HOPE:

My new hope when working with children and their families on a cultural and diverse level, will be to not only attempt to incorporate solely my ideas and passion for cultural celebrations, but that I will also incorporate active listening to truly hear the needs, concerns, and desires of the children and families that I serve, so that I can create a safe zone for them to grow and thrive!


Goal:

One of my new goals is to start researching various cultural groups that are within the US and outside the US to find out what their needs and desires are in relation to their educational development. I want to then transition to speaking with children and their families about their overall expectations within the classroom as it relates to culture. I will then take that goal and implement it into designing my own program, rather than aiming for working at another particular facility.


To my Wonderful Colleagues:

You all have been extremely insightful and informative! I believe that this class demanded that we push harder and exercise our minds to think completely outside the box, and I believe that I can truly say that my mind has shape-shifted to think in a plethora of scenarios! Good Luck in all that you do, and let work to get to create a cultural blanket of comfort for each and every interaction we come into contact with on a daily basis!

Welcoming Families From Around the World

In this week's scenario, I have chosen that I am working within a childcare center that is seeking a quality education for their child within an environment that will respect their home culture, yet teach them about the cultural climate within the United States. Keeping in mind that culture pertains to the beliefs, artifacts values, languages, religions, music, and food of different people--it is important to incorporate a respect for the many layers of culture (Smidt, 2006). 

Family's Country of Origin: Sri Lanka  

To properly Prepare myself to be culturally responsive for the family I can:

• In lieu of the fact that children construct their identities from the different cultural experiences that they encounter within their lives, it is important to make sure that they [the children] are seeing themselves within that cultural climate within the classroom (Smidt, 2006). I would first perform some basic research to find out as much information I could about the families country. 
• I would next perform an intake interview, in order to learn as much as I could about the family and as much as I could about their cultural heritage (Derman-Sparks & Edwards, 2010).  Gaining an initial understanding will help the families to establish an initial line of communication.    
• I would then begin to construct a curriculum that had  activities and cultural to both educate and learn about the country where they are from, 
• Because language is extremely powerful and is needed to push forward through all communication lines, It thinks that learning about the child and their family's language will not only show inclusion but will also help the child to feel continued pride within his/her own heritage
• I would create an evaluation each month to find out if the needs are being met for the children and their families, that way any accommodations can be made if the families feel that something is needed to best incorporate their cultures and learning styles within the learning experience (Miranda, 2010).

I hope that these implementations will not only make a smooth transition for the family within the United States, but I also hope that it will show the child and their family that we welcome their culture within the classroom first and our culture second, so that they do not feel as if we forced our cultural ways upon their life!

References:

The Developing Child in the 21st Century: A Global Perspective on Child Development

Chapter 6, "The Child in Culture" (pp. 84--100)

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Miranda, E. (2010). Going global in Arlington, Virginia. Journal of Education for Sustainable Development 4(2), 219-226.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   

The Personal Side of Bias, Prejudice, and Oppression

This week in the course, our topic for consideration was more personal, as it related to bias, prejudice, and oppression. The earliest real memory that I can recall of prejudice or oppression, was in Middle School. My sister, who was younger than me in Elementary School, had a friend who was white, and the girl's brother was a known racist. One day I remember walking across the lawn from the Middle School to the playground that was on the Elementary School grounds (as I did every day to wait for my mother to pick my sister and me up from school), and the girl's brother drove past on his way to pick up his sister from school. He yelled out the window and called me a "nigger", and I remember feeling slightly afraid because I didn't know what he would do next. It surprised me more, to find out that the person in the truck was the brother to my sister's best friend. I couldn't understand how her brother was such a racist, yet my sister and she were best friends.

In a non-fictional book sense, I used to read a lot of books and watch a lot of shows that were really informative and insightful when I was a young lady. I remember the first time ever watching a documentary about  Emmett Till, and what actually happened to him as a young child. I could not, and still do not understand how a group of people could batter, and brutalize a mere child for a false accusation. The way that those grown white men dismembered his face, battered, bruised and threw him into the water, was an image that I never forgot to this day. The most disturbing part of the Emmett Till case that I read, and saw within that documentary, was the image of the Smiling white men and they're smiling wives, who came out of the courtroom after their case has been dismissed. It was as if they knew nothing would happen to them for committing such an atrocity, and they were sending a private message to other White Supremacists, that there were no repercussions for their actions. And that image haunts me to this day because the hunting and killing of Black men young and old-still go on in our current society. 

In this particular case, I believe that there is not a person or group that could step into this situation and make it better or correct.  Just as it was said in the media for this week by Dr. Benavides, when taking into consideration other groups, you have to also take in consideration yourself and your role within identity (Laureate Education, 2011). I say that to mean that group of people would also have to take a good look at themselves and ask themselves what they are really doing and why. If they continue as White Supremacists to feel empowered by making these decisions, then they may not change. But if they take a look inside and find out that they are doing the wrong thing--that is the point at which things will begin to make a change!

Resources:
Laureate Education (Producer). (2011). In her own voice: Julie Benavides [Video file]. Retrieved from https://class.waldenu.edu

Practicing Awareness of Microaggression

This week's material and readings opened my eyes on the topic of microaggression. According to the video that was shown, Dr. Sue made it a point to define a microaggression as being an insult, comment, insinuation that was usually stereotypical or racial in nature towards another individual or group of people made unconsciously (Laureate Education, 2011). I found this definition to be slightly contradictory because I did not believe that a person could unconsciously make a stereotypical or racist remark towards another group of people. However, as I really thought about what the term meant, I realize that throughout my life I had been a victim many times and maybe even a perpetrator of microaggression. One incident I can remember (among many), is being in elementary school, and a group of white kids telling me that I could not interact with their group. I went to a school that was predominantly white with only a few blacks within the classroom, and because I talked a little bit more “proper” (as stated to me by the black kids within my class), kids at that time believed that I was not black enough to be within their group, and white kids acted as if I could not hang out their group. I believe that in this context the microaggression that was used was a microassault. According to Dr. Sue was a microassault and was one that is meant to hurt a person (Laureate Education, 2011). Those kids at that Elementary school did not mean to cause great harm, but they did mean to insult me at the time of the verbal injury.

This week’s information caused me to be keener about my observation of different stereotypes. According to one of the readings, you could be a person who was constantly looking for the equal opportunities for people, and yet still have many different “hidden” biases lurking around inside yourself that you never thought you had (Teaching Tolerance, 2011). This could be something as large as an attitude or belief, or as small as a facial expression when it comes to harnessing hidden stereotypes (Teaching Tolerance, 2011). I never thought that this would be something to pay more attention to when discussing the topic of unconscious stereotyping, but it is something relative within each one of us within this society. When we can stop looking only for the large OVERT signs of prejudice and stereotyping, I think that we will see the picture more clearly.

Sources:

Laureate Education (Producer). (2011). Microaggressions in everyday life [Video file]. Retrieved from https://class.waldenu.edu

Teaching Tolerance. (n.d.). Test yourself for hidden bias. Retrieved May 25, 2011, from

             http://www.tolerance.org/activity/test-yourseld-hidden-bias. 

This week's material and media covered the meaning of culture and the labels that are sometimes placed upon people when discussing culture and diversity. According to the definition that was given by Miss Gonzalez-Mena, culture consists of many different areas, including, (but not limited to): religion, tradition, and most importantly perception (Laureate Education, 2011). I think that this week for the assignment perception was the key aspect of the responses that were being presented--when asked about the definition of culture and diversity.

This week's assignment called for our class to contact three close friends or family in order to assess their definition of culture and diversity. The three individuals that I decided to contact were my mother, my youngest sister, and my husband. Though I consider all to be my family, we do have differing viewpoints on culture and diversity (more so in regards to religion and traditions). When asked about their views on culture, ironically, there was a common factor in each response: "family." For all three of the people who I asked a question concerning culture-- family traditions and upbringing were the common denominators. Each one of my loved ones responded that they believe that culture where the things that were learned when growing up that made you into who you were in today's time. A very interesting fact that was also mentioned within the media for this week, was that each one of the people who I asked also responded that they believed that culture was how each individual person saw it be, which in essence translates into perception. Not only did I think that this was extremely enlightening, but also found it interesting that my three loved ones also believed culture to include perception and an individualistic view of traditions and upbringing.

When asked about the question of diversity, the women who I asked, my mother and sister, seem to have the perception that diversity included different types of people from different backgrounds, cultures, religions, and regions of the world. However, when I ask my husband, he seems to believe that diversity included just a different way of thinking and seeing the world.  Technically nothing was omitted from the definitions that were stated within the materials for week 3, however, the common keyword within the answers that I was given was the word “different.”

I believe that this exercise allowed me to view how my loved ones were actually reviewing what we were learning in real time. It caused me to stop and think about the fact that some people relate the words culture and diversity to mean physical people, and some people relate the definition to mean a different perception or way of looking at a situation. I personally had never separated the two thoughts, but after speaking to my loved ones I believe that I've learned to appreciate that each person has their own definition of what they believe these two extremely powerful concepts to consist of in the society we live within today.

References:

Laureate Education (Producer). (2011). Culture and diversity [Video file]. Retrieved from https://class.waldenu.edu

A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country's culture is completely different from your own and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decided to take three items that you hold dear and that represent your family culture.

 In this case scenario, the items that I would take to represent our family culture are:
Kinara, Small Sack of garden seeds, and the Book of the Dead would be the items I would take with me to the new country. When asked about what these items meant, or their significance--I would tell people that each one of these items is held near and dear to our family. The Kinara represents our families celebration and tradition of breaking free from Christmas, to celebrate Kwanzaa; a tradition that we started about 5 years ago. Through research and seeking out knowledge and truth, we found that the principles of Kwanzaa better embodied our heritage and cultural goal. The garden survival seeds are extremely important because since 2011 our family has immensely struggled to get back to the "land" and become more sustainable through farming and gardening. We also have taken necessary steps prep our selves for numerous scenarios that could take place, and the importance of planting the seed for survival. The Book of the Dead is the last item but is one that represents the original Nubian Spirituality and knowledge. Once seeking as a devout "Christian" for the truth, our deep research led us here and to other texts such as these. Books such as these keep us grounded in our belief that all roads will lead back to the source and foundation, you must only seek...
If I was told upon arrival that I could only keep one item, I must say that it would be the seeds. I say that because the other two items--though extremely important--are more embedded in our hearts and spirits to the point where needing them physically is not required. The seeds can serve many purposes, as far as, sustainability is concerned, but can also open a door for barter and trade within your new territory. This exercise helped me to see that those items that serve as a totem to knowledge and understanding are now written within me and cannot be shaken. Not needing an item to signify my culture is my takeaway, because, at this point, my family culture is written on my heart and mind. I know now, what my family stands for, and what path I must take...that is a feeling that cannot be shaken. 

MY SUPPORTS

MY SUPPORTS

My daily supports revolve around my ancestors, family, and being in tune with nature. These are the elements that get me through each day! When I work, play, meditate, and educate my children and others--I think about how all of these factors collaborate together to motivate what I do on a day-to-day occurrence. Trying to imagine what it would be like without these factors is extremely difficult because these motivational forces are what drives me to wake up in the morning and push through each day...It's the hope of something greater, an educational and sustainable push for life, that causes me to awaken and endure the trials and tribulations associated with an ever-changing world, that may or not be working towards the greater good of respect for the cultural basis of this entire world. These are the solid guiding lights in a world of flickering glimpses of light, and I owe them all much respect and dedication. 

If I were to imagine a challenge that I don't currently have, such as actually becoming a sustainable family farm and space would be the greatest challenge. I think that this would be the challenge because the surrounding world is built on a mainstream and system, with rules and enforcement that are not always friendly to the indigenous cultures of the world. To pull from this mainframe and educationally, spiritually and physically become sustainable and set yourself free would be a challenge beyond comparison. Overcoming the temptation to re-incorporate yourself into the system to make it from day-to-day, is the ultimate test, and I would need each of my support systems to make it successfully through that test!

MY CONNECTIONS TO PLAY

"Through play, the culture is expressed or celebrated...The study of child-rearing is an examination of what 'goes in'. The study of play behavior is the study of what 'comes out'..."

                                                                                      --Dr. Janice E. Hale

"In play, the child may freely explore reality, to accept it or reject it, to escape or distort it to suit his own interest, needs, wishes and desires."

                                                                                          --Dr. Amos Wilson

 

Playtime for children is extremely essential to their growth and adaptation in a child's developmentation. The two pictures that I have here represent play items that children have seemed to forget in this day and age. The play items I have chosen stimulated the physical and intellectual state of mind for me as a child. My favorite childhood memories were spent outside in play, either on a playground with other children or within my community among my neighbors. This allowed us to come up with our own scenarios and games in order to interact with our environment. Many of the time my mom was the main one who promoted this type of play, rather than spends time in front of the television. When I did come into contact with electronic toys, it was more so like the ones featured to the right. I had this specific toy, that I loved dearly because (aside from my mom), it helped me to learn how to spell and write, at an early age. These were the play items that helped build interaction with other kids (that led to lasting friendships at that time) and helped me to intellectually become curious about words, and language, and practice myself.

In today's society, children are exposed to more of a technological digital playground, where they can view and engage in almost anything they want, whether it is positive or negative. Many children have not only turned to a more unhealthy, obese lifestyle because of inactivity, but they have also turned to a separation of getting fresh air and creativity, in exchange for vastly controlled media. Though there are technology and digital resources that help children engage in healthy play, the days of old where children went outside and played without that digital aid, is few and far between. I can only hope that natural play will return and that children's desires and wishes will embody that natural environment of play. 

     

Relationship Reflection

Education and positive relationships go hand-in-hand in order to promote a child's healthy learning environment. Family, Culture, and Spirituality are extremely important in my life and are aspects that I promote on a daily basis to my children in their learning growth process. Here I have pictures of what I deem to be important to my children's learning and relationship network. Because historically many indigenous groups had families that were torn apart, I have made it a point to try and show my children that as a family and as an individual, you should always exhibit loyalty to those you associate your self...especially in a positive circle. I currently try to promote my children keeping positive memories and associations with those I have positive relationships with such as my mother, brother and 2 sisters (their aunties whom they love dearly). And I also encourage them to write letters to and call their granddad (my dad) and their Great Aunt (my aunt) to whom they always enjoy speaking. My daughters also hold a great relationship with a cat they have named "Meme" who was here when we moved into the house. Because in Egyptology the Feline holds a high regard, we treat the cat with the upmost respect, and the girls enjoy caring for their adopted pet. 

Because my husband and I have encouraged strong relationships with those family members that we speak to often, my daughters have made it a point to involve those family members in their educational growth. After years of involving the total family, my daughters have naturally picked up the reigns of wanting to interact with their family and include them in their educational development! I believe that if I continue to nuture and expose our children to those positive images and images of struggle and hard work that our family must go through to succeed, that our children's educational development will truly take flight and allow them to flourish in any setting!!

My Thoughts On Child Development

This Week I chose this awesome video to represent my thoughts on childhood development. I chose this video because it has everything that is needed for understanding child development rolled into one neat package/ I also think that this video has a pleasant global and cultural tone, that concisely informs what is truly needed within the child, during the first 6 years of life!
Please Enjoy and a Big Shout out to all my classmates and  Haleema Hicks & Hanadi Alhaj (the two I most followed) on truly giving an excellent cultural outlook on Child Development!

The definition of “holistic” states that it addresses the “whole” part of something, and in the medical world it is organically treating the whole body; to me, this is extremely personal, especially when dealing with children. Measuring “the whole” ability of the child is something that I believe cannot be done in a simple test or evaluation.  Though educators, psychologists, and other test designs have spent numerous years trying to come up with tests, tricky mazes and other gimmicks in order to measure and label the minds of children, many do not know that tests such as the IQ test, do not even test a child’s academic ability or deemed “Intelligence.” I think that the best thing that can be tested within a child, is their ability to persevere. I think that this is a more accurate aspect to measure, because if a child has a decreased willpower or motivation to push forward in certain aspects of education, knowledge or life goals; than a teacher or guide has the opportunity to nurture and motivate that perseverance so that the child has a more positive outlook on life and that desire to succeed.




   In Jamaica, there is a high importance placed upon education, especially early childhood education. Upon entering into Primary Education children are exposed to a Caribbean curriculum and standards from the NAP (National Assessment Program). Jamaica is also proud to have achieved Universal Primary Education. This provides children with free education for 6 years, and many children who enter in at age six are already reading in many cases. This emphasizes that the value of education and discipline that is placed upon children in Jamaica. This goes to show that education is of great importance, and the educational development of the children is even more valued.

This week we were to think about one stressor factor that we have experienced in our lives that has resulted in a Triumph rather than a negative overall experience. From the list of chosen stressors, though there are many that I can attest to--I believe that racism is one factor that I did actually experience as a child many times. When I was in kindergarten, I was trying to test into the advanced gifted program (C.L.U.E.).  I took many tests that were given to me including IQ and different gifted and advanced placement tests that at the time in the early 90s were being given to children. Although I did pass those tests and receive a score that was high enough to test into the advanced and gifted program for my elementary school, we were told that kindergarteners were not allowed to enter into the gifted and advanced program; so I would have to wait until I entered first grade in order to enter into the program. Initially, I did not think that there was anything wrong with this fact, until I entered into the first grade, gained entry into the advanced and gifted program for my school, and learned that there were children who were returning from their kindergarten year.  This at the time upsetting for two main reasons:  one reason was that there were very few black children who were at my elementary school, and the second reason was that we were told that there would be no kindergarteners within the gifted program. When my mother found out about this she was highly upset, and she approached the school administration to question the rules. Once she questioned the actual Administration, the administration tried to apologize, and claim that they did not know how I was refused entry into the program; however, I did know. Even though I was young I did understand that I had experienced racism and that the reason that I was not permitted into the program must be the advanced program was a majority White program. When I entered into the program in first grade I was one of two black children within the program and the returning children who initially had gained entry and kindergarten-- some of which were in my kindergarten class, were white children. Rather than feeling deeply scarred by this situation at the time my mother and I talked a good deal about what happened and how I felt. This did help me to understand the unfairness in the world, however, I knew that it did not justify racism or unfairness that was in the world at the current time.

Many different areas racisms is still prevalent, the country of Libya currently there are still darker hued people who are being treated ill-mannered, and even sold as slaves in 2018. Likewise in the country of Israel, the black people are being treated in an ill-mannered way, and a racist and Prejudice manner that is in-conclusively an overall inhumane manner. The treatment of black people in these areas and darker hued people in areas such as Libya is unacceptable and should be more addressed within our society. The cognitive damage, as well as psychosocial damaged that is done to the human psyche within people of the black race, is irreversible, and the only way to truly heal, (in my opinion), would be to bring the injustice to the Forefront and eliminate it from the Daily normal functions of society.

 I love the "Controversial Opinion." Most people would view the photo on the left as an advertisement for the "Friendly" neighborhood "Flu shot," or Immunization booster shots for school. However, when this picture symbolizes something important in the studies and first-hand experience that I have had with immunizations/vaccines. I began to study the not-so-nice side of vaccines and immunizations in 2013 after the birth of my 4th daughter. My husband and I had been diving into extensive research on various topics of concern within the community, and immunizations and vaccines were one of those topics. Once I started seeing research that discussed the problems that a growing number of parents were facing with the immunizations having adverse effects that led to polio and autism, I, myself stopped immunizing my children cold turkey! I even started researching the laws in my state to protect my children's rights, as well as, my rights to not be forced to have my daughters immunized.
When my oldest daughter was in Kindergarten Arlington, TN, the school nurse tried to call and question me about my daughter's shot record, and why I didn't have her immunized for that particular school year.  I was nervous and anxious all at once, but because I have always stood firm on my research and opinion, I told her about my research and apologized to her in advance, because I would not be immunizing my daughter no matter what the repercussion. To my surprise, the nurse not only supported my decision 100 percent, but she also confessed that she herself had stopped medicating her own children. The school nurse's reasoning stemmed from her first-hand experience with working in a well-known hospital in Tennessee that was administering medication to patients that were deemed medically unnecessary. The feeling of relief washed through me that I would not have to put up a fight, even though I was ready and willing at any moment!

According to an NPR article from 2011 entitled: "Vaccine Mistrust Spreads to the Developing World," there has been vast mistrust with regards to most vaccines administered by public health workers--especially in countries such as Kenya, Afghanistan, and Nigeria (just to name a few). Most of the controversy was caused because of the rumor that the vaccines were causing paralysis. The article stated that many US and Europe anti-vaccine groups fed many of the fears, but that public health workers had been working arduously to get the children vaccinated regardless of the stigma--even though it did hold some truths. Children were getting the polio vaccine in Africa, and many were getting paralysis; there had simply been no medical confirmation of the interconnectivity at that time. Though children are still receiving the vaccines, the parents of many of the children are similarly not as accepting as one might think. Here is some Further Reading: 

• https://www.npr.org/sections/health-shots/2011/07/25/138672535/vaccine-mistrust-spreading-to-the-developing-world
• Miller,E.(2015). Controversies and challenges of vaccination: An interview with Elizabeth Miller. BMC Medicine, 13(267). 

The Birthing Miracle!!

As I look around, I see warm colors and a basic furniture layout...an entertainment shelf, a couch, large basic tv, and various machinery monitoring my heart rate, pulse, and my first baby girl's heart rate. I have been looking at this same room layout for 4 weeks--ever since I was advised that I needed to be on bedrest until I reach term (36 months) for my first pregnancy. I knew it would be a long solitary confinement for the next few weeks, and I knew at that time it would be an interesting experience. 
I was 21 years old when I became pregnant with my first daughter. I was working at the time at Kohl's Department Store in Cordova, TN, and instead of gaining large amounts of weight like a normal pregnancy, I lost over 25 pounds of the course of my pregnancy. I remember going to work one day (as a sales floor associate for housewares) at Kohl's, and after going against the doctor's orders--I did a good deal of heavy lifting and arranging the items that were on the houseware's floor. I then remember the rest in flashes...I was standing behind the Customer Service desk helping a woman locate an item at another store...I began to perspire and feel light-headed...then in the next instance, I recall the woman literally jumping over the little wooden flapping door that led behind the register and a scream about calling an Ambulance.  I had passed out! According to one of my co-workers, I fell out while assisting the young woman, and landed right on my stomach. The next thing I remember was whirling in the back of an ambulance, followed by waking up in a small hospital room. Several tests were run to make sure myself and the baby were okay--and after finding that everything was presumably okay, I was to follow up with my OBGYN. 
After following up with my doctor I found out that the hospital diagnosed me with having a short cervix and being a high-risk pregnancy. Believe it or not, it was after passing out a second time, again at work, that I was placed on bed rest in the hospital...forced to voluntarily resign from my job, because I had no protection of maternity leave, even though I had been employed at Kohls for over a year...
Flashforward--I remember being induced for labor, only to moments be rushed into the operating room for an ALLEGED necessary C-Section. Though I had suspicions about the manner in which my delivery was handled--holding on to the little body of my firstborn daughter was a truly surreal experience. My sister who was 3 years younger than me was there, to help welcome this small chocolate chip into the world, and the radiance of female energy flowed into her small vibrant body. 
My birthing experience, little did I know at that time, was the first of 5 deliveries that I would bring forth into the galaxy. Each experience more different than the next; more lessons learned as mother nature gently lured me along the narrow path. Because I was just starting my undergrad, I did school work (papers and tests) after each c-section was performed...with the nurses saying I was crazy for trying to pry my fleshly cut body in an upright position and complete course-work...but I knew I was fighting for something greater....I was fighting for the future. 

In the country of Ghana, birth (just as in all African Countries) is seen as a divine ceremony of life...a bringing forth from the ancestors and Gods. Before the birth of a child in some tribes of Ghana, a mother was told to refrain from doing certain superstious acts such as: looking at an ugly animal/deformed person(such as a monkey) and also staying away from items that lacked beauty. This was emphasized because it was believed that if an expectant mother looked upon an item/person of deformity or "unsightliness" it could cause the baby to take on an unpleasant appearance at birth! In certain tribes in Ghana, it was also said that the mothers and babies might receive an inscribed mark on the face in order to recognize them if they were to "reincarnate" and to take away any followed spiritual powers. 
When the baby is born, according to Accan tradition, a baby is given 7 days to make sure that the baby is safe and 'here to stay' within this land of the living. After it is determined that the baby is in good health, a very important ceremony, called an outdooring takes place. This ceremony (depending on the gender of the child) is seen as a welcoming ceremony into this realm, and a libation (or dedication) to the ancestor to see the potential of the gift that was given. The ceremony is guided by an elder of good character (male or female depending on the gender of the baby) and a series of small tests of endurance take place with the baby, such as moving the baby gently around with your foot, in order evaluate the strength--followed by the VERY important naming of the baby takes place. Once the baby is named, to seal the deal, a strong (usually a palm wine) is brushed across the baby's lips to set the name and purpose in life...in stone. Here is a video that shows one of the ceremonies: 

Sources: /http://myghanaroots.com/2013/12/31/ghanaian_birth_customs/
https://www.youtube.com/watch?v=MB01-_2XYvs

Welcome! Habari Gani!

Habari Gani! Welcome to my humble abode! I welcome you and am thrilled to get to start a blog, that is mandatory because it has been on my to-do list for the past 5 years as a long-time writer!! Having seen first hand in the educational realm the true fight that is occurring in teaching children's education with an emphasis on creating positive images of themselves (as kids), and truly honoring and appreciating their cultural diversity--I knew that an "unlearning" needed to take place within the educational system. With 5 small daughters of my own; I saw first hand that this must take place in order to make a serious change in the educational scene, but more importantly, make a positive difference in how the children view the world. I hope through various posts and information, that my words, insight and shared bits of research and wisdom, will help to lead to a remarkable difference in the Early Development of children's lives!