As I consider all we have learned over the past 18 months, I am excited to create my own anti-bias learning environment to implement all the valuable knowledge and skills I have gained. My goal has always been to accommodate the needs of children and families who look to us for a quality start to their educational experience. This course, in particular, has provided such practical resources not only for creating an environment that supports and reflects all children, but I have begun to accumulate a resource list of children's literature as well as specific examples of how to communicate effectively when children express misinformation or misperceptions. In addition, I have already begun creating my own collection of persona dolls. I was so impressed with the process of using the persona dolls and the effects they have on stimulating children's thinking. Hoffman impressed me as having a voice of reason and experience and I plan to use his books as resources, as well.
For the immediate future, the upcoming school year, I will continue as preschool director/teacher which puts me in a position of implementing practices in the classroom as well as revamping our philosophy and strategies for working with families as a preschool. I have a new perspective of our role as resource providers for families and look forward to accommodating their needs more than what we have done in the past.
I would like to thank each of you for your insights. You have expanded my understanding of diverse experiences and I so appreciate your willingness to share, and your candor. Thank you, also, for your encouragement. It was so affirming to know that you took the time to read my thoughts and comment on them. I wish you all the best as we anticipate our last course. Our Degree is in sight! God Bless!
Friday, June 28, 2013
Thursday, June 20, 2013
An International Look at Impacts on Early Emotional Development
I chose to look at issues children in Tanzania are facing. My husband and I have sponsored a child there for the past six years so I am concerned about challenges confronting her. The sponsoring agency has kept us aware of major issues facing the country such as extreme poverty, drought, and AIDS. According to Compassion International (n.d.), "Aids has orphaned nearly a million children, and thousands more must assume adult household responsibilities in order to care for ailing parents" (para 6). Children forced to take on adult responsibilities in environments where basic needs cannot be met are not given the secure nurturing conditions to foster healthy emotional development. "Negative early experiences can impair children's mental health and effect their cognitive, behavioral, social-emotional development" (Cooper, Masi, & Vick, 2009, p. 3). Additionally, alarming results of a survey sponsored by UNICEF (Salaam, 2011) revealed: "nearly three out of every ten girls and one out of every seven boys in mainland Tanzania and Zanzibar reported that they had experienced sexual violence. Almost three-quarters of girls and boys said they had experienced physical violence before the age of 18....and Twenty-five percent had been subjected to emotional violence by an adult during childhood" (Salaam, 2011, para 4).
What is being done in defense of children in Tanzania who make up half of the 40 million people there (Salaam, 2001, para 9)? According to Salaam (2001), a 4-year prevention and response plan has been created as a result of UNICEF's survey which is rallying media, faith based organizations, and member of society in general to advocate for children, educate, and work to reduce sexual, emotional and physical violence against children.
As a sponsoring partner with Compassion International and as an educator who realizes the significance of a secure environment, I am thankful for the efforts of Compassion which supports Development Centers where children can find safety and support provided by caring staff, food, as well as the opportunity to attend classes on health related issues including HIV prevention, tutoring sessions, and Bible classes.
Compassion International (n.d.). Partners in hope. Retrieved from http://www.compassion.com/
Cooper, J., Masi, R., & Vick, J. (2009). Social-emotional development in early childhood. Retrieved from http://www.nccp.org/publications/pub_882.html.
UNICEF (2011). UNICEF. Press centre. Retrieved from http://www.unicef.org/infobycountry/media_59490.html.
What is being done in defense of children in Tanzania who make up half of the 40 million people there (Salaam, 2001, para 9)? According to Salaam (2001), a 4-year prevention and response plan has been created as a result of UNICEF's survey which is rallying media, faith based organizations, and member of society in general to advocate for children, educate, and work to reduce sexual, emotional and physical violence against children.
As a sponsoring partner with Compassion International and as an educator who realizes the significance of a secure environment, I am thankful for the efforts of Compassion which supports Development Centers where children can find safety and support provided by caring staff, food, as well as the opportunity to attend classes on health related issues including HIV prevention, tutoring sessions, and Bible classes.
Compassion International (n.d.). Partners in hope. Retrieved from http://www.compassion.com/
Cooper, J., Masi, R., & Vick, J. (2009). Social-emotional development in early childhood. Retrieved from http://www.nccp.org/publications/pub_882.html.
UNICEF (2011). UNICEF. Press centre. Retrieved from http://www.unicef.org/infobycountry/media_59490.html.
Friday, June 14, 2013
The Sexualization of Early Childhood
I read the excerpt from Levin and Kilbourne's (2009) So Sexy So Soon and nodded my head in recognition. I recalled walking past one of the preschool room bathrooms and hearing a little boy happily sing I'm Too Sexy ...over and over. I don't think he realized what he was singing. He liked the snappy beat. I cringed when I heard those words coming out of his mouth, though. I didn't knock on the door and say anything to him; but, I did mention it to his mom and she sheepishly said he probably heard it on the radio. We both agreed there are so many songs with inappropriate lyrics and talked about switching to more child friendly radio stations in the car.
On other occasions I have heard young children in the dramatic play center say I'm sexy and readjust their dress up clothes to expose more body. The reaction of the others is usually mixed from not even responding to saying "my mom says that's not appropriate at our house". I usually try to follow up with the child's parent who is embarrassed and says something like "they saw that on TV". I also, talk to the child's parent who said that was inappropriate behavior and language to let the mother know that their child is hearing what they are teaching. The excerpt from Levin and Kilbourne (2009) left me wanting to read the book to get more concrete ways of helping parents lay a healthy foundation for the development of sexual identity.
Levin and Kilbourne's (2009) example of the fourth-grade girl who had based her self concept on her looks and her ability to be in a relationship (based on pop culture images, ads, and expectations) sounded like the experience one of our teacher's had with her 13 year old who had already been in several "relationships" and was devastated each time one ended, battling depression and in therapy. I had seen photos of the girl who dressed provocatively and wore a lot of make-up. I could not relate to the teacher (the girl's mother) because she was heart-broken for her daughter who couldn't find a lasting relationship. She wished she would just find one boy and stick with him!! My incredulous reply was: "She is only 13! She shouldn't even be in a relationship!!"
I agree with Levin and Kilbourn (2009) who said a healthy body image and overall self-concept as well as exposure to a healthy, loving models of male/female relationships is key to getting children on the right path to developing healthy attitudes about themselves and relationships with others. Additionally, parents need to be pro-active in monitoring what their children are exposed to in media. Early educators and parents can have honest discussions about questions that arise when children are confused about what they see and hear.
Levin, D., & 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
On other occasions I have heard young children in the dramatic play center say I'm sexy and readjust their dress up clothes to expose more body. The reaction of the others is usually mixed from not even responding to saying "my mom says that's not appropriate at our house". I usually try to follow up with the child's parent who is embarrassed and says something like "they saw that on TV". I also, talk to the child's parent who said that was inappropriate behavior and language to let the mother know that their child is hearing what they are teaching. The excerpt from Levin and Kilbourne (2009) left me wanting to read the book to get more concrete ways of helping parents lay a healthy foundation for the development of sexual identity.
Levin and Kilbourne's (2009) example of the fourth-grade girl who had based her self concept on her looks and her ability to be in a relationship (based on pop culture images, ads, and expectations) sounded like the experience one of our teacher's had with her 13 year old who had already been in several "relationships" and was devastated each time one ended, battling depression and in therapy. I had seen photos of the girl who dressed provocatively and wore a lot of make-up. I could not relate to the teacher (the girl's mother) because she was heart-broken for her daughter who couldn't find a lasting relationship. She wished she would just find one boy and stick with him!! My incredulous reply was: "She is only 13! She shouldn't even be in a relationship!!"
I agree with Levin and Kilbourn (2009) who said a healthy body image and overall self-concept as well as exposure to a healthy, loving models of male/female relationships is key to getting children on the right path to developing healthy attitudes about themselves and relationships with others. Additionally, parents need to be pro-active in monitoring what their children are exposed to in media. Early educators and parents can have honest discussions about questions that arise when children are confused about what they see and hear.
Levin, D., & 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
Thursday, June 6, 2013
Evaluating Impacts on Professional Practice
As an early educator, I set the tone for acceptance and safety in the classroom. It is my responsibility to self-reflect to be aware of my own identities that make me uncomfortable or feel marginalized so that I can empathize with the children in my class who are experiencing negative feelings about certain aspects of their identity.
When I reflect about times that I have felt marginalized, one of the strongest emotions I felt was that of defensiveness. Recognizing that, I can better empathize with uncooperative attitudes from children who are feeling rejected or devalued. Some identities we take for granted, but as Derman-Sparks and Edwards (2010) pointed out, the identities that make us feel different are the ones we do not take for granted.
Schwartz (2010) wrote of his struggle with accepting his deafness after he learned at a young age that it was stigmatized. He tried to deny it, pretend it didn't exist, and was angry about it. I found the following statement applicable to aspects of my identity I have tried to hide: "I had to stop running from my deafness and embrace it as a core identity" (Schwartz, 2010, p. 22). Schwartz went on to share that as he grew more comfortable with his deafness he was more open to different resources available to him. Relating that concept to myself, as I came to peace with what made me feel marginalized, I was able to see the opportunities that awaited me. I also was able to accept people's statements in a different light and did not take a defensive stand.
Knowing this, my priority would be to make children feel visible and accepted; however, if I did have someone who was feeling marginalized I would plant seeds of encouragement by building on their strengths and I would help them process emotions and help others appreciate diversity by using techniques such as persona dolls. As Derman-Sparks and Edwards (2010) pointed out persona doll stories and ensuing discussions help children "express their feelings and learn ways to solve their problems" (p. 50). Children's literature is another tool I would use to help children feel visible and to help them see the opportunities available to them.
Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: NAEYC.
Schwartz, M. (2010). Disability angst. The search for belonging- filling the hole in my soul. International Journal of Leadership in Public Services, Suppl. 6(21-23). Retrieved from SocINDEX database.
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