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 :)