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.