6990 Week 8. Time Well Spent

I can hardly believe this is the end of this professional journey, which has taught me the importance of relating myself with people who also share my professional concerns and goals, through associations or communities of practice. I also learned the fundamental role my personal experiences play in my professional life, because I was able to develop my Capstone Project based on the experiences I personally had, as well as the ones I saw children and families going through. Another learning I got from the whole program is that following my passion would always help me to face and overcome my challenges and fears. Today, I know that my fears would not let me enroll into this program degree, but my idea –which now I know is my passion for the early childhood field- that I needed to learn more about how to better work with children and families, was greater than my fears; even greater than my fear to enroll into a program that is not in my primary language.

My long term goal is to be a culturally responsive teacher, in the school district of my diverse local community.

Because I would not be able to meet the professional goal of getting my master’s degree on my own, I want to thank to each one of my colleagues and instructors, especially Dr. Teri, for all your support and encouragement. All the interactions I was pleasured to have with instructors and colleagues has contributed to my personal and professional growth.

Thank you all for helping me become a better and more conscious early childhood professional!!!

¡De todo corazón GRACIAS!   :)

6990 Week 6. Jobs/Roles in the ECE Community: Internationally

This week I have chosen three organizations that are totally new to me, and I have chosen them because each one has its own way to attain about the same goal: the improvement of people’s live.

- International Organizations or Communities of Practice

The Open Society Foundations supports diverse programs around the world, through the promotion of education, the improvement of public health programs, and the development of businesses, among other ways. This worldwide society is aimed to implement initiatives that safeguard the people’s rights, working on diverse issues that place people on marginalized situations. In the Open Society Foundations they believe every person is free to participate in civic, economic, and cultural life; thus it is important to address inequalities related to race, class, gender, sexual orientation, and citizenship.  With regard to the early childhood, the Open Society Foundations recognizes that the healthy development of young children depends not only on the parent and community engagement, but also the professional development, and government accountability (Open Society Foundations, 2013).

 

Creating Hope International (CHI) is a non-profit organization that works with silent victims of world strife, devastating natural disasters, crumbling economies, and political systems which suppress natural human rights (Creating Hope International, n.d.). CHI invests in local, community action building education and health resources, training people in the skills they need to continue the work on their own in the future, like teachers and nurses. Through the training provided CHI helps people to restore self-confidence and gives them hope and constructive help, in order to rebuild their lives and communities.

Global Giving is a charity fundraising web site that gives social entrepreneurs and non-profits from anywhere in the world a chance to raise the money they need to improve their communities (Global Giving, 2013). Global Giving has projects and organizations working to educate children, feed the hungry, build houses, train women and men with job skills, among other philanthropic solutions. Global Giving supports organizations with a unique set of online tools and training, as well as with innovative ways to support programs, like with the purchase of gift cards. An interesting fact about Global Giving is that they help anybody who has a project to find organizations that match their mission, through rigorous reviews of project organizations, process donations, disburse funds, and facilitate reporting. It is important to mention Dell, Gap, Pepsi, Nike, and Neutrogena as some of the Global Giving corporate partners (Global Giving, 2013). The Global Giving webpage has organized the diverse projects they partner with by topic and when clicking on any topic, all the projects related to this specific topic are displayed, with the possibility to make a donation, as well as see how much money each project has raised.

-Job opportunities, skills, and experience

Early years teachers x 2 July 2013 Indonesia

Teachers should have a minimum of a Bachelor’s degree and 5+ years of experience. There is an induction program at the beginning of the year but teachers and administration are all extremely supportive of one another. There is a strong sense of collegiality at the school.

I think this job opportunity is amazing, because it would let me learn from different teaching and working styles, as well as it would be interesting to place myself in an environment that I consider is totally different from the ones I have been into. I found also amazing all the benefits this position offers: Children of teachers receive free tuition. Monthly salary from US$2,732 tax free plus accommodation, annual flights, allowances, annual return airfares are provided in addition to global medical insurance. Teachers are housed in apartments a five minute walk from the school. Single teachers typically share a two bedroom, two bathroom apartment although the school does have a few apartments available for single teachers. Married couples have their own apartment. Apartments are all fully furnished including linen etc. and a welcome pack. The school provides transport to school if required.

For this position I do have the bachelor’s degree, but not the 5 years of experience.

Early Years-KG Teacher-Egypt-August 2013

Cairo is seeking a number of early years teachers for the next academic year. The school will offer an adapted version of the National Curriculum of England and Wales to their first cohort of 120 students of a range of nationalities. Please note that this is a new school and will need teachers who are willing to work together as a close knit team, to be independent, patient, creative and have a great sense of humor. This is a great opportunity to be part of an exciting school project.

Teachers must offer at least two years of experience teaching the National Curriculum and have an excellent command of the English language. Candidates must be willing to work in a multi-cultural environment where English is not always the first language.

Some of the benefits this position offers are: Two year contracts extendable by mutual agreement. Tax free salary based on UK scales paid in pounds sterling and 25% local currency - GBP1450 per month for two years of experience - GBP1850 for 5-10 years of experience.

Generous accommodation allowance or school provided apartment - the accommodation is single and furnished located near the school - the housing allowance is usually offered for returners. End of service gratuity, annual flight allowance, baggage allowance, high quality health insurance in Egypt, membership of the local Sport and Leisure Club (Tennis, Pools, Gym, Sauna, etc.), free transport to Cairo destinations weekly, free education at the school for up to 3 dependent children, opportunities for Continuing Professional Development each year Service starting bonus and completion bonus of GBP200 each. The currency in Egypt is the Egyptian pound or EGP, and currently 1.00 EGP = 0.14 USD.

The reason why I have chosen this job opportunity is because Egypt is a country I am interested about, because of their history. For this position I do not have experience teaching the National Curriculum of England and Wales, but I am passionate about multicultural environments, despite the challenge of speaking a language that is not English, either Spanish.

References

Creating Hope International (CHI). (n.d.). Retrieved from http://www.creatinghope.org/index.html

Global Giving. (2013). Retrieved from http://www.globalgiving.org/

Open Society Foundations. (2013). Retrieved from http://www.opensocietyfoundations.org/

6990. Week 4. Jobs/Roles in the ECE Community: National/Federal Level

-Organizations or Communities of Practice at National/Federal Level 

Voices for America’s Children

One of the organizations I have chosen is Voices for America’s Children, because it is a network of multi-issue child advocacy organizations. This nationwide network advocates for the improvements in the lives of all children and their families, paying more attention to the most vulnerable. Voices for America’s Children focus on six policy goals: equity and diversity, health, school readiness, school success, safety, and economic stability (Voices for America’s Children, n.d.). Voices for America’s Children ensure that children and their families have access to health care programs; they also helped the Head Start programs by ensuring additional money through the 2009 economic stimulus package. This organization works with nutrition programs legislation in order to provide meals for needy children and families (Voices for America’s Children, n.d.).

 



National Institute for Early Education Research

The National Institute for Early Education Research (NIEER) conducts and communicates research to support high-quality, effective early childhood education for all young children (National Institute for Early Education Research, 2013). The institute offers research not only to researchers and policy makers, but also to journalist and educators. Working with other organizations the institute looks for the improvement of the quality of early education practices, as well as to stimulate national and state discussions of early education policy, based on current, coherent, and vital information about the field.  

Frank Porter Graham Child Development Institute

The Frank Porter Graham Child Development Institute (FPG) is one of the nation's oldest and largest multidisciplinary centers devoted to the study of young children and their families (FPG Child Development Institute, 2013 ). This institute has influenced, with its research, how the programs have been taking care of and educated young. The researchers have focused their investigations on projects related to racial, ethnic, linguistic, cultural, and socioeconomic diversity, as well as developmental disabilities; early care and education; physical and social health; professional development, technical assistance, and implementation science; and public policy and evaluation. Besides the research projects, the institute has a nationally accredited childcare center that serves 80 families with young children (FPG Child Development Institute, 2013).

 

-Job opportunities, skills, and experience

Data Collectors

The National Institute for Early Education Research is seeking Data Collectors year-round. 

Applicants should be graduate students, have a BA or be upperclassman undergraduate students with a focus on child development, early childhood, psychology or related field. Knowledgeable about child development and developmentally appropriate early childhood teaching practices (e.g. Teacher) preferred. Experience in classroom settings and/or working with children highly preferred. Must be available to work 2-3x per week during data collection period; days are flexible and must be available to attend intensive trainings that vary between 2 days and a full week. The successful candidate is expected to demonstrate an excellent academic record (GPA should be 3.0 or better).

 

Lately, I have been interested on the work the researchers do, maybe because I am more aware of the fundamental role their information plays in the improvement of the education field. I consider I have all the qualifications for this position :)

 

Learning Curriculum Manager

The Learning Curriculum Manager at VTech will be responsible for the educational quality of content and pedagogy across all products including toys, platforms, and online content. This position will set and recommend strategic content direction and curriculum guidelines for all product categories, working closely with both the US and Hong Kong product development teams to ensure the alignment with the product line’s content goals.

Our ideal candidate will have the following experience:

-Formal training and experience in product development/product design as it relates to the development of consumer product goods with an emphasis on infant/preschool learning.

-Familiar with traditional and innovative strategies for teaching, learning, and assessment in both formal and informal settings.

-7+ years of experience teaching with, or designing, technology-enhanced learning materials in informal learning environments (homes, museums, after-school programs) or early childhood classrooms.

-Strong writing and grammar skills a must.

-Very organized, attention to detail, and self-motivated.

-Bachelors Degree in Child Development, Education, the Learning Sciences, or related fields is required.

-Limited travel to Hong Kong to meet with development teams for content direction review.

I decided to share this position because I think it is an interesting and different way to influence the education field, despite the fact that I do not meet all the requirements, like the 7 years of teaching experience, or the formal training and experience in product development/product design. In case anybody is interested in this position, this is the link with the information http://vtechkids.iapplicants.com/ViewJob-414419.html

References

FPG Child Development Institute. (2013). Retrieved from http://www.fpg.unc.edu/about-fpg  

National Institute for Early Education Research. (2013). Retrieved from http://nieer.org/

Voices for America’s Children. (n.d.). Retrieved November 28, 2011, from http://www.voices.org/

P.S. I apologize in advance for the white background appearing in some parts of my post.

 

 

 

6990. Week 2. Exploring Roles in the ECE Community: Local and State Levels

-Organizations or communities of practice in Illinois

 

The Center: Resources for Teaching and Learning

One of the communities of practice in Illinois that got my attention, because of its focus on enhancing the work with diverse populations, is The Center: Resources for Teaching and Learning (The Center: Resources for Teaching and Learning, 2013). This organization addresses various aspects of high-quality education, like students of all ages from linguistically and culturally diverse backgrounds; English-language learners, including adults; young children at risk of failure because of poverty, family issues, disabilities or other circumstances; refugee and immigrant populations and others (The Center: Resources for Teaching and Learning, 2013). As an effective community of practice, all members from different programs work with one another looking to produce better results.

 

 

Illinois Resource Center

Another community of practice that I chose because of its focus on linguistic and cultural diverse population is the Illinois Resource Center (Illinois Resource Center, 2002), which provides assistant and professional development to bilingual parents and professionals who work with linguistically and culturally diverse students in Illinois. By offering courses and workshops, the Illinois Resource Center helps statewide parents and educators to develop effective learning environments for English language learners. While reading about its events, I found that the Illinois Resource Center just held on May 11^th, their Eighth Annual Statewide Summit for Bilingual Parents, in which not only parents, but educators too, got tools and resources for their children/students to succeed academically in Pre-K through high school, and beyond in college and careers (Illinois Resource Center, 2002).

 The Illinois Association for Multilingual Multicultural Education

The Illinois Association for Multilingual Multicultural Education (Illinois Association for Multilingual Multicultural Education [IAMME], 2013) appealed to me because of the attention they pay to the promotion of quality education, based on the cultural and linguistic diversity of our global society. Through seminars, conferences, and trainings, the IAMME promotes and develops professional competence in educational services for linguistically and culturally diverse students. The IAMME advices its members about employment opportunities and also advocates for a linguistically and culturally diverse school for diverse students (IAMME, 2013).

 

-Job opportunities, skills, and experience

Preschool Master Teacher in a program that partnerships between the private and public sectors, in order to create a high quality, birth-to-five program that achieves higher levels of quality. Applicants MUST have a Master's degree in education and at least 5 years of successful teaching as well as a minimum of three years of supervisory experience either in Education or another field.

A few weeks ago, I already applied and sent my resume for this position, despite the fact that I have the 3 years of supervisory experience, I have only 4 years of teaching experience, and I do not have the Master’s degree, yet.

Kindergarten Training Coordinator in a nonprofit research, development, and service agency that works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults.

Qualifications:

Master’s Degree in Early Childhood Education, or related field.

Kindergarten teaching credential

Expertise with assessment systems

Minimum of 3 years kindergarten classroom teaching experience

Experience providing training and coaching

Early childhood leadership experience

Extensive familiarity with state and national early childhood initiatives and research

Strong analytical skills and attention to detail

Ability to manage multiple tasks and priorities

Ability to work well independently and under direction

Ability to work with state boards/departments of education

Skill in the use of computer and information technology

Strong command of oral and written language

Bilingual-English/Spanish Preferred

For this position I still need the kindergarten teaching credential and the experience providing training and coaching.  

Kindergarten - Bilingual Teacher in a school district.  

Required:  Type 03 Illinois Certificate or Type 29 Transitional Bilingual

Endorsement: Bilingual Education Teacher – Spanish or Foreign Language - Spanish

For this position I do not have the Type 03 Illinois Certificate or Type 29 Transitional Bilingual, either the endorsement.

This assignment let me explore the resources available throughout the Illinois state, which offer endless opportunities to address the various challenges related to the diversity that children, families, and professionals face every day. I also realize that obtaining the master’s degree is only part of my professional development, and it is not enough to get the teaching or any other position I would like to obtain. But now I am aware of some of the next steps I need to take, like working on the certificates or endorsements that my desired position requires me.

 References

Illinois Association for Multilingual Multicultural Education. ( 2013). Retrieved from http://iamme.org/

Illinois Resource Center. (2002). Retrieved from http://www.thecenterweb.org/irc/index.html

The Center: Resources for Teaching and Learning. (2013). Retrieved from http://www.thecenterweb.org/the-organization/

6358. Week 8. Reflecting on Learning

My hope for the early childhood field and the society we all take part of, is that every person can be seen as a contributor for a greater and more diverse community, and not as a barrier or a problem just because of everyone’s uniqueness. As a person who is aware of the importance of identifying my own bias and strengths, I consider I got more strategies that let me help others to feel comfortable for being who they are. I also wish I have the sensitiveness needed to talk to others about the importance of being diverse and unique, because only when addressing differences we all would be able to accept that the common facts among everyone are our differences.

Finally, I want to thank to my colleagues and Dr. Weems for their contributions to my growth. Through your posts and comments I was able to broaden my perspectives, while all of you gave me endless opportunities to consider ideas I did not even realize until reading them from you. Thank you all for being fundamental part of my personal and professional growth!

Wishing you all the best in the last course of this program degree and in future endeavors!

6358. Week 7. Impacts on Early Emotional Development

I chose to explore Afghanistan, a country in South Asia. The reason why I chose this country is because a friend of mine has relatives still living in her native country, and the stories she shares with me about her relatives’ experiences are toughest I have ever heard.

In the Afghanistan’s regional site, found in the UNICEF website, I read about baad, the custom of trading young girls to settle debts or family disputes. This specific article shares Suraiya’s story, a 6-year-old girl who was given by her family to her neighbors in an attempt to buy peace, after Suraiya’s older brother eloped with a neighbor’s daughter. For the following four years she was forced to do heavy household chores, and the family kicked and thrashed her with knives, sticks and iron rods. Suraiya escaped from the family, only to find herself locked behind bars for begging, shortly after. Sadly, there are many other young girls suffering physically and emotionally the same as Suraiya.

UNICEF has placed these children in orphanages or safe homes, in order to ensure their safety, through trained social workers who also contact the children’s families and provide counseling. After many sessions with families and children, the children’s confidence and the family relationships can be rebuilt.

I consider these experiences affect girls in all aspects of their life, because their safety is jeopardize when their family decide to give their girls away. The girls’ needs are not met; their self-esteem is undermined while being treated as only objects of work by the families who take them. When the girls decide to escape, their situation does not get better, because they are homeless, vulnerable and at risk of being exploited further. In the Suraiya’s case, her development did not have the needed foundation for her healthy development, because she there were no caring people around who would support her. Fortunately, Suraiya found on her aunt the supportive person she did not have before, and she was able to establish a healthy relationship with her.  

When I read the baad is seen as a custom in Afghanistan, Eric Hoffman’s word came to my mind when he stated that there are always differences in opinions between the families and the school, and as teachers, we need to listen carefully to families in order to figure out a solution (Laureate Education, Inc., 2011). After reading Suraiya’s story, and thinking as a sensitive person and as an early childhood professional, I wonder what could be the best way to help her and her family in this situation. I know we have to respect the customs each family has as part of their culture, but in this case, I consider the wellbeing of the girl needs to be placed first than the parents beliefs. I also consider the family involvement within the program would be fundamental, in order to let them see there are other ways to solve the problems. In addition, when families get involve within the program, they all broaden their perspective and learn from other families the different ways to face challenging situations.

This is the link to read the article about Suraiya’s story http://www.unicef.org/infobycountry/afghanistan_65844.html

References

Laureate Education, Inc. (Producer). (2011). Partnering with families. In Strategies for Working with Diverse Children. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652530_1%26url%3D

6358. Week 6. The Sexualization of Early Childhood

The sexualization of early childhood is a situation I was aware of even before getting involved in this educational field. I remember when I realized that children’s clothes were no longer of light colors, decorated with sweet images of flowers, clouds, or animals. Instead, it was more and more usual to see clothes in black or red colors, with images of dolls, which did not look like dolls for children, but for adults due to their physical characteristics –wearing mini-skirts, lipstick and excessive eye makeup. Sadly, the only thing I used to do, was just to thank God for letting me grow up playing with sweet baby dolls, and wearing clothes of light colors. Certainly the messages that media –and maybe myself, may be sending to children about their integrity as persons, have not been the right ones; especially if I have not done anything specific to avoid this sexualization.

As an early childhood teacher, I have been able to see how children act in ways that match the sexualized environment in which they are immersed (Levin & Kilbourne, 2009). I remember when assisting in an Early Head Start classroom, having witnessed two three-year old girls singing in front of a mirror in the dramatic area, Justin Bieber’s song Baby. While singing, these two girls were shaking their hips, going up and down, and making other body movements with their mouth wide open when not singing.  I also saw many times how the girl wearing tank tops, with Hannah Montana or iCarly images, and mini-shorts was the leader when playing outdoors, and how the girls with more age-appropriate and plain clothes were excluded of the game. Another experience I had, was when a girl refused to eat breakfast and lunch because she had lipstick on her lips –the girl’s mom allowed her to wear it.

The messages and images that constantly bombard children in a sexualized environment can affect their development by sending them wrong messages about their gender roles, e.g. girls have to look “beautiful, thin, ‘hot’, and sexy” (Levin & Kilbourne, 2009, p. 2), while a lack of sensitivity is expected on boys besides macho behaviors. Children who are exposed to sexualized media can develop pathological sexual behaviors like sexual abuse, pedophilia, and prostitution (Levin & Kilbourne, 2009). When these children grow up, girls may think there are only sex objects, and have eating disorders or depression, while boys can become “men who re unsatisfying and sometimes even dangerous partners for women” ((Levin & Kilbourne, 2009, p. 5). As an early childhood professional, I can build trustable relationships in which children can express their ideas without being judged, while asking them why they are doing or saying those things, thing to find out their feelings and thoughts, but in a conversation that make them feel not embarrassed, either punished (Levin, 2009). Because it is important to create appropriate classrooms circumstances that have positive impact on the ideas children develop about themselves (Lee, 2008), I can also promote activities in which boys and girls play together, and others in which both can express their emotions (Levin, 2009). Reading books in which girls are strong and confident, and boys are sensitive is a good way to reduce negative impacts on children (Levin, 2009). In order to reduce the impact of sexualized environments on children, I can also invite organize parent meetings and explain to families the harm our children are being affected by.

This week’s resources have helped me to change the previous ideas I had about the sexualization of early childhood, instead of just thanking God for the childhood I had, I can give children an environment free of sexualized messages. Now, I know I can talk to children about their misconceptions related to sex and gender, but in a level they can understand, like addressing the similarities girls and boys have –feelings or skills.  I also learn that, because children have their unique home environment and in order to create a link between home and school, talking to families about the sexualization and how it affects children, is fundamental in helping children dispel social assumptions and biases they may have and express, or not express.  

References

Lee, L. (2008). Understanding gender through Disney’s marriages: A study of young Korean immigrant girls. Early Childhood Education Journal, 36(1), 11-18.

Levin, D. E. (2009, October 1). Dealing with the impact of today’s sexualized childhood on young children. Teaching Young Children , 3(1), 8-10. Retrieved from http://www.naeyc.org/files/tyc/file/TYC_V3N1_Levin.pdf

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

6358. Week 5. Evaluating Impacts on Professional Practice

 

Having grown up in a small Mexican community, I experienced sexism while living in Mexico. Sexism placed always my dad over whatever my mom, sisters, and myself said or did in my house. At the end, my dad was the one who made the decisions and who established the rules, but who always had the right to break them. This sexism has helped me to change the way my life with my husband has developed, in our marriage the two of us are the same, sharing duties and activities of relaxation. My previous experiences with sexism have also helped me to create an environment in the early childhood classroom, in which all boys and girls can do any activity they want to, play with the materials/toys they want to play, or use the objects they want to use.

After marrying and moving to USA I faced racism, because of my skin and hair color, as well as my accent when speaking English. I remember the first month I worked as a teacher assistant, the lead teacher used to talk about me with another teacher –both of them were Caucasians. Their hurtful conversations were fundamental for my personal and professional growth, because I did not want to be like them, and I knew I needed to improve my English skills, as well as preparing myself in order to be a better teacher, not the kind of teachers they were. These experiences helped me to realize the importance of welcoming and including all families in my classroom, giving anyone plenty opportunities to talk to me –through phone calls, in person when dropping off or picking up their child, or by written notes.

The ism I anticipate is my LGBT-ism, despite the fact I am already working on it, through the lecture of resources about LGBT people who are target of LGBT-ism, and other articles that reflect there is no harm for children of LGBT-headed-families. I am conscious about the impact my LGBT-ism can have on my practice in the early childhood field, because it will not let me learn from those families, either their culture, keeping me away from experiences that would enrich my personal and professional lives. I also think that if I do not work on my LGBT-ism I will give less opportunities to these families to participate in the classroom and the program, because I will be sending them the message that they are not welcome to, either important for the early childhood program. When I think of the day I have an LGBT-headed-family, I keep in mind the way I felt when the two teacher talked about me because of my race; this previous experience helps me to be empathetic with the uniqueness of the families I serve, and I hope this helps me to when the day of working with LGBT-headed-families come.

6358. Week 3. Observing Communication

I observed a mother with her 4 year old son and her one year old baby girl (the ages are my approximations). The mom and the boy were eating in the food court of a mall, the boy was very talkative, while the girl was more passive drinking her bottle, and the mom was paying more attention to her cell phone than to the boy’s interests. The boy looked to his mom’s face while talking to her, and also raised his voice when his mom was checking her cell phone and not paying attention to him. The baby girl dropped her bottle and started moving her arms and legs, but her mom only took the bottle and did not look to the girl while she was looking to her mom. The boy kept talking to her mom and she just answered with yes or no, but she asked the boy to eat his food so they could leave; instead of eating, the boy just gave his mom a glance –like disapproving her plans, and he started playing with his food. Because the boy refused to eat, his mom told him they would leave the food court and she would throw his food away, because he was not eating; only playing. The boy did not like the comments his mom made, because he crossed his arms and frowned, giving to his mom a glance that made him look he was upset. Finally, the mom threw the food away, grabbed the stroller with her baby girl, and asked the boy to follow her, the boy did it. While following to his mom, the boy dragged his jacket and walked with his face and shoulders down.

Through this observation, I noticed the fundamental roles the environment and personal disposition play in a conversation (O'Hair & Wiemann, 2012), because the mom I observed to seemed to be more concerned about other things than to her children. I also learned that children behave in the way they are treated. I think that if the mom had paid some attention to the boy’s conversation, he may have eaten his food, and both may have left the place in better conditions. In addition, the cell phone has become an object that steals more than people’s attention; it also steals the vital time that families can spend together, listening to, and learning more from each other.

It is fundamental that children feel they are being listened and seen, because this is the way we can help them communicate (Laureate Education, Inc., 2011). In other words, if we give children our attention while they are talking, they will make the connection that this is the way they have to be or act when having a conversation with another person. I agree with Kolbeck (Laureate Education, Inc., 2011) when stating that children communicate with their body, because in my observation the boy’s faces, frowns, and even the way he walked, let me know he was upset and maybe not feeling respected by her mom. In order to make the communication more affirming and effective, I consider the mom has to place her cell phone away, thus all her attention would be for her son and the baby girl. In addition, the mom can ask questions to the boy, in order to build up the boy’s knowledge (Laureate Education, Inc., 2011). Establishing eye contact while talking is important too, because it let the boy know his mom is focusing her attention on him (O'Hair & Wiemann, 2012).

I consider the children’s feelings were hurt by the lack of interest their mom showed to both –the baby girl and the boy, because by not paying attention to them, she is sending the message that there are other things that are more important to her than her own children. I try to place myself in the boy’s situation, realizing that my mom does not listen to the things I consider important to share with her and this make me feel like I am not important to her. I think the boy refused to eat because he got upset, due to his mom’s attitude, and the mom may tell him he is not behaving in a proper way, but who is going to tell the mom the importance of her listening to her children? Later in life, maybe the boy is going to behave in a way, in order to meet his mom’s expectations.

While being with children, I try to pay attention to what they are sharing with me, because if they are talking to me it is because they want me to know what they need to say. I try to always look to their eyes, because this way I can be focus on the child who is talking, and he realizes my attention is only on him at that moment. From now on, I will make more questions related to what children are sharing, in order to better know what they are meaning. Something i have reinforced in myself, is to place the cell phone away when being with children, because it can be the distractor that makes me miss information that maybe is/was important for children.

References

Laureate Education, Inc. (Producer). (2011). Communicating with young children. In Strategies for Working with Diverse Children. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652530_1%26url%3D

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's.

6358. Week 2. Creating Affirming Environments

If I had my own Family Child Care Home, I would like to start with a welcome sign that has been written in the languages of all families and teachers in the program in order to help everyone feel truly welcomed to the program (Laureate Education, Inc., 2011). Our schedule with pictures would be displayed to let families know the activities we would be doing throughout the day. A weekly menu will also appear in this area, in order to let families know the meals we would enjoy. I would like to have an area in which a family picture of each child could be displayed, in this area there would be the sign in-out binder for parents, plus a board in which children can write their name or print their handprint. I would also create an area with cubbies –each cubby will show the child’s family picture in order to help children identify their own and place their coat or extra clothes in there; in this area the children and family members could say good bye to each other.

I would have a room with books, a sofa, some pillows, puppets, and stuffed animals, in order to help children calm down, is children are crying, and let them begin the day in the child care home. In the free play area, there would be pictures of children and families in the program, as well as pictures of families from different cultural background than the ones children and families in the program represent, but who are part of their society or community (Derman-Sparks & Edwards, 2010). In this free play area I would also have clothes, dolls, and toys that are known by the children –because of their use, color, or texture; in addition to some things that may be unusual to them, but common in other cultural groups –like unusual pots or dresses. I would also have dolls and pictures related to people who have disabilities and can still do anything as children in the program can do. Having pictures of elderly people doing activities will be fundamental, in order to let children know they are capable too and their age does not impede them to do be independent.

I would also like to have musical instruments that children may know, but also some that may be not common, like castanets or maybe Chinese drums. The musical instruments can be played by children at circle time or at any other opportunity in which we all are together, in order to learn more about the importance of teamwork, while creating music or rhythms. I would also have an area in which we all can enjoy meals. With the participation of all families, I would like to create a menu that includes one of the favorite recipes from each child, because meal times are great opportunities to share and know more about the children’s backgrounds (Nemeth, 2009). If possible, I would like to set up an outdoors playground, in which children can climb up stairs or a slide; I would also have a sand box, monkey bars, and a path for riding bikes or tricycles.

In order to establish communication with families and involve them as partners in their children’s education, I would like to make home visits, at least once a month; in addition, I would keep in touch with them through emails, letters, and phone calls. Every week I would give each family a copy of our menu and the activities we have planned for the week. If possible, I would like to organize potlucks in which families can meet others and maybe find support among themselves while sharing their own stories.

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). Welcome to an anti-bias learning community. In Strategies for Working with Diverse Children. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652530_1%26url%3D

Nemeth, K. (2009). Meeting the home language mandate. Young Children, 64(2), 36-42.

6357. Week 8. What I Have Learned

I wish I could help children and families to discover how valuable their uniqueness is. At the same time, through their discovery, I hope children and families can identify how enriching their community is when everyone is included.

A goal I have for the early childhood field related to issues of diversity, equity, and social justice is that early childhood settings and professionals value how fundamental is to welcome, respect, and embrace the differences that make each person unique and valuable. I would also like all families and the people involved within the field, could access the resources each one need, in order to overcome their challenges and finally thrive.

Finally, I would like to thank to all my colleagues and instructor Dr. Kien for their supportive and fundamental interaction throughout this course. I cannot imagine myself without the help I got from each of you, when trying to find and define myself throughout this course. iMIL GRACIAS! ;)

Best wishes for all of you in future endeavors!

P.S. Only four more months :)

6357. Week 7. Start Seeing Diversity

Open you heart and your mind and embrace diversity!

 

 

Differences among people

Include the believes,

Values, goals, and

Expectations each one has,

Regardles of what others

Say or consider

Is wright or wrong.

This is what make

You to be UNIQUE

 

6357. Week 6. "We Don't Say Those Words in Class!"

While teaching in my Mexican hometown, there was a boy who needed to use a wheelchair. Once I heard a little girl asking her mom why that boy spent all day sitting on that chair, the girl’s mom asked her not to see him, and she kept walking to the girl’s room. I knew the boy’s mom heard the girl-mom conversation –if this could be considered a conversation. The boy’s mom told me she wanted the people to see his boy, because this way others will see his boy only once or twice with the look as if he was weird –as the mom said, but they would get use to see him just the way he is.

I consider the girl’s mom sent to the girl the message that the boy was someone who did not deserve attention, or that it was inappropriate to see him. Now I know the mother was avoiding answering the girl’s question because the mom did not have an answer for her.

Before having taken two courses in this program degree, I was not aware that having no difficulties to do things on our own was considered an “ism”: ableism. Now, I know that as part of an institution, I have to make efforts in order to include people who have different abilities and also facilitate their stay (Ford, 2009). If I face a situation like the one I faced with regard to the girl asking her mom about the child using a wheelchair again, I would include dolls with different abilities in the classroom, I would talk to children about how some people use their feet to move, others use crutches, a cane, or a wheelchair. If possible, I would let children use a real crutch, cane or wheelchair, in order to help them understand that the use of these objects is vital part for some people. Finally I would highlight that despite the way we all use to move around, we all are valuable and important for each other, just because of our uniqueness.

Reference

Ford, A. R. (2009). It's not just about racism, but ableism. Diverse: Issues in Higher Education, 26(4), 16.

6357. Week 3. Gender, Gender Identity, and Sexual Orientation.

The various resources of this course have helped me realize the influence that my parents’ comments have in my current misconceptions and biases. Nowadays, I am aware of my bias regarding LGBTs, and of course I am working on the prejudices I learned within my family environment.

I remember having listened to a group of girls when talking about Justin Bieber and how they liked his songs. Suddenly, another girl, who was not part of that group of friends, interrupted their conversation saying that Justin Bieber was gay. The girls rushed to me accusing the other girl because of she had said a bad word. The girls looked upset and I asked them the meaning of the word: one of them told me that gay meant not being a man; another said gay is a bad person who attacks children; finally, the girl who pronounced the word said it meant handsome guy who moves and dances like a woman. At the end I realized that each girl had gotten the ideas their caregivers have expressed to them. I also learned their caregivers do not talk directly to them about LGBTs, thus their misconceptions are based only on listening to others’ conversations and creating their ideas with regard what the others have said.

After having this experience, I headed after work to my local library and visited two other libraries in different days, looking for materials related to LGBTs and which could help me to approach the subject in the classroom. Sadly, there was nothing I could use. I also remember when asking the librarians for materials related to the topic and the way they saw me made me feel as if I had offended them or if I had being disrespectful to any of them.

I have to accept that at that moment I didn’t feel very comfortable or ready to approach the subject with my classes, but I still felt this was something I needed and wanted to do, because the values I share as a teacher with children are the ones they would learn (Pelo, 2008). Sadly, the lack of materials to approach this subject took me away from my initial intention: to explain children that every person is different and thus each one deserves to be respected. As Pelo states,

Certainly, addressing some topics with children like LGBT-ism is not an easy task, but after reflecting on this topic throughout this and previous courses, I feel more comfortable if I go through the same experience with the Justin Bieber. fans.

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