sister-in-law seemed as if she was more embarrassed on her end and did not want to be in the presence anymore, along with my nephew. After they left the game, I leaned over and apologized to the parents of the young boy and asked if they mind if he sat with us. After the parents accepted the apology, the young boy came and sat with us, I bought him popcorn, and he and my other two nephews enjoyed the rest of the game. By me taking action to attempt to resolve this issue, I felt better about myself and for the young boy because I knew at that time that we are all different in some way from one another.

            I believe that an anti-bias educator would have pulled my nephew to the side and explained the young boy’s uniqueness and inform him to not point out people’s differences from him in public, by fostering leadership of targets (Harro 2010). Understanding that children do not yet understand that there was practically nothing “Wrong” with the child, but just not the same as him, I think that the anti-bias educator could have made an impact out that situation that would have changed his perspective of diversity for the rest of his life.

 

References

Harro, B. (2010). The cycle of Liberation. In M. Adams, W. Blumenfeld, C. Castaneda, H. W.

Figure 7.1 on p. 53

 Laureate Education (Producer). (n.d.). Start seeing diversity: Race/ethnicity [Video file]. Retrieved from https://class.waldenu.edu

 

 

 



Gender, Gender Identity, and Sexual Orientation

          There are times where I do feel that I sometimes communicate differently with individuals of different cultures and groups. I oftentimes narrow down my natural form of communication of my own, as whereas, I am more of considerate of the others I am communicating with.

          In my response to those who feel that child care centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families,  I feel that it is very necessary for children to acknowledge of their awareness, and the school is one primary source of educating our children of the the many family cultures there are, other than traditional families. When we blindfold our children to these kinds of diverse cultures, not only are we practicing bias and prejudice, but we we are also setting the mind frame that there is a stereotypical mater as to where we are supposed to live by certain guideline, which limits the child to finding themselves and a sense of freedom. As bad we want our children to live in a society where they should feel that everyone is the same, we are only hindering them from what they will grow up to recognize the actual reality.  

          Another thought and concern regarding children, gender and sexual orientation points to becoming an early childhood professional and having a child in my classroom that transgendered and how to act accordingly for the respect of the child, their family and the children of their class as well. As we all know that early childcare services promise equity in our center, we work to meet the needs to the best of our ability. Reflecting on the media segment and het son wishing to wear skirts to school, (Laureate Education), and actuality making progress to make a change in this policy was a great success, but no one thought to consider the feelings of the students in class. In more serious cases where a child is transgender with the opposite sexual organ in which they portray to be, how can there be any kinds of methods and tactics on helping this child feel comfortable in the school setting, along with the embarrassment of having to be separated during bathroom breaks or even how to properly address them as male or female, or saying he or she. In order to keep confusion in a classroom, I would like to know how any of my colleagues feel that they would possibly handle this matter.

                               References

 

Laureate Education, Inc. (Producer). (2011). Ability and characteristics, race and ethnicity [DVD]. Diversity, development, and learning. Baltimore, MD: Author.