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.

Observing Communication

This week I observed a mother and child in the children's section of the public library.  The little boy was sitting in front of a computer screen and the mother was showing him how to use a drawing program on the computer.  The little boy was tentative and seemed unsure about trying something new.  The mother pulled up a chair to be at his eye level and to give support through proximity.  She asked him what he wanted to draw and then told him step by step how to proceed, allowing him to operate the mouse.  Once he saw he could do it, he was anxious to draw more.  She was encouraging and asked him to tell her about what he was drawing. 

It was obvious that due to the mother's encouraging words and the fact that she let the child have hands-on opportunities to try the new computer program, the little boy found confidence to try something new and felt proud of what he had created.  Her feedback was specific as she described what he was drawing, and as Dangel and Durden (2010) stated language that is specific lets children know their accomplishments are valued.  I find that in my work with children, they do respond when I am specific rather that giving general comments.  It lets them know you are taking an interest and it helps clarify for them what they have done, whether it is creating something or if they have helped someone - it names their accomplishment.  In addition, she was asking the little boy questions to find out what he was interested in, which is another important thing to do when trying to engage children.  According to Dangel and Durden (2010), children respond more enthusiastically when they are involved with discussions that are relevant to them.  I find my students are much more enthusiastic and verbose when they have painted something on a whim rather than when they are given more specific parameters of what to create.

I was encouraged this week as we learned about communicating with children because I recognized things I do with children when talking with them.  For example, I try to enter their world when I speak with them.  I can always tell when I have made a real connection either on a personal level or in a teachable moment based on the level of detail and enthusiasm given by the child.  I must always remind myself, though, that I need to listen carefully and then mold my curriculum around the children's interests.  It 's important to have our teaching benchmarks, but equally important to shape them around the strengths and interests of the children to maximize the learning opportunities.

Dangel, J. & Durden, T. (2010).  The nature of teacher talk during small group activities.  YC Young Children 65(1).  Retrieved from Education Research Complete database.

Creating Affirming Environments

One of the first things I would do when creating an affirming home child care environment is invest in a good camera!  As Derman-Sparks and Edwards (2010) noted, cameras allow you to personalize your learning materials to reflect the children and families in your care.  Individual photos can be mounted to wooden blocks so children can insert themselves into block play.  Additionally, photos can be taken of their community (stores, library, churches, fire station) and mounted on blocks so they can engage in block/creative play within their own familiar community.  Cameras are also great for taking pictures of children's creations (art, block towers) and posting in that particular area to help develop a sense of pride in their accomplishments and to help them take ownership and feel a sense of belonging in their home care environment.  Photos are an effective way of documenting a child's daily activities so parents feel like they have a window into their child's day.  Additionally, photos can be used to make books that reflect the children's families, likes and dislikes, and other aspects of their identities (Derman-Sparks & Edwards, 2010).

Children get an impression of what is and is not important by what they see and do not see in their environment (Derman-Sparks & Edwards, 2010).  Therefore, I would be sure the learning materials would reflect the children's cultural, familial, racial, and economic backgrounds; as well as different physical disabilities.  Derman-Sparks and Edwards (2010) recommend more than half the materials directly reflect the identities of the children with the rest of the materials reflecting different identities that are not represented in that particular group to introduce them to more diversity - to expand their horizons.  It would be important as Derman-Sparks and Edwards pointed out that the learning materials do not depict stereotypes or misinformation.  Rather the materials should stimulate conversations about differences and an appreciation for them.  One of the things I especially liked in Adrianna's home daycare (Laureate Education, Inc., 2011) was the skin toned bean bags and I would place them near a full length mirror so children could hold them up to themselves and each other to identify similarities as well as appreciate diversity.  Bean bags are great tactile tools as well when children need stress release.

I would have an area set aside for families to bring in items to display, similar to the area Adriana (Laureate Education, Inc., 2011) created, that reflect their way of being.  Displayed with these items would be a family picture.  I would like that to be an area where children could gather for share time and book time.  I would encourage families to send a family member at least once during the year to read their child's favorite book to the class and to also talk to the children about the items that are on display from their family as well as share some special food or music their family enjoys. If the families were English language learners I would ask them to read in their home language and to teach all the children a how to say some words.  I would make sure that some of the music I play throughout the day is sung in the home language.  I would ask families to help me make signs or labels regarding learning materials in the home language as well.  I would recruit family volunteers or community members to volunteer to spend time with us to bridge communication.   I'd like to have a monthly family newsletter with photos of the sharing times when families come to visit so they can get to know one another. 

I have been so impressed with persona dolls.  I would definitely have some available to help children resolve conflicts and develop empathy for one another  and to explore misconceptions.  Persona dolls and books depicting scenarios that stimulate critical thinking and discussions about issues of fairness and respect would be essential items to round out the home care environment.

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

Laureate Education, Inc. (Executive Producer) (2011). Welcome to an anti-bias learning community [Course media].  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_2819834_1%26url%3D

What I Have Learned

I have really been convicted over the past months, and especially as we have looked at diversity, about the importance of supporting identity development in young children.  My hope is that I would create a learning environment and provide learning experiences that reflect the reality and identities of all the children in my class. 

A goal I have to accommodate that wish is to supplement my classroom library with recommended anti-bias children's literature.  I have already started compiling a list of suggested titles found in our course readings.  I have found that children's literature stimulates discussions, clarifies information, and presents another format to process thoughts.  I also plan to incorporate persona dolls into my classroom discussions.  As Pelo (2008) explained, persona dolls help children recognize bias statements, develop empathy, and use critical thinking.  I am anxious to start using them at the beginning of next year so the children get used to them as an integral part of our class chemistry.  

Thank you, once again, to my classmates who expand my thinking and help me see things from a different perspective.  Thank you for encouraging me with your comments - they mean more than you may realize.  I look forward to striving toward the finish line with you.  

Pelo, A. (Ed.). (2008).  Rethinking early childhood education.  Milwaukee, WI: Rethinking Schools.

Diversity

                                                                                

                                                                                 

                     Stigmas, phobias, hate                       

Internal Oppression, anger, isolate

Hush, hush, colorblind

I'm invisible, I don't count

Feelings, confusion, something's wrong

No one to talk to, all alone

Here you are, you are great

Pride, hope, and validate

Listen, clarify, a new point of view

Respected, included, I can cope

Recognize prejudice, empathize, that's not right

Empowerment, responsiblity, find a voice

Start Seeing Diversity

I was involved in a situation where I silenced a child for something he said.  I was a new teacher in the mid-80's, working downtown Milwaukee as a kindergarten teacher.  Our class was somewhat diverse with two Korean children and three African American children and nine white children.  We were taking a walk outside the building to observe the different types of transportation and a city bus pulled up close to where we were standing.  The doors opened and a large African American man got off the bus.  One of our African American boys yelled "Hey, it's Fat Albert".  The man looked the other way and kept walking while the rest of the class laughed.  I looked at the little boy and told him to be quiet and that it wasn't polite to say such things. 

On the one hand, it was appropriate to point out that it wasn't polite to shout out; but, on the other hand I could have taken the opportunity to discuss how people come in many different sizes and that all large African American men are not Fat Albert.  According to Meltz (2001), even if the person the child has made the comment about can hear you, an immediate, matter-of-fact response is more respectful than silencing the child which translates into bringing more shame.

When we returned to the classroom, I could have used some tools such as children's books or pictures showing people with a variety of body sizes and pointed out that I know a large African American man and his name is Paul, not Albert (Laureate Education, Inc., 2011).  Additionally, as Spangler pointed out in Positive Ways Early Childhood Education Settings can Respond to Bias (Laureate Education Inc, 2011), persona dolls could have been used to address how the doll felt when hurtful comments about body size were made and the children could have had an opportunity to develop empathy, realizing then that the comment was not something to be laughed at. 

By not addressing the issue I missed the opportunity for children to learn that "name calling, exclusion, and hurtful teasing" (Pelo, 2006) is hurtful and something we don't want to do.  Additionally, not addressing issues gives children the message that the behavior is acceptable and that (in this case) being big is something to laugh at.

Laureate Education, Inc. (Executive Producer) (2011).  The Positive Ways Early Childhood Education Settings Can Respond to Bias [Multimedia].  Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6357/CH/mm/audio_player/index_week6html 

Laureate Education, Inc. (Executive Producer) (2011).  Start Seeing Diversity: Physical Ability and Characteristics [Course Media].  Retrieved from  http://class.walden.edu/webapps/portal/frameset.jsp?tab_tab_group_id=2_1&url=%2Fwebapps%2Fblackboard%2Fexecutive%2Flaucher%3Ftype%3DCourse%26id%3D_2651072_1%26url%3D 

Meltz, B. (2001, November 22).  Teachings on diversity, tolerance should start early preschoolers can learn it's ok to notice our differences: [Third Edition].  Boston Globe, H4.  Retrieved from ProQuest database.

Pelo, A. (Ed.) (2008).  Rethinking early childhood education.  Milwaukee, WI: Rethinking Schools.

Gender, Gender Identity, and Sexual Orientation

To be honest, I am like some of the staff members in the course media "Start Seeing Diversity - Sexual Orientation" who said discussing gender identity and presenting books and pictures of gay families with their class made them feel uncomfortable because that lifestyle went against their beliefs (Laureate Education, Inc., 2011).  I also agreed with the staff members who said there was no need to discuss these things because none of the families in their preschool consisted of gay parents.  However, I had to reconsider my thoughts when the teacher in the presentation said she realized it was her responsibility to support a positive identity development for the children in her care regardless of what her own beliefs were.  In other words, preserving the child's identity development outweighed personal beliefs on the topic.  I, also, thought the staff had a valid point when they decided that even though none of the children in their care came from families with gay parents, it was still their responsibility to prepare children to act respectfully if and when they encounter such families.  However, I would probably approach it by not specifically talking about gay parents, but in general say that not everyone has the same kind of family but we must show respect to everyone because it is not our job to judge others.

I was reflecting on observations made of children in my preschool room and how they interact in different centers with various toys and learning materials.  I can say that boys and girls visit the block area and workbench as well as the home living area.  They all try on different work hats and boys and girls experiment with the scarves available in the dress up area.  I have noticed that boys and girls take care of the "babies" when they are playing house.  Most have younger siblings and are familiar with caring for babies.  I have tried to choose books that show males and females in different community helper roles and the children seem to be aware that jobs can be performed by either gender if they are trained for the job. 

After listening to the broadcast of the two families dealing with their son's gender identity (Spiegel, 2008) I was reminded of a little boy we had at our preschool many years ago.  He preferred playing in the kitchen, dress up (wanting to wear an apron) and brought his barbie dolls for show and tell.  When he had his birthday party the mom sent out barbie invitations and the party was a barbie theme.  At the time, I heard comments from parents that they were uncomfortable with that and thought it was strange.  His teacher told me she kept encouaging him to play with the blocks and cars and trucks, but he didn't want to.  I supported her in that and I realize I was more in the mindset of Dr. Zucker from the audiocast who wanted the parents to take away the dolls and encourage play with things like blocks and cars; whereas this little boy's mom seemed to be following the philosophy of the West Coast therapist who favored letting the boy act according to what made him feel comfortable and happy.  I have lost touch with that family, but have often wondered how things went for him as he matured.  Was he rejected by both genders as he got older as Dr. Zucker asserted or did he embrace the femine qualities and become comfortable with his own identity and let the rest of the world deal with their own feelings as the West Coast therapist suggested.  It is a challenging situation where one answer may not be able to be applied to all cases.    If you haven't had a chance to listen to the broadcast, I would encourage you to do so.

Laureate Education, Inc. (Executive Producer, 2011).  "Start Seeing Diversity: Gender" [Course media].  Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer, 2011).  "Start Seeing Diversity: Sexual Orientation" [Course media].  Baltimore, MD: Author.

Spiegel, A. (2008).  Two families grapple with sons'gender identity: Pshychologist take radical approaches in therapy.  Retrieved from http://www.npr.org/2008/05/07/90247842/two-families-grapple-with-sons-gender-preferences