TIME WELL SPENT

         TIME WELL SPENT

Encouragement ~ Take A Stand ~ Bravery ~ Kindness

  Care ~   I Can Make It  ~ You Can Do It ~  Embrace Culture ~ Speak Out ~ Success

  ~ Well-Being of Children ~ Anti-Bias Teaching & Learning   

     

Through this program I have learned so much new information and additional lessons to include in my current knowledge.

The three deeply felt learning that resigns with me are:

• ·         To not be reluctant to learn of others culture, just take a chance and ask.
• ·         There may be an organization in existence that addresses my concerns, and how to find them, and    the importance of getting involved with them.
• ·         There are a host of pioneers in the field of Early Childhood Education who also have a deep concern for the well-being of children. When I leaned of Louis Derman-Sparks, & Julie Olsen Edwards, I can remember thinking out loud the words, I can’t believe that there is an actual study on the subject of race relations teaching respect and acceptance of who people are and the rich heritages and culture represented, and anti-bias education: and that they are so accurate in what they were saying in there writing. I can remember feeling so happy that someone cared enough to present the truth of how ethnic people actually feel, and what we go through. I gained an extra level of respect and excitement about my studies, and for Walden University.

 My long term goals are to begin to teach adults who have an interest in teaching children, and to see to that as many children as possible get books in their hands starting with-in my community. Also, to get involved with as many areas of advocating for children that I could. To continue to research my field in order that I may always seek out what more I can do that will continue to add to the well-being of all children here in our country and abroad.

I leave you with two strong quotes of encouragement

“No one has yet fully realized the wealth of sympathy, kindness, and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.” ~ Emma Goldman, Russian Canadian Writer.

“Many things we need can wait, the child cannot, now is the time…...To him we cannot say tomorrow, his name is today.” ~~Gabriela Mistral, Children Poet, Educator, and Nobel Laureate (Institute of Medicine, 2004).

To my Colleagues and Instructors,

I could never express strong enough, nor could I find a word worthy enough to deliver the level of thanks that I feel in my heart and soul to Walden University for this program of study, and to my instructors, some of you I had in more than one course, Dr. Lisset Bird-Pickens, Dr. Janet Kien, and so many more with your excellent suggestions, and comments, as you kept me encouraged through my learning, and understanding when I was unsure. Each of you were understanding and supportive even through my times of unexpected Hospitalization that interrupted my studies. To my colleagues for ALL of your comments and advice as we collaborated through our study of what just may be one of the most important professions there is in our world. Also, on that same level goes my special Thanks to Dr. Johnna Darragh (Dr. Darrt), for all your help, concern, and encouragement through the Capstone. I was so concerned about the Capstone, but your newsletter was more than helpful, it was the “Golden Key”, in my opinion, that walked me and my colleagues step by step through each part. Although great ideas and more information to input comes to mind afterwards, I still feel that I did an exceptional job because of your help through forming it. To Laureate Education, for so many informative videos that introduced me and my colleagues to so many successful pioneers in the field who encouraged us through sharing their stories of their life experiences and their journey into their current positions with-in the field of Early Education.

As I reflect on my time of study in this program, and a few notes from previous courses taken at the start, I realize how far I’ve come and the progress made. It all causes me to give myself credit for sticking to it. I can be proud of myself as I recall studying during travel, and taking my laptop, books, and note pad and pens with me to most places I went. I can be proud when I think of the countless times that I went to the library with stacks of books for my young son while I worked on my assignments. I can be proud as I recall sitting in Starbucks after Starbucks totaling six different ones working on assignments, and how I persevered through two different unexpected lifesaving surgeries that caused interruptions in my studies. I can be proud of myself, receive my strong finish, and gladly accept my M.S. Degree. So colleagues, be proud of yourselves and receive, and accept your M.S. Degrees, because we worked for them. I give to each of You, our Instructors, and Walden University, a THUNDEROUS APPLAUSE of THANK YOU!!! 

Colleagues, lets never forget that, we can read and study every book and article ever published, but if we don’t have a genuine heart of compassion for the children and move with the understanding that they need us to do what we say we’re going to do, then we’re doing them the greatest harm. As educators we are there to teach the children, to support them, and guide them through with a constant reminder to them through the words “You can do this”, and “I believe in you”. Let’s not forget that we are the children’s voices, and we really hold their future’s in our hands. So let’s sound off for them.

Keep properly loving, caring, and respecting children and their families.

Your Colleague, 

Darlene Thomas M.S.    

Jobs/Roles in the ECE Community: Internationally

Jobs/Roles in the ECE Community: Internationally

Researching the field of Early Childhood Education on the International level lead me to several sites and ideas of community services that caters to children and their families. As a professional of early childhood education, I am delighted to see so many very helpful organizations of community services that exist for aiding children of all ages in every area of concern. The following highlighted organizations are among the few that I found to be very impressive.

One Laptop Per Child 

Their mission is to empower the world’s poorest children through education.

The computer’s name is The XO. This is a nonprofit organization, and the kids are the company’s mission, not their market, or profit which means that the kids keep their laptop, and it focuses on early education ages 6-12 years old. It is solar powered, water proof, dust proof, drop proof. It caters to schools & classrooms so no one gets left out. It is open and free to connect to the internet and students can communicate with one another. The XO grows with the child’s needs in order that they can connect, learn, and explore. It will be available in the US by November.   

The founding members of the organization are companies we are familiar with such as EBay, and Google, but the others are unknown such as, Marvell, Red-hat, SES Astra, Nortel, Bright-Star, AMD, and Quanta Computer. XO organization also has partners that we are familiar with such as Citigroup, and other that are unknown such as, Foley Hog, Fuse Project, Greenberg Traurig, Nurun, Pentagram, Underwriters Laboratories, United Nations Development Progrumme. There are no job opportunities at this time, but the site suggests to check back soon.

I would love to work for this organization. I would be overjoyed to help get computers in the hand of a child, and watch them work on their computers while they learn.

Child Empowerment International

Child empowerment & education CEI is a registered 501c3 Non-profit organization.

Mission: is to challenge the cycle of poverty in areas of civil unrest through empowering & educating marginalized children. The organization provide education & healthcare to children living in refugee & displaced people camps, children from war experiences, trauma, and violence of any kind. These opportunities help children to reach self-actualization, self-reliance, and self-sustain, and self-sustainability, empowering children to reach maximum potential via higher education or vocational training and other life skills.

There were no connections to information for job openings with this organization, but volunteering seems to be connected through donating. I would not mind working for this organization to encourage the children that they can do anything, and that they are important.

Khan Academy

Khan Academy is a free online course, learning for children, and they can work at their own pace. The organization believes in a free world-class education for anyone anywhere.

Khan Academy offers practice exercises, instructional video, empowers learning in any subject.

Their Mission is to guide learnings from kindergarten on up. Their state-of-the-art adaptive technology identifies strengthens, and learning gaps. The organization is partnered with NASA, The Museum of Modern Art, The California Academy of Sciences, & MIT to offer specialized coaching in content, case studies, common core. Parents & teachers can see if a student, or child is struggling, and provides a summary of their performance.

This organization has several openings in many areas & subjects offered from instructional to internship & fellows, and more Nationwide.

I also come across an organization that is also helping children. The organization is

The School Fund 

Provides funding for children to attend school, by way of the donors, but the way they function disturbs me because the donors are allowed to browse the student’s profiles until they find a child whose physical appearance appeals to them. This is an example of unintended consequences, because the donors are discriminating. It seems to me that if a child is not attractive enough, or just doesn’t appeal to them by their appearance, then they don’t get funding to go to school? It should only be donating to send children to school, not just certain chosen children. Professional educators who work and study the well-being of children insist that, “never single out one specific child” when it comes to “physical characteristics” when doing anything for children it should always “be about all of the children”, and that we should (“teach children to respect and appreciate differences, to resist stereotypes and bias”; in addition, “all colors, shapes, and shade of people are beautiful” (Derman-Sparks, & Olsen Edwards, 2010, p. 34 par 6, p. 84 par 2). I’m not sure if the children are aware that this is how they get there funding for school, but I think that it would be strange that they would not be aware of how they get funding for school.

References

http://www.childempowerment.org  

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

     Ourselves. Washington, DC: National Association for the Education of Young Children

     (NAEYC).

http://www.khandacademy.org

http://onelaptopperchild.org

National & Federal Organizations

National/Federal Organizations

There are so many national, and Federal organizations that almost anyone of them can be chosen when looking for helping children and their families in any area of need.

The first organization that captured my attention is:

The Annie E. Casey Foundation

Annie E. Casey Foundation (AECF), is devoted to developing a brighter future for millions of children at risk of poor educational, economic, social, and health outcomes. The organization focuses on “strengthening families, building stronger communities and ensuring access to opportunity because children need all three, and they advanced research to overcome barriers to success, help communities demonstrate what works and influence decision makers to invest in strategies based on solid evidence” (AECF).

This organization make grants that help Federal agencies, State, Countries, Cities, and Neighborhoods creates cost effective responses to the issues that negatively affect children; such as, poverty, unnecessary disconnection from family and communities with limited access to opportunity” (AECF). According to AECF, since 1948 the efforts, policies, and practices proved positive results for kids and their families.  

According to AECF, there are “strong evidence that show that reading proficiently by the end of third grade is a key predictor of high school graduation and career success; yet, every year, more than 80% of children from low-income families miss this crucial mile-stone”.

Because some children struggle with reading, and may not be proficient by the third grade, this organization has a campaign for grade level reading. The organization believes in the improvement of school readiness, attendance, and summer learning. In addition, “half of the school achievement gap between rich kids and poor kids start before kindergarten” (AECF).

This organization works to address the readiness gap that causes way too many children to get left behind as students and as adults once they have grown up. This organization shares the best ideas in research, guides, and references with parents, schools, and communities through the campaign website in order that may stay informed.

Job Opportunities, are seen as the field of Philanthropy, and the team is made up of research leaders, experienced practitioners, community organizers and policy experts. According to the AECF, those with careers in grant making, public-sector innovation, leadership development and administrative support, people with different racial backgrounds, ethnicities, gender, age, and points of view contributes more effectively to this organization.

Currently available jobs are, for Program Assistant: Child Welfare Strategy Group, Program Assistant, Senior Associate: Family Economic Success, and Community Associate.

The second organization that interest me:

Child Focus: Connecting People, Programs, & Policy

 Social Work. Law, Policy, & Philanthropy, a National Counseling Firm that bring people, programs, and policies that help non-profit organizations, foundations, and government agencies support America’s children and families. They have a passion for social justice and practical solutions. This organization translate federal policy development for state and local programs and promote community innovations, to federal and state policy makers.

·         This organization ensures that policy is informed by the voices of children youth, and families.

·         Helps government and non-profit organizations with effective policy implementation.

·         Analyze and simplify complex federal and state policy issues.

·         Children in Kinship Care Experience Improved placement stability, higher levels of stability, and decrease behavioral programs.

·         Building financial capabilities for youth transitioning from foster care.

And so many more areas of aiding children and families that the organizations information all coincide one with the other.

The third organization is:

The National Center for Children in Poverty (NCCP): Putting Research to work for Children & Families

The NCCP is the Nation’s leading public policy center dedicated to promoting the economic security health & well-being of America’s low- income families and children. Founded in 1989 as a division of the mailmen school of public health at Columbia University NCCP is a Non-Partisan public interest research organization. According to NCCP, that, at least “22% of children in the US live in families that, are considered officially poor; and that, across the states, official child poverty rates range from 11% in New Hampshire to 32% in Mississippi”.

This organization looks out for adolescent health & youth development, child poverty, children’s mental health, early care & learning.

The organization’s vision is for family economic security, strong nurturing families, and a healthy child development. According to NCCP, “45 percent of our nation’s children are growing up in families who are living at the edge”, even with working parents.

References

www.aecf.org

www.childfocuspartners.com

www.nccp.org.

  

Exploring Roles in the ECE Field: Local & State Levels

Exploring Roles in the ECE Field: Local & State Levels

Because I’m attempting to explore how we can have a center, or programs in place that addresses the needs of the whole child as we seek to aid the healthy development of a child’s well-being, I chose to take a closer look at (CASA), which means Court Appointed Special Advocacy. I learned about CASA when I worked for a short time as a CPS, Child Protective Services Conservatorship Worker. During my training, I saw CASA at our office in meetings with family members of children who were removed from their family home because it was deemed unsafe for the child to continue living there, and I also saw CASA in every court hearing standing up for children. In each case heard in court someone from CASA was there participating in the case because a CASA worker, or volunteer speaks up for that child in order to help the child find safety and happiness in his/her life. These cases were determining decisions for the permanent removal of the child, or children of the case, or safe placements for the child, or children of that particular case.

Children’s Advocacy Centers of Texas, Inc. (CACTX)

CACTX, was founded in 1994 and had 13 local centers, but today it had 69 established centers. They believe in the power of collective voices for a successful change that will have an impact in the lives of children who are scared victims of abuse and violence. They believe that “the eradication of child abuse and neglect in our society begins with building informed empowered communities that stand ready to embrace this issue with courage, making it top priority”. The “heart of their mission is the commitment to support the sustainability of local children’s advocacy centers so that they may continue to help young victims rebuild their lives”.

Organizations I’d like to work for are:

Texas Children’s Hospital: Bereavement Coordinator- Palliative Care Services, as I understand it this position allows you to be in the place of the arrangements of a child’s hospital stay who may be in a Hospice type of stay, and consoling family members after the unfortunate death of a child while in the hospital etc.

Texas Children’s Hospital: Animal Assisted Therapy Coordinator- Child Play Life Therapy Department: Child Life Play Therapy, children to gain a sense of mastery offering play and learning experiences, and encourages family and peer interactions through animal assisted therapy. Supports the emotional developmental and social needs of children in care offering play & learning experiences.

References

www.cactx.org/children’sadvocacycentersoftexas

www.texascasa.org/volunteer    

Exploring Rolls in the ECE Community: State and Local Levels

Children’s Advocacy Centers™ of Texas, Inc. (CACTX) is the statewide membership association representing all local children’s advocacy centers in the Lone Star state.

Founded in 1994 with a membership of 13 local centers, today the CACTX membership roster includes 69 developing and established centers in large urban cities as well as in small rural communities.

Our membership reflects the vast diversity of Texas, all with their own unique approaches to fulfilling our shared mission of protecting and providing for children.

CACTX offices are located in the Beth C. Swalm Center in Austin, Texas, adjacent to the CACTX Conference Center where specialized CAC training's are offered throughout each year.

Mission

 At the heart of our mission is a commitment to support the sustainability of local children’s advocacy centers so that they may continue to help young victims rebuild their lives.

CACTX has Six core priorities of their services

Membership Services:

We believe access to strong, local CACs will provide young victims with the unique services they need to begin their journey to hope, justice and healing.

Evaluation and Assessment:

We believe ongoing success in the fight against child abuse requires continual evaluation of current efforts and exploration of new, more effective ways to do this work.

Collaboration:

We believe that information sharing and networking is critical to innovation in the child abuse field.

Advocacy:

We believe in the power of a collective voice to successfully effectuate systemic change that will impact the lives of children scarred by violence and abuse.

Community Awareness:

We believe that the eradication of child abuse from our society begins with building informed; empowered communities that stand ready to embrace this issue with courage, making it a top priority.

Funding:

At the heart of our mission is a commitment to support the sustainability of local children's advocacy centers so that they may continue to help young victims rebuild their lives.

Texas Alliance of Child & Family Services: A Voice for Children

Our Mission

Strengthening Services to Children and Families through Quality Care and Advocacy

Strengthening Services...
The Alliance seeks to ensure that services are adequately funded, correctly regulated, properly monitored and of the highest quality possible.

to Children and Families...
Alliance member agencies focus primarily on children and families who are at risk for serious problems, children who have been victimized by abuse and neglect, families dealing with low income, loss of jobs, domestic violence, drug and alcohol and mental illness.

Some Alliance members place children in adoptive homes including infants, special needs children and children adopted internationally.

through Quality Care...
Alliance members care about quality. The Alliance seeks to provide service and support to help agencies provide the highest quality, state of the art services to children and families.

and Advocacy.
Since its inception, the Alliance has focused policy and law makers on the needs of abused, neglected, and high risk children. The Alliance provides a continual presence in Austin, both in state office and the capitol. The Alliance formulates policy positions based on members' extensive experiences working with children and seeks to advance an agenda that protects the rights of children and insures that funding is adequate to meet each child's needs.

Our History

Texas Alliance of Child and Family Services (Texas Alliance) was founded in 1975 as the Texas Association of Licensed Children's Services by a group of child care and adoption agency directors with the primary purpose of strengthening Texas' child care laws. The Association quickly became known as a strong advocate for responsible legislation concerning children's well-being and established a formidable position within the legislative arena.

In 1998, the Association instituted a reorganization and took on a new name, Texas Association of Leaders in Children and Family Services, to transition into their new organizational structure. Through reorganization, the Alliance broadened its membership and created an even larger presence in Texas.

With the completion of reorganization, the current name, Texas Alliance of Child and Family Services, was adopted and remains as the symbol of what the Association represents. With the Texas Alliance at the forefront of change, Texas child care laws have dramatically improved. Through the leadership of the Alliance, child care laws have been strengthened, funding for children's services has increased, and innovations in service delivery have been introduced and refined.
Texas Alliance of Child and Family Services member agencies realize how much can be accomplished through mutual assistance and cooperation. Additionally, the Texas Alliance now provides stronger services for member agencies on behalf of the children and families who receive their care.
Over the years, as our reputation has grown, Texas Alliance has evolved into the premier association for professionals and organizations serving vulnerable children and families in Texas.

TEXAS CASA: Court Appointed Special Advocates

EVERY CHILD DESERVES A CHANCE – IT’S YOU.

By becoming a Court Appointed Special Advocate, or CASA volunteer, you can help keep abused and neglected children safe, giving them a chance at finding happiness.

CASA volunteers are individuals from all walks of life who speak up for a child’s best interests in court. You are not a foster parent; you are a voice making a real difference at a critical turning point in the child’s life.

WHAT DO CASA VOLUNTEERS DO?

CASA volunteers get to know the child and gather information from everyone involved in his or her daily life, including family members, foster parents, teachers, daycare providers, doctors, lawyers, social workers and other relevant persons. You spend a significant amount of time with the child, gaining his or her trust.

CASA volunteers use the information gathered to report to the judge, advocating for the child’s needs while in the foster care system. As a volunteer, you commit to represent a child’s best interests until the child reaches a safe, permanent home.

TO BECOME A CASA VOLUNTEER MEANS YOU ARE:

·         Willing to commit at least one year of your time

·         Able to effectively communicate orally and in writing

·         Willing to participate in an in-depth training program

·         Able to pass criminal and CPS history background checks

·         Over age 21

Organizations I’d like to work for

Texas Children’s Hospital: Bereavement Coordinator- Palliative Care Services, as I understand it this position allows you to be in place of the arrangements of a child’s hospital stay who maybe in a Hospice type of stay, and consoling family members after the unfortunate death of a child while in hospital stay, etc.

Texas Children’s Hospital: Animal Assisted Therapy Coordinator- Child Life Play Therapy Department: Child Life Play Therapy, children to gain a sense of mastery offering play and learning experiences, and encourages family and peer interaction through animal assisted therapy. Supports the emotional developmental and social needs of children in care offering play & learning experiences.

References

www.cactx.org/children’sadvocacycentersoftexas

www.texascasa.org/volunteer   

Reflections as an Educator

Reflections as an Educator

Although my Master’s study educational journey with Walden is nearly ending, my professional educational journey of teaching young children and perhaps adults is just starting, and in some instances continuing. All educators are committed to the hopes and dreams for their student’s educational succeed. After a deep study in many areas of preparation in order that I may be able to give my best towards the educational success of young children and to render support for their parents, my level of confidence and readiness is higher than I thought it would be. Because I have a strong passion for educating children, I will always be open to learn more of the best techniques that will aid them for success in their educational journey. Children need to know that they are accepted for who they are and where they come from, and that their family’s heritage is respected.

 It is my quest to always be present and ready to render support to children and their parents, because parent involvement is priceless. As parents stay involved and encourage, children will stay involved and encouraged.

Finally, to each of my colleagues, we have made it this far with just one more class to go. I am extremely proud of us, we did it! We cared enough to go forth and learn at a higher level what it’ll take to be the best educators we can be for the children. This has been quite a journey. We have read and reread passages, chapters, articles, and books, and wrote and rewrote papers and combed through websites about our field of study. We have communicated with each other through our discussions and blog boards, and supported each other with agreements and disagreements, but all the while learning which techniques may work better than others for the success of the children and their families that we will service. My hope is that our world can learn to be more accepting of all people, but I am so pleased to know that each of you are out there, and with the type of education we have received, we’re sure to make some dents in the face of change for the betterment of young children and their families. I can fill my note to you up with quotes from our study, but each of you are aware of what the study says, so I’ll just say, remember the words of Julie Olsen Edwards, “the children are waiting for you” (Laureate, 2011).

Take good care of yourselves colleagues, I’ll miss each of you, and will say a prayer for you. I bid you farewell and tons of success for ALL that you set forward to do in your professional and personal life. Thank you ALL for your comments, encouragements, thoughts, and ideas as we all aided each other by bringing our bright minds together. Again, take care of yourselves, and guard your minds, stay strong, and guard your hearts, stay true to who you are as we stand up for the rights of children and be their voice.

Your Colleague and friend

Darlene Thomas

References

  Laureate Education, Inc. (2011). Strategies for working with diverse children: Your 

     Commitment to anti-bias work. Baltimore, MD: Author.

         

Highlighting Copenhagen Denmark

Impact On Early Emotional Development

Highlighting Copenhagen Denmark

I chose to take a look at Denmark, because it isn’t most talked about and I would like to learn what the children are experiencing, and the dynamics of their experiences and the thoughts of how those experiences could be affecting the children’s healthy development.

When looking at Denmark, the site seems to highlight mostly about the Children Climate Forum, and all the surrounding cities or countries, seem to be a focus on an increase of global awareness, and youth day events making children’s voices heard. Children living in these cities and surrounding countries seem to experience malnutrition, lack of medical health, and poor school and living conditions. There are links to stories of children in Kenya who are housed at schools a distance away from their families. Some of the children at the school cannot afford the housing section of stay at the school. So they are all housed together in one area with all their beds lined around with nets to keep out the mosquitoes. The children take a long walk which takes hours to get home, so they do not go home too often. The children and their families have strong beliefs that with an education they can help their families who are living poorly. In addition, the families lack proper health care, and must rely on the local doctor who usually give them a small amount of medicine for lack of supply, because the nearest hospital is a four-hour journey away on foot.   

Supporters of UNICEF Climate Change for Children, Danish Prime Minister Lars Lokke Rasmussen, and UNICEF Climate Ambassador Mohamed Axam Maumoon from Maldives meet during the United Nations Climate Change Conference; also, Queen Victoria and the Royal family of England. In addition, The Duke & Duchess of Cambridge & Crown Prince & Crown Princess of Denmark visit UNICEF’S supply Cent re, and Copenhagen to help 320,000 children severely malnourished that are at imminent risk of death, are just a few mentioned on the cite among many more supporters.  

Based on what I learned from taking a closer look at the daily functions of the children’s lives, I would be concerned of the emotional well-being and a healthy child development of the children because with-out proper nutrition a child’s brain could not function well. I would also be concerned about their healthy mental development along with a sense of connection, and belonging as they are absent from their families, because all children as well as adults need a sense of belonging and closeness with their families and established connections with others.

My personal and professional thoughts are that each time I learn of stories that depicts a life of what we see as a struggle for young children, it causes me to gain a whole new perspective on my life and this profession. I seem to get even stronger and more eager for working with children and my quest to work for change in our country that starts in my community first, because each thing I do to and with children, as well as what I say to them and around them matters. The types of community, and how that child see his/her community can have a positive, or negative effect on a developing child. Although the children from countries with this type of reality are experiencing what we see as hardship, can also be strength and character development for the children with this type of experiences. For example, while I often hear children in my community complain about school and attending school, and for these children, they are willing to walk several miles to school and back home each day, and some are willing to live away from home in order to attend school. They grow up with the idea that it will take education to aid them out of poverty, and they are eager to help their families out of poverty. I don’t want to see any child live these experiences, but I would like to see the children in my country have a better respect for education.         

The Sexualization of Young Children

The Sexualization of Early Childhood

Sexualization of young children can be viewed in two ways.

Because children are exploring and learning about one another, they can experience Sexualization in the form of noticing the difference between each other and attempting to talk about it, and by learning that there are toys that are geared towards girls and towards boys. In earlier years’ parents and teachers encouraged gender bias towards toys by insisting that boys only play with the toys that are designed for males; such as, trucks, cars, boats, fishing equipment, all sports balls etc. Equally, girls would only be allowed to play with toys designed for girls; such as, dolls and doll houses, tea cups and dishes, dresses and high heal shoes and several domestic occupations. But today most teachers are open towards children focusing on play, all play, and with all toys as both genders play together. However, most parents today usually practice and prefer their child to play with toys designed for their gender.

In my opinion, I believe that all children should explore playing with all toys. They should be allowed to learn of the traditional roles of boys and girls, and should not be rehearsed or trained to desire one type of toy to another just because they are a boy, or a girl. 

In addition, the media and our society seem to still operate by the classic traditions of toys for boys, and girls with a few electronical toys, or computers that are geared towards both groups.

Educators understand the benefits for allowing young children to experience all forms of play. Therefore, Teachers can help children have a full experience of play of all toys as they aid them, and guide them towards a healthy development.     

Evaluating Impacts on Professional Practice

Evaluating Impact on professional Practice 

The impact of my personal experiences dealing with isms could have the potential of becoming a deciding factor of how I treat and receive my student and their families if I allow it to.

As an educator, I have a responsibility of accepting and receiving children and their families of all races, cultures, heritages, and beliefs without discrimination, but what happens to the teachers who are discriminated against for who they are, and/or what they look like? What about us and our feelings? Although we’re adults who’s educated about the dangers and destruct ions of discrimination and all the isms; such as, racism, class-ism, sexism, and stereo typing, we get just as hurt when someone practices any of these behaviors on us. We must stay respectful and kind, open and receiving of all our students and their families, but it often seems like we’re exempt from receiving the same in return.

Ethnic American’s, and Hispanic race of people seems to be more misunderstood, and stereo typed than any other race of people. It has been my experience and understanding that the two races of people are accepting, and understanding of one another. Also, from my experiences Hispanics tend to be watchful, alert, and concerned for their acceptance from others, and if they are being stereo typed, but what if their practicing the very thing they are watchful of onto another group of people?

Understand that I am not displaying discrimination towards, or against my Hispanic brother and sisters, but sometimes we do things that cause others pain, by practicing actions that are hurtful and stereo typed. I am entertaining this subject because of my sadly disturbing incident the weekend of Mother’s day.

An example of being careful of what we are doing and are saying to others. The week before Mother’s day, I stopped in a hair salon because I was in need of the service and this shop was near my temporary location at the time. This solon was owned and operated by a Hispanic woman, I asked her did she do ethnic hair and how much would she charge me to fix my hair. She answered yes that she can fix my hair, and she will charge me $60 for the job, but she could not take me now. I answered I am not expecting you to take me now I am only inquiring so I can make the plans. I called her that next week which was Mother’s day weekend when I had my appointment. While she worked with my hair I again asked her was she okay with doing my hair, and she once again said that she was that it’s just hair as any other hair. Well, she worked with my hair and did a good job but also did not know enough to put an anti-freeze on my hair so of course it didn’t last through the day. When it came to paying her she calculated and said to me my charge was $120.00 I said no you told me that it was $60.00 for a basic service. She said to me that because my hair is thick and long, and she had to work with it and that it took time away from the other customers. I thought, am I not a customer too? And, didn’t she see my hair when I came into her shop initially, so why didn’t she tell me that from the start? Furthermore, she was not the only stylist there. I told her that she told me $60.00 and that I was prepared to pay that, but paid her $70.00 after a couple of rounds of no I did not and yes you did. She told me that she will take it, but next time that is what she will charge me. I can’t begin to explain how hurt, out of place, and embarrassed I felt. I was discriminated against and was made to feel bad for who I am and that having my type of hair is bad, therefore I have to pay more. My initial thoughts were that I would give her, my Hispanic sister the business, but after I thought I was welcomed it turned out that I was not. As stated above this group of people are watchful for mistreatment and discriminatory treatment towards them from others.

I have had many Hispanic students among other nationalities of students, and I have never caused them or their families any hurt feelings from disrespect for who they are, or treated them in a stereo typical way, so it’s really hurtful when those who you accept, respect, and welcome mistreat you. Again, I ask what if we kind, open hearted, and full accepting educators are mistreated, discriminated against, and stereo typed? Who helps us feel better and accepted when we are negatively judged, stereo typed, and discriminated?  My only plea is the question, are we really going to keep this type of disturbing behavior up? Neither race of people is any better than the others, so the practice of superiority must stop.

 The children are watching and are taking their ques and learning by example from the adults in their lives, so what are they being taught? Mainly, what type of world are we preparing them for?  

OBSERVING COMMUNICATION

Observing Communication

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It is amazing what we can see and hear when we take the time to just listen to some conversations, and watch and observe behaviors and body language. Many adults believe that they are entitled to correct children, so they usually over correct them. Most adults also believe that they can say anything they want to children, and say it the way they want to with little to no regard for how the child must feel.

During the school week, I observed a conversation, well, maybe a one-way conversation between a 2^nd grade student, and his teacher. We were at lunch and recess when something flew across the class lunch table.

Mrs. Shaw right away called Tim to the side and told him that he will be missing 5 minutes for throwing that paper ball across the room. Tim tried to explain what really happened and who threw the paper, but Mrs. Shaw insist that Tim was the responsible one. I saw the whole thing and knew who threw the paper ball and it wasn’t Tim. I decided to listen and observe the conversation. Mrs. Shaw spoked so harshly towards the student as she accused him.

I also noticed that the student had trouble focusing and keeping a calm and happy through the rest of the day.

Tim’s self-esteem was challenged and he must have felt embarrassed before his peers. This is not the first time I witnessed this type of misunderstanding. When I think about it, I begin to ponder on how many young children are being hurt and embarrassed with a crushed spirit. As adults, we must be fully aware of our practices of the children in our care. We must be aware of what we are saying to our students, and how we are saying it. According to Rainer, & Durden, “teacher’s words and the way they use them create meaning for children as well as for themselves”; additionally, it is important to consider the actual words we say to children” (2010). When we are speaking to someone we should be respectful and kind. We tend to get positive responses from those that we are speaking with. Even babies are to be approached with kindness and respect. As reported by Kovach, & Da Ros-Voseles, when a baby “knows what comes next can reduce anxiety” and that, “speaking directly to the baby”, and “calling the baby by his, or her name” are positive and successful ways of communication.

References

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60001533&site=eh ost-live&scope=site

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group      activities. YC: Young Children, 65(1), 74-81. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site 

Creating Affirming Envionments

Creating Affirming Environments

Reflecting on my personal ideas and thoughts of creating an anti-bias home-based, or center based learning classroom environment, I would use persona dolls, books, and posters that represents different nationalities. 

Adriana’s care home featured different play and explore areas. The two ideas that stands out for me are the over-sized comfy couch for a warm cuddly and homey feeling. Children can curl up on it and read, take a nap, or sit together and talk. The second idea Adriana used in her care home that I would also use is the creation of a family corner or wall that displays personal family items, and family photos that the child may view at any time (Laureate, 2011) ;(Derman-Sparks, & Olsen Edwards, 2010, p 42).

I would also use decorative posters of multiple racial groups of people displayed around my classroom as an added attempt to extend a warm welcome. Many of us parents, and teachers feel that we know what’s best for young children, our children, or the children we service or teach, but if we are voicing our opinions with negative words, or negative actions and body language towards others and about others, we are unknowingly harming our children because we are taking away their chance to experience having friends who are different from them, and their chance to learn of other cultures and rich history, and a chance to live without conflict.

If we adults take a moment to observe young children’s interactions, we will notice that they are always willing to interact with each other. They will aggressively walk up to another child, look them in the eye, grab their hand and lead them to play. They may notice each other’s differences, but it doesn’t lead them away. In fact, they seem even more interested in the other child as they display an interest in one another. When we decorate our classrooms to show a welcome attitude and atmosphere, it is mainly for the parents because young children are naturally accepting of one another, they don’t really have a problem with differences, we adults do. It matters what we say and do to and around children, because they are watching our every movement, and they are listening to every word spoken. Negative, or positive, they are learning from us. As Derman-Sparks, & Olsen Edwards insist, that “children learn prejudice from prejudice”, and that “differences in and of itself do not create the problem; in addition, it is how people respond to differences that teaches bias and fear” (2010, p 4 par 7).

References

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

     Ourselves. Washington, DC: National Association for the Education of Young Children

     (NAEYC).

Laureate Education, Inc. (2011). Strategies for working with diverse children: welcome

     To anti-bias learning community. Baltimore, MD: Author.