Project Topics

This week I am starting the final course in the Walden program. I am working to decide a focus for my final project. Topics that are interesting to me and spark my passion for children include: changing demographics, access to quality childcare, school readiness, the importance of play, and the challenges of teaching diverse populations.

Reflection

Throughout this course I have worked toward understanding and applying the four goals for anti-bias education as outlined in the textbook.

Goal #1 "Each child will demonstrate self-awareness, confidence, family pride, and positive social identities" (Derman-Sparks & Olsen Edwards, 2010, p. 4).

Goal #2 "Each child will express comfort and joy with human diversity; accurate language for human differences; and deep, caring human connections" (Derman-Sparks & Olsen Edwards, 2010, p. 4).

Goal #3 "Each child will increasingly recognize unfairness, have language to describe unfairness, and understand that unfairness hurts" (Derman-Sparks & Olsen Edwards, 2010, p. 5).

Goal #4 "Each child will demonstrate empowerment and the skills to act, with others or alone, and prejudice and/or discriminatory actions" (Derman-Sparks & Olsen Edwards, 2010, p. 5).

I hope to help each child that I work with develop a positive self-identity, to develop empathy towards others, and to develop the confidence and knowledge necessary to stand up for themselves and others when something is unfair. In order to accomplish this each child's family culture needs to be visual in the classroom, and I will need to develop lessons to help the children learn about diversity and acceptance, depending on what their needs are. One of the things that I learned from this course is that modeling is important and taking advantage of teachable moments is also important, but it takes more for children to truly learn about differences. If we don't expand on the teachable moments children may never feel comfortable with their own social identities and with the differences of others.

For the families that I work with I hope to develop respectful and trusting relationships that benefit each child's learning and development. I learned from this course that some families will need more support than other families and that it requires "authentic listening" to accomplish this. Authentic listening is done by using what we hear to act and make adjustments (Laureate Education, Inc., 2011).

I would like to thank all of my classmates and my instructor, Dr. Janet Kien for all of their support throughout this course. The comments on discussions and blogs were encouraging and I enjoyed reading all of their posts as well. It helped me to see a variety of perspectives and apply the information to real world experiences that others had. Thank you for sharing.

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

            ourselves. Washington, DC: NAEYC.

Laureate Education, Inc. (Producer). (2011). Partnering with families [DVD]. Strategies for             working with diverse children. Baltimore, MD: Author.

Researching Another Region

This week I chose to learn about the East Asia & Pacific Region of the world by exploring the UNICEF (United Nations International Children’s Emergency Fund) website. I chose this region because I am friends with a family that immigrated from Vietnam and wanted to learn more about the region. I discovered that the region is home to 25% of all the children in the world, and 30 million more children are born in the region every year (UNICEF, 2011).

“Across East Asia and the Pacific, vast numbers of children continue to experience grave violations of their rights and safety. Child protection is a critical issue in the region and one that is an increasingly important part of UNICEF’s work. The most common violations include:

• trafficking
• sexual exploitation
• violence, abuse and neglect
• child labour
• child soldiers
• children in institutions
• unlawful detention” (UNICEF, 2011).

Although the issues affect a wide range of children, poverty plays a key role in what children are affected most. For example, many children living in poverty in the region are not provided with an education (UNICEF, 2011). Emergency situations, such as natural disasters are another major problem for the region. “Over 60 percent of the worlds’ disaster victims live in Asia and the Pacific. This region suffers from the highest losses caused by natural hazards such as earthquakes, floods, tsunamis, typhoons and volcanoes” (UNICEF, 2011). In emergency situations families may be divided, moved into shelters, lacking basic physical needs (UNICEF, 2011).

All of these issues can interfere with a child’s healthy development. According to Maslow’s Hierarchy of Human Needs, humans need their basic physical needs met first before their emotional needs for love and esteem can be met. With many children suffering from lack of safe drinking water and shelter in the East Asia and Pacific Region, their emotional needs are not being met either.

By exploring the UNICEF website, I learned about some of the things that the organization is doing to try to help children around the world. For example, trying to partner with businesses and recognizing their role in a child’s life. “They make important contributions to the well-being of children by creating jobs and livelihoods for families, as well as in the form of philanthropic initiatives. At the same time, violations of children’s rights by companies can threaten children’s protection, survival and development” (UNICEF, 2011). I also learned about some of the complex issues that many children face around the world today. It is important to take the time to explore the issues affecting other parts of the world. I realize that a major part of the problem is poverty and children living in poverty are affected by an increase in many risk factors. As an early childhood professional it makes me want to get involved with a larger organization that is doing something to help children around the world.

Reference:

McLeod, S. (2014). Maslow’s hierarchy of needs. Simply psychology. Retrieved from http://www.simplypsychology.org/maslow.html

UNICEF (2011). Retrieved from: http://www.unicef.org/infobycountry/

"The Sexualization of Early Childhood"

Children begin to notice gender differences from a very early age and begin to form a gender identity. A gender identity is formed according to one's physical anatomy of being a girl or boy, but also through what "our environment (family, culture, peers, society) teaches us about male and female gender expectations" (Derman-Sparks & Olsen Edwards, 2010, p. 90). In regard to the topic of sexualization this week, I was unsure at first exactly what it meant. I assumed that it meant the exposure to sex in the media and through society, but I learned that it is really more about when people are viewed as "sex objects" or "their value comes primarily from their sex appeal, which is equated with physical attractiveness" (Levin & Kilbourne, 2009, p. 4). With this in mind, when children are sexualized or view themselves as sex objects, it is a very scary thought to me. It made me realize that I need to do some more reading on the topic and learn more about how to help young children understand what they may be exposed to in the media.

"Children growing up today are bombarded from a very early age with graphic messages about sex and sexiness in the media and popular culture" (Levin & Kilbourne, 2009, p. 2). It is easy to see examples of how hidden messages about sex are everywhere when you are using the Internet. My husband likes to read about sports on ESPN.com and often our daughter will sit next to him and ask him about his favorite teams. Unfortunately, all along the sides of the website are half-naked woman. "Gender roles modeled for children have become increasingly polarized and rigid. A narrow definition of femininity and sexuality encourages girls to focus heavily on appearance and sex appeal" (Levin & Kilbourne, 2009, p. 2). I am very particular about what my daughter watches but it is impossible to avoid the sex in the media. I can only imagine what children are being exposed to when parents are not as concerned or aware of the issues. It may be very confusing for young children to understand everything they are seeing and difficult for parents to have the right answers to their questions. Young girls may be getting the message that in order to be a woman you must be sexy and have sex. Young boys may be getting the message that in order to be a man you must choose a girl that is sexy.

As a parent and early childhood professional it is important to be listening for the questions that children may have and try to answer them in a way that they can understand. "Children have always been curious about sex and sexuality from an early age, and it is good for parents and schools to give them honest and age-appropriate information" (Levin & Kilbourne, 2009, p. 3). With the contradicting information in the media, it makes it even more important for early childhood professionals to adopt an anti-bias curriculum to support a healthy gender identity development in young children. Young girls especially need to learn how important it is to be smart, independent, athletic, creative, unique and true to themselves. In order to help children develop a positive gender identity in spite of the sexual messages in the media parents and early childhood professionals can:

-be available and open to answering questions and helping them sort through confusing information,

-try to monitor what they are being exposed to,

-provide and model healthy relationships in the family,

-try to encourage behaviors that are not in line with the gender stereotypes
(Derman-Sparks & Olsen Edwards, 2010).



References:

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

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

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