Experiencing an "Ism"

One "ism" that may commonly affect early childhood professionals is classism. Classism refers to "an attitude, action, or practice of an individual or institution, backed by societal power, that gives preferential treatment to or treats as superior those with more economic resources or higher social status and treats as inferior or denies access to those with fewer economic resources or less social status" (Derman-Sparks & Olsen Edwards, 2010, p. xi). Majority of early childhood professionals are payed poorly and do not receive benefits which often leads to more frequent staffing changes. "The economic status of many early childhood teachers may also result in tensions with some of the families in the program who are more affluent then the teachers" (Derman-Sparks & Olsen Edwards, 2010, p. 110). Some parents may not respect the teacher's opinions or value the work they do because it is a lower paying job. I have heard many teachers complain that some people just view them as "babysitters" and do not understand the true value in what the teachers are doing on a daily basis.

If teachers are experiencing classism in there personal lives or in the workplace it could interfere with forming positive relationships with all the parents and families they work with. They may be less likely to invite some of the families into the classroom or less likely to speak freely and start conversations with some of the parents. On the other hand, in the classroom the teacher may be more conscious of ensuring that all the children are treated fairly and respectfully. The teacher may be able to help children learn how to stand up for themselves and appreciate differences in others better than if they never experienced an bias behaviors. When experiencing a personal "ism" teachers are more aware of the pre-biases that may be forming and might be more motivated to try to stop them from forming in the children they work with.

Reference:

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

            ourselves. Washington, DC: NAEYC.

Observing Communication

This week I observed a mother and her baby communicating. The communication consisted of short and simple interactions between her and her 10 week-old infant in their home. A few things that I noticed were how connected and bonded the two were. The mother listened to her baby and picked up on cues of hunger, boredom, over-stimulation, and curiosity very easily. The baby communicated with facial expressions, eye-contact, grunts, cries, and other body movements. When the mother spoke to the baby, she looked at her and used her name. She changed her voice to a higher pitch and softer tone. She smiled at her baby often, and the baby smiled back. She used touch to play with her baby and comfort and care for her. 

This mother did an excellent job communicating with her baby and listening to her baby's communication. They were in tune with each other and focused on each other. "Talking to a baby requires you to: acknowledge the baby by name, wait for the baby's response, include your observation of the baby's response in your next message, say what you see or think you see and include those responses" (Kovach & Da Ros-Voseles, 2011, p. 49). In order to improve this communication even further, the mother could have talked more to the baby about what she was doing with her during tasks of caring, such as diaper changing time. "Describing your actions with words helps the baby to understand and anticipate your next move" (Kovach & Da Ros-Voseles, 2011, p. 49). 

"Relationships are the most important ingredient that fuels the baby and assures the baby's optimum health in his first year of life"(Kovach & Da Ros-Voseles, 2011, p. 49). By talking directly to an infant, using there name when speaking to them, and utilizing touch to reassure them, infants develop self-worth (Kovach & Da Ros-Voseles, 2011). By really listening closely to her baby's cues, this mother is quickly learning about her baby's likes and dislikes and respecting her individual personality (Kovach & Da Ros-Voseles, 2011). 

Through this observation assignment and the readings this week I learned how important it is to communicate directly to infants and listen closely to their responses. Often their responses are nonverbal gestures mixed with sounds other than words, therefore it requires very close listening from the adult (Kovach & Da Ros-Voseles, 2011). I think I could improve my communication with infants by using their names more often and by not talking about them to other adults while they are listening. If I am talking about them, but not including them in the conversation it may appear to them that I am ignoring them and do not value them (Kovach & Da Ros-Voseles, 2011). I realized recently that I do not have as much experience working with infants as I do with adults and other age groups, so I have a lot to improve on! I am not as comfortable talking to infants as I would like to be, and I am going to spend more time in the infant room at work to start practicing. 

Reference:

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children,

 66(2), 48-50.

An Anti-Bias Environment for Young Children

In order to create an anti-bias child care setting for young children, it requires intentional thought and actions from the caregiver. The first step in the process would be to get to know the family culture of each child in the group. A few ideas that I liked from touring Adriana Castillo's home daycare were: a "family culture share" set up for a different family each month to bring in pictures and artifacts that describe their family's culture, a bulletin board with family pictures from each child, and pictures of the children on display in the daycare at the child's eye level (Laureate Education, 2011). By displaying pictures of each child and their family I hope to make the children feel welcome, important, and part of the group. The "family culture share" will provide another way for me to learn about what values and social identities are present in each child's home culture. Inviting the families into my home daycare as often as possible and talking to them at pick-up and drop-off will also help. 

For true anti-bias curriculum it is important not to get caught in the trap of a "tourist curriculum" where the class studies different cultural groups from around the world mainly focusing on holidays and stereotypes. Rather it is essential to plan themes revolving around "self-discovery, children's neighborhoods, community helpers, transportation, work, and harvesting food" (Derman-Sparks & Olsen Edwards, 2010, p. 48). By focusing more on the children's own surroundings, I can learn about what they already know and how to help them understand cultural similarities and differences through these themes (Derman-Sparks & Olsen Edwards, 2010). 

In order to teach acceptance and tolerance of others, I would listen to what the children in my group are saying to each other, what questions they are asking, and how they are playing together. Through their play and interactions with others, I can learn about what they need from me as an anti-bias educator. It is important to be listening for any teachable moments and to take advantage of those moments by talking about stereotypes and biases that may be developing (Derman-Sparks & Olsen Edwards, 2010). 



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