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.