Impacts on Early Emotional Development

This week...the final week- we embark on a journey to step out into the wide world as skilled educators in the fight to counteract bias behavior and promote fairness and cultural awareness in the classroom. When I initially started this journey to obtain my Master's Certificate over a year ago, I assumed that I would be exposed to information to which I already had a good grasp, and could then progress through the material--already knowing which way I should go forth. This turned out to be far from the case. This journey through the lands of Anti-bias education has really given me a solid understanding of current issues that are arising in the classroom and how to handle those issues that arise with the children first and foremost at all time. The course has taught me to dig into the root of the concern and follow through with strategies that will allow me to better serve the families and children within the classroom, but also to help the children become more culturally aware and encouraging to one another. 

One of my favorite past matriarchs and ancestors in the art of education and psychology of all time, the late Dr. Frances Cress Welsing said this:
"Children are the only future of any people. If the children's lives are squandered, and if the children of a people are not fully developed at whatever cost and sacrifice, the people will have consigned themselves to certain death."
This has always struck me as being a powerful statement--if we do not keep children and their educational development at the heart of everything that we do, we can forget about the next generation having any source of hope or guidance and the cultural competence of families and children will decrease little by little. It is, therefore, my hope to build self-love and cultural awareness at all time within the children in the classroom. I am a firm believer that children, especially melinated children need to see the value in themselves and their potential to flourish in this world. My mission is even stronger now that my initial journey with Walden is coming to a close--I feel so much more knowledgeable that I can create a strong and safe space for those children who are often trodden upon in this life! 

To my fellow educators and sisters in the field, I thank you, your experiences and sharing of wisdom and knowledge. All of you have truly inspired me to expand my own way of thinking and apply some of your methods to the way that I am currently thinking about the way that I approach many situations. Thank you- and may the ancestors and Most High continue to guide you throughout your endeavors!

Impacts on Early Emotional Development

UNICEF has always been an organization that I have known to have the interest of families and children at the heart of everything that they do. When I was a senior in high school (not so long ago) I remember being the Vice President of a community service club where one of the projects was to go "Trick-or-Treating" for UNICEF. It was at that time when I had my first brush with the work that they do and knew that it was a great cause for our organization to support. 

For this assignment I chose the region of Latin America and the Caribbean. I chose this area mainly because my roots lie in the Caribbean and I wanted to find out what resources UNICEF offered within this region. The Latin America & Caribbean region covers the countries of Panama, Jamaica, Haiti, Mexico, Cuba, Chile, Brazil, Dominican Republic, Columbia, Costa Rica and other South American and islands of the Caribbean in this region. Within these regions UNICEF focuses on Nutrition, Education, Protection, Equal Opportunity, and a Clean and Safe Environment.  There are many challenges within this region that include lack of electricity (due to hurricane damage, and other tropical storms), starvation and dehydration due to food shortages and lack of access to proper nutrition and access to clean water. There is also an issue of proper refuge for the migrants that are within these regions, especially those that are indigenous to the land, along with receiving proper education for the children that reside in these areas. UNICEF is set to counteract many of these negative pitfalls, and does so through providing educational programs that will improve learning and skills development and provide early childhood development programs for young children; establish programs geared towards reducing malnutrition and eliminating the transformation of life threatening diseases (such as HIV), and even furthering the cause of making sure that the community has access to programs that will help rebuild the overall community for those people that are indigenous to the land. 

Personally, I know that these resources will not only help provide passageways for a healthier living environment, but I know that it will also provide access to resources that will help to better the educational development of the children within the region. I personally know that when children and their families have access to the proper resources and are not spending their days and nights worried about the basic needs for survival that the children have a better success rate in focusing on their educational growth and development. Our resource for this week pointed out that children who reside within areas that have a very low income or and environment that is needing the basic necessities that they have a greater chance of experiencing behavioral problems (Trustees of Columbia University, 2010). We as educators have the obligation to point children and their families to those resources that will make a positive impact the children's lives and the community to which we serve

Reference:

Trustees of Columbia University, The. (2010). National Center Center for Children Children in PovertyPoverty (NCCP). Retrieved from: http://www.nccp.org/publications/pub_882.html

The Sexualization of Early Childhood

The topic of the sexualization of children, is always an extremely hard topic to encounter within education and more importantly within parenting of young children. As an educator it is always extremely hard to have these conversations arise and make their presence known within the classroom and within the society that we live. The dangers that sexualization weighs on the lives and spiritual/mental/physical well-being is life-altering and as educators, guiders, and parents--we should take special care to not allow our children and the lives of the children that we encounter within the classroom  setting to become corrupted by the signals and images that mainstream media is portraying for them to follow. 

In this week's reading of the article, "So Sexy, So Soon," the authors points out that children within this day and time are being bum-rushed and 'bombarded' with very graphic and inappropriate images about sex and the mainstream definition of 'sexiness' within Hollywood and 'popular culture' (Levin & Kilbourne, 2009). The authors go on to explain that this popular culture and Hollywood mainstream is making a point to over-sexualize materials on purpose, targeted towards children and underage minors with the intent of making the maximum amount in profits--regardless of the costs (Levin & Kilbourne, 2009).
Our text has already informed us that children at a young age are looking at the media and older adults in order to decipher the concepts of self-image, race, culture and other factors within the society. Based on those deciphering, children then make a decision about themselves and how they should react and function within society (Derman-Sparks & Edwards, 2010). With this in mind, we should take an extra ounce of care as professionals, educators, guardians and parents to make sure that we nurture our babies with care and appropriate devotion with the notion that their spiritual and mental wellness is at stake!

 There are many examples of the sexualization that I have seen first hand or have seen children fall victim to over the years. The best examples I can thing of are through the media portrayal of the sex within children programming such as Disney, Dreamworks, and major television networks such as Nickelodeon and Cartoon Network. It has been said that the portrayal of sex and adult themes and subliminal images can be seen heavily within children's movies. Below I am including a short presentation put together by "ODD TV" as well as a few images that show children's movies and media portrayals that are unacceptable (not too graphic) but that go to show the extent to which media will portray an image on a "soft-kill" message to children, only to prep them for the "slaughter" as they enter into the age of young ladies and young men. This example can also be seen through the lyrics that of songs that are being presented over the airways that children fall victim to hearing and reciting. These lyrics in repetition almost become ingrained as the 'status-quo' or norm of society and end up being the demise of the self-image of children. Again the reading pointed out that there is a "narrow definition of femininity and sexuality" that is moving girls to focus on sex and sex appeal. Unfortunately, children are encountering these images at a young age and their tiny minds are not able to properly decipher that the material being viewed or seen or heard is inappropriate and should not be applied to their lives (Levin & Kilbourne, 2009). To make matters worse, there are many parents out there who are supporting the demise of their children, but "prostituting" their children's images for personal wealthy and fame and children are being forced into the 'den of lions' so to speak with very few exits. 

This look at the sexualization of children has only supported my reasoning for promoting positive cultural and ethnic images of children when it comes to their self-concept and perception so that the holistic child is uplifted. I have 5 daughter all under the age of 10 myself, and I am very keen and careful about they things that they view and the music that they listen to, because I know that the wrong materials can send the wrong message that can ultimately scar them for life. In my undergrad work, years ago, I looked at the same topics of the media portrayal of children (specifically Brown children) and the effects on their self-concept and worth. Since that time, the messages have only gotten worse, and it is our OBLIGATION and DUTY as adults to "Draw the line in the sand," for lack of better metaphors against the filth and inappropriate images at are damaging children male and definitely female at a deadly rate. If this imagery is not flushed and replaced with positive imagery and self concepts--then the effects may not only result in a physical death of the image and maybe life of a child--it will ALWAYS lead to the possible death of a child's metal health, which as educators/guardians and parents is our Number 1 responsibility to care for!


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).

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

https://www.youtube.com/watch?v=PDhMnBl7kzA

Evaluating Impacts on Professional Practice

This week's class information and assignment is centered on what we as educators should do if we were being targeted for an "ism" within our personal life,  and how that would affect the way we are functioning within the classroom with our children and their families. 

In my scenario, I imagine that I have faced being stereotyped against (as I have) for being a Black Woman, who is in what has been deemed the "lower" socio-economic status, from other teachers or staff members within the very same school that I am employed. I know personally that if this occurred within the school or educational center that I worked, that first of all I must not be surrounded by individuals who were on the same thinking pattern as me, (i.e. that the children are the main focus). I know that I also would need to find positive energy to tap into when interacting with people as close as the staff members. 

Within the media segment that we viewed this week, the Early Childhood Educator, Eric Hoffman, stated that whenever we interact with the children within the classroom, we should focus on helping them to learn about issues through a "child-like" mindset, rather than the "adult" stuff that is going on within society,and more closely our lives (Laureate Education, 2011). With this point in mind, I believe that we should make it our focus to not let our personal frustration overwhelm us within the classroom. In this case it may be more profitable to present little mini-learning lessons with the kids through something such as food or little skits, and be open and honest (with discretion) about my own feelings about shareable parts of my own situation (using myself as an example). The text emphasizes the fact that children need guidance in understanding not only their own views on culture and race, but also how others view these same "isms" and their dealing with those subject matters (Derman-Sparks & Edwards, 2010). I believe that the key is to make sure that children understand the dangers in stereotypes and microaggressions, and as educators though we may be experiencing harsh and foul experiences with bias, we should turn that scenario into a teachable moment!

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. (Producer). (2011). Learning about fairness: Culture, language, and economic class [DVD]. Strategies for working with diverse children. Baltimore, MD: Author.

Observing Communication

For this week's blog assignment, we were to observe an adult and child communicating out in public. Though the choices are plentiful for observing adult and child communication, I chose to observe the interaction while out to eat for my 2nd to youngest daughter’s birthday. While regretfully visiting Shoney’s, I was able to observe a mother and father who were eating dinner with their young two children who looked about 5 and 6 years old. The children were constantly picking at each other and calling each other names, and the parent initially attempted to give them non-verbal communication by giving them a warning glare, but when the warning glare did not work, the mother began to slightly raise her voice and threaten for them to leave the restaurant without the children getting to eat their food. After several reminders of the possibility of leaving the restaurant, the father finally said something to the two children that made them stop in their tracks and finish their meal without another word. From this interaction, I learned that though the children seemed to devalue the effectiveness and communication that the mother had with them when asking them to stop playing at the table, and threatening for them to leave the restaurant—it was the father’s ultimate authority and say-so that lead to them obeying the original task and keeping quiet at the table.

In this week readings, a point was made that when teachers are effectively communicating with the children within their classrooms, they do not command the children to do a task. Instead, they use encouraging language and descriptive language that is relevant to the children’s lives (Rainer & Durden, 2010). In this case, the mother’s language and words leaned more towards the understanding side but did not necessarily reflect language that the children could logically reason with in order to make the right decision. The father’s language may have been language that they related to (as far as punishment options were concerned) but did not necessarily reflect encouraging or positive language.

I know that within this scenario that if I were the one dishing out the “encouraging” words towards the same children, because of their age I might present their behavior as a logical thought-process towards, asking them if it makes sense to present yourself in a certain manner, but that is because that is the method I often INITIALLY use, lol to help guide children. In my experience, it often will work, because they will then cause them to respond out loud and thoroughly think about their behavior!

Reference:

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

Creating Affirming Environments

In this week’s lesson we explored the importance to having a creative home care environment, that is not only supportive to the family unit, in relation to the learning environment, but also that is designed to assist the flourishing of a child’s mind. According to the text, the toys, materials, furniture, and books that are arranged within the classroom and home care environment, also has an influence on what the children are learning (Derman-Sparks & Edwards, 2010).  In this regard, I believe that the entryway is very important to present a comforting and relaxing feeling for the families and their children that are enrolled within the home care program. This would mean that a calming color pattern should be used with creative glimpses of the types of things that will be explored within the classroom should be a part of the décor, so to pique the interest of the child’s curiosity. The media this week had an excellent example of a home care facility in which Mrs. Castillo made sure to include an entryway to her home that had a place for parents and children to sit down and take in the décor of the room, but also to spend a little time getting comfortable before separating for the day; this ensures that there is a smooth transition to the child entering into the classroom setting (Laureate Education, 2011). 

The second room would then contain the exploratory room that contains pictures, books and cultural/family implementations. My hope is that this room will further pique the interest of the child and their family so that they will be able to enter the room and interact with different activities and images of positivity and cultural experiences. The text again stresses the importance of the rooms reflecting the daily lives and physical environment of the children and their families, so to build positive imagery (Derman-Sparks & Edwards, 2010).

The next and last two rooms will be devoted to intense learning (which will contain a little section for a learning lab) and a room for eating and presentations. The learning space will be set up in a circular design so that the flow of energy and mutual meeting ground circulates and flows from child-to-child, and every child feels included within the activity. Appropriate books, posters, and small glimpses of media sources will be within this learning space and will give the children an opportunity to expand their minds. I think that with a level of comfort and inclusion mixed with a little family value, children will be able to function and flourish within a culturally-inclusive and respective environment.

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

If I could think of any true hope that I have for working with families and children of diverse backgrounds, it would be to step gain a deeper understanding of the cultures and ethnicities that reside here in the United States. This class has called for us to search deeper to learn our true identities, and within that, I learned that maybe I do not know the cultures and ethnicities within the United States as much as I thought I did when I first started this program. I want to understand those cultures and ethnicities, and then incorporate other creative and fulfilling ways for children within the classroom setting to also learn about these same cultures and ethnicities as well... basically a giant celebration!

I think that my goal for Early Childhood Education will be to enhance my curriculum that I am designing to include those cultures and ethnicities that I have learned about from the motivation of this course. I think that this will be a great early childhood educational goal as it embodies all that we are attempting to accomplish within this program!

I really and genuinely want to thank all of my fellow sisters (colleagues) within this course! I loved having a smaller class size because I felt that I was able to really connect through our blogs and postings! Each and every one of you (Ms. Quay, Ms. Lilyann, Ms. Jill, Ms. Shakira, and Dr. Kien) I feel like you all have revealed your strengths and points of improvement, and through that, we have all grown as educators and associates- I hope to see you all the next class and Wish you positive energy into your next endeavors! In the Spirit of the nature of our course, I decided to leave you all with another of my favorite clips on kids trying cultural foods! Good Luck to all!--Iesha

Fragments Now Whole

Mirror Mirror On the Wall...
Do I know myself at all?

The more you think you're viewing clearer--
You soon realize you're in the mirror...

Distorted fragments of a familiar face,
one not defined by ethnicity, culture, or race
realization flows...tears of a clown,
details missed..first time around. 

Keys unlocking... doors forbidden,
looking deeper--find what's hidden
build the bridges, mutual respect,
something oftentimes we neglect. 

Shards of disregard we mend,
Never knew we'd find a friend...
looking closer was the key
Fragments whole--my identity. 


I chose this picture, not only because it was created by my younger sister (who's permission I was granted to use it) but because I believe that it embodies the pure definition of identity: When you look into the mirror, you realize that the only way to truly respect people who are different than you, is to take a look into the mirror and look deeper into yourself...all the way to the core, in order to find what your true identity.  I think that this shows us all to take a deep look inside in order to respect others. 

* Art by my sister: Anika Josephat

"WE DON'T SAY THOSE WORDS IN CLASS"

"WE DON'T SAY THOSE WORDS IN CLASS"

As parents and educators, it is important in order to keep a sharp eye out on what our children are saying to one another (whenever possible), and especially moments when our children may be curious about someone else's appearance. I can honestly say that I have several times reprimanded my 8-year-old daughter within her lifetime because she has been overly vocal towards being curious about someone's appearance. I consider my current 8-year-old to be the overly inquisitive one, and the downside to that is that she is extra loud and occasionally unconsciously offensive without honestly trying to offend someone. 

On one occasion I remember that we were grocery shopping and a little girl who had to wear a leg brace and arm assists to walk was limping beside her mother. For whatever reason, my daughter asked me about the little girl's walking utensils in an extra loud manner when we were near the mother-daughter-pair and caused the little girl to look down. I was so embarrassed and reprimanded my daughter asking her how she would feel if someone did that to her, and had her to apologize to the little girl. The ironic thing is that my daughter had a true look of misunderstanding on her face as if she did not know that she offended the little girl. I think that was the moment that I decided to "educate" her genuinely for a moment right there in the store, and let her know how sometimes our words can unknowingly offend a person, and that if it was the other way around and someone said something towards her and hurt her feelings. A slight hint of understanding began to settle in, and my daughter took the initiative to re-apologize to the girl again, which seemed to mean more to her, because she smiled at my daughter. 

According to our wonderful reading, when "teachable" moments such as these occur, it is important to respond quickly and clearly, so that a child understands why they are being corrected. The text further explains that if we as educators ignore or these types of comments (even those with un-intended harm) it will give that child the "green light" to further make additional comments towards children who are different (Derman-Sparks & Edwards, 2010). The text also makes a very valid point that we should next, involve those children who were targeted, as well as the rest of the class so that everyone has the opportunity to learn from the experience (Derman-Sparks & Edwards, 2010). I must admit, that I actually did this, in this case, create an appropriate resolution that involved my daughter and the little girl. Once this was resolved, and my daughter and I returned home, I also involved my other 4 daughters, so that they would also have a heads up on what to do, and what not to do in this situation. Handling this situation as an educator can get out of hand if not handled correctly, so I am glad in this instance that I was able to apply a solution in a quick manner! 

Reference:

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

START SEEING DIVERISTY

This week the topic of discussion centered on the importance of gender roles, and current views on homophobia within children’s material. Personally, I believe in children being children; I believe that there is too large of an emphasis being placed on what box a child should conform themselves to, and by whose opinion they are being placed within the box. Referring again back to the cycle of socialization, the initial starting point begins with a child having no consciousness or concept of bias or prejudice, in the same manner, they have no concept of what gender roles really entail until culturally speaking the elders or guardians of the children introduce the idea into the picture (Harro, 2010). I have noticed that the concept of heterosexism, has always been placed in most books, which I would attribute to the fact that scientifically, a man and a woman are the progenitors of life. There is no getting around that fact, no matter what you identify or how you choose to live your life (ie. Heterosexual or homosexual), and that fact of how the life cycle is being presented can never be altered conceptually. Now I know that people are currently hollering that this is scientifically being modified and altered as we speak, but I believe that is the point—it is being altered from its original concept and form. Children’s materials and encouraged play is beginning to be more and more “political” in the sense that children are being watched to see how they identify through the mere aspect of dolls and role-play (Pelo, 2008). In a sense I believe this to be wrong in theory (the analyzation of how a child identifies merely by what toy he or she engages within natural play and curiosity)—because simply because a boy picks up a doll and plays with a doll does not make him a homosexual; however, I believe that unconsciously we can unknowingly encourage these thoughts simply by offering materials in repetition to a child who may have not been thinking in that manner (and vice versa with girls). I think that a child should identify as a child…pure in thought, not worrying about the semantics and ultimately, they will consciously grow natural into what their Creator intended them to be in life.

In the video that I am sharing, I believe that the children had formulated opinions that came from various sources. In this video, there is a non-conforming person (technically who was born a female or “girl”) who identified as both male and female. The concept I found interesting here, was that it was not the genetic side that made them feel more closely knit towards one or the other (male or female) it was more about not conforming to the standards that were placed within society. In that sense, I do not find that odd, because historically speaking, women were just as much as a strong warrior in various cultures as men, and many times exceeded men in this sense. The thought process of women being meek and complacent, and men always being aggressive and egotistical, is a thought process that was introduced somewhere in time. As our resource states: “Gender, ethnicity, and religion are among the factors that shape how children view themselves in relation to others” (Woodhead & Oates, 2008). Remembering this identity fact should re-center our focus on allowing children to be children, be careful about what influences we introduce to make them feel forced or conformed to a particular stereotype.

Resources:

Woodhead, M., & Oates, J. (Eds.) (2010).Developing Positive Identities: Diversity and Young Children. Retrieved from

https://bernardvanleer.org/publications-reports/developing-positive-identities-diversity-and-young-children/

Harro, B. (2010). The cycle of socialization. In M. Adams, W. Blumenfeld, C. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (Figure 6.1 on p. 46, 2nd ed.). New York, NY: Routledge.

Pelo, A. (Ed.). (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking Schools.

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!