Evaluating Impacts on Professional Practice

At some point in our lives we will be faced with some type of stereotyping or prejudice. How we handle it will be a reflection on our ability to work with young children and their families. I don’t have to imagine experiencing isms, they have been present in my life for many years. People react to situations and circumstances based on their knowledge about them. For many years things that are not considered normal have been labeled by society.

Being a single parent, the mother of two children with disabilities, and being a part of a culture not considered to be the dominant culture, I am very familiar with the negative behaviors and actions of others. People have formed their negative, bias behaviors and opinions based on those facts alone and not fully understand the circumstances of my situation.

Not all people can take what others perceive to be negative and use it to help create a loving and caring environment for other family structures. Being a single parent people automatically assume that I was not married not knowing my situation resulted from my husband passing. It is important to recognize that that children’s experiences in single parent families vary widely, it can be by choice or by life circumstances such as divorce or death (Derman-Sparks & Edwards 2010). My personal experiences with biases and stereotypes along with my strong passion and desire to serve young children encouraged my work in the early childhood field. Instead of allowing the opinions of others to affect me negatively, I can take what I know and have learned and use it to help create an environment that is free from stereotypes and bias behaviors.

References:

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

Observing Communication

This week I had the opportunity to observe an adult and young children communicating. I did so in a kindergarten classroom. Observations are a great way to enhance what you understand and know about mindful communication. Knowing which communication strategies work best also strengthens your communication skills. As I watch and observe the teacher and students, I focused on how effective her communication skills were with the students.  As she responding to each child I noticed that she always called them by name. She was also very encouraging, praising them for a job well done on class work. She encouraged all students regardless of their ability level. Teacher talk is encouraging and lets children know that their teacher values their efforts and accomplishments (The Nature of Teacher Talk during Small Group Activities, 2010).

During circle time when students were working on their sight words, I noticed how she took the time to correct their grammar and words. Her interactions were so engaging the children remain focused and eager to learn. Activities incorporated in the curriculum were all explained in detail, and students were allowed to ask questions if necessary. It was obvious that each child has their own style of communicating, but she was able to incorporate different strategies that seem to work in her environment and listen to what they had to say.

Becoming an effective communicator will take much time an effort. Our choice of words is important (The Nature of Teacher Talk during Small Group Activities, 2010). Regardless of the students different styles of communication there are several strategies that foster effective communication. If done correctly, children’s social, emotional, and cognitive development are enhanced and is the foundation for learning and healthy development.

This week I have learned the importance of stepping back and listening to what children have to say. As educators, we must continually ask ourselves how we can use language for our ultimate purpose: to support children's development and learning The Nature of Teacher Talk during Small Group Activities, 2010).  Alison Stephenson says “Listening is paramount” (Stephenson, 2009). “Stepping back became a strategy that helped me listen with an openness that allowed me to hear unexpected meanings in what children shared with me” (Stephenson, 2009).

References:

The Nature of Teacher Talk during Small Group Activities. (2010). YC: Young Children, 65(1), 74-81.

Stephenson, A. (2009). Conversations with a 2-Year-Old. YC: Young Children, 64(2), 90-95.

Creating Affirming Environments

           As an early childhood professional, I know and understand the importance of ensuring that each child in my care has access to the best education possible. One of the most important aspects of providing this is to ensure the environment is welcoming and the children and their families are respected. Creating an environment that fits their needs will require strategic planning and will have to be anti-bias. Children should feel safe, nurtured, and loved and be able to develop a positive and strong concept of themselves and express empathy for others.

            As I develop my home Family Child Care Home, I want to create an environment that the children and their families can appreciate. In an effort to promote an anti-bias education I will have to include material that is diverse and anti-bias. Daily interactions and activities will be a large part of what I do, so books, dvds, puzzles, magazines, dramatic play props, and music will all represent different cultures, ethnicities, and backgrounds. Any posters, fabrics, and pictures will represent the children’s home culture.

Families will be a major part of their child’s learning experience, so I plan to include material for families as well. They will also be allowed to provide or share as much information about their families culture. In the video segment “Strategies for working with diverse children: (Laureate Education, Inc. 2011).    Welcome to an anti-bias learning community.” Adriana shows how she has a special place set up when parents first arrive to her facility that is filled with lots of information for parents and activities for children to help with separation issues. Making children and parents feel safe and welcome is very important in any setting. Family child care becomes like a second home to the children which in turn fosters community among families (Derman-Sparks & Olsen Edwards, 2010, p. 54).

            Specific strategies will be necessary to support my environment. I must first be aware of my personal feelings and not allow my beliefs to interfere with my work. My environment needs to be supportive of children being able to share and discuss any differences they may observe. I must allow them to express any emotions they have and work out conflicts they may arise. When children can express their opinions, they learn from each other (Derman-Sparks & Olsen Edwards, 2010, p. 53). I have to teach children to identify different stereotypes and be sensitive to others we try to portray. Incorporating family traditions is very important and will be a critical part of my environment and learning experience.

References:

 

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

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

 

           

 

 

Blog Assignment: What I Have Learned

When working with children and families who come from diverse backgrounds my hope is that I am able to provide them with the services that caters to their needs and create a learning environment that is welcoming to all. Children want to know that they are loved and valued, my job is to ensure they receive what they need.

One goal I have set and would like to see happen in the early childhood field that relates to issues of diversity, equity, and social justice is to help policy makers create a curriculum that supports the diverse needs of individuals and not focus so much on each child learning the same exact thing.

 

I would like to take this opportunity to thank my instructor, Professor Klein and my fellow colleagues for all you feedback and information you shared in this course. It is always a great experience when you are working with others who are working toward a common goal. Sharing valuable information with each other helps us as we continue on our journey to eliminate issues of diversity, equity, and social justice.

Start Seeing Diversity Blog: Creating Art

 

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

One day at work, I was in the classroom and I witnessed a parent who would come in the class and help her son with his morning work. She noticed me watching and begin to explain why she was helping him. She told me he was autistic and had trouble writing. I told her she didn’t need to explain that I understood. While she was explaining the teacher walked back in the classroom. One of the students asked, why his mom couldn’t come in the classroom to help him with his work. The teacher asked him to take his seat and to speak out of turn.

The response given by the teacher could have led the child to think he was not important enough for his mom to come help him.

An anti-bias educator might have told him that it would be ok for his mom to come help him, but because you all are different one student may require more assistance than others.

 

Start Seeing Diversity Video" Blog: Gender, Gender Identity, and Sexual Orientation

Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families.

My response to this would be, we can’t discriminate against anyone. We have children who come from several backgrounds. All of our children are treated with the same level of respect and one type of family does not hold more value than another.

•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.

My response once again would be we don’t discriminate against anyone. A person sexual preference has no bearing on our decision to allow them to work in our facility. If they are qualified based on standard procedures their personal life is not an issue. I would give them the option to find a facility that can provide them with what they need.