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.

   

My Hopes and Dreams for ECE

    My Hopes and Dreams for ECE

The one hope I have when I think about working with children and families who come from diverse backgrounds is complete acceptance for who they are and what they look like, because as it stands, diversity is a constant battle.

 According to Derman-Sparks, & Olsen Edwards, 2010, “As children grow, they move into an even wider and more diverse settings, and we want them to be open to and respectful of all kinds of people they may encounter” (p. 85): “If we want children to thrive in a diverse world and choose to stand up for themselves and others, then we must choose to help young children make sense out of the confusing and often emotionally charged messages they receive about themselves and others” (p. 87). Derman-Sparks, & Olsen Edwards, 2010, also encourages us that we should, “take seriously all of children’s expressions or behaviors that reflect negative messages about their racial identity or feelings of inferiority or superiority”, and to “remember that what may seem like a ‘“little thing”’ by itself to you can add up with other little things to cause serious harm, so don’t ignore it” (p. 83).

The one goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice, is a higher and more competitive pay with the rest of the education sector, and to be completely received and recognized as an honored and respected profession, and not babysitting.

As Pelo, 2008, reports that, “improving working conditions and professional status for early childhood educators is critical to developing high-quality early childhood and school-readiness programs”, and that “poor teacher compensation has long been a major challenge for the field of early care and education; In addition, in 2004, according to the Bureau of Labor Statistics, the median annual salary of a childcare worker was just under $18,000, and that, the vast majority of childcare workers qualify as low-income or living in poverty” (p. 201). Pelo, 2008, also reports that, according to the American Federation of Teachers, the hourly wages for an Elementary Teacher is $23.42, Kindergarten Teacher is $22.62, Preschool Teacher is $12.45, and Childcare Worker is $9.05; furthermore, the mean annual salary of childcare workers in the United States in 2006 was $18,820, and the AFT reports that since 1973 the hourly wage of childcare workers with some college education has gone up 39 cents: childcare workers’ wages are compared to parking lot attendants $8.33, bell hops $8.83, and animal trainers $14.39” (p. 204). 

Colleagues’, as we come to the closing of another professional class I feel that we are even stronger and more equipped to conquer the problems of diversity in any of its forms with-in our profession of educating children of any age as we also keep their families encouraged with our acceptance and respect for their unique heritages and cultures. I take this time to thank each of you for all your comments and insights as we went on our entire journey of learning. Sometimes we agreed, and sometimes we disagreed, but we respectfully learned with and from each other and gained new insights on issues that we never thought mattered, or was a bother to someone else. My sincerer prayer for each of you is that you go out and conquer with the echoes of each person’s comments and thoughts as we attempt to strike a fire for change in our world by starting with our own communities. I’ll miss our times together in discussions and blogs as we shared our thoughts and concerns while learning more through each class that represented steps towards the finish line and the beginning of our fight for the very BEST for children our students, and their families. Take care colleagues and let’s keep properly caring and advocating children and their families. 

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).

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

     Schools.    

THE WORLD OF CHILDREN

THE WORLD OF CHILDREN

Children, they come to us tiny and smarter than they seem,

They are curious & eager to learn as they look at us with wide shinny eyes that seem to say,

More than the words they can articulate.

As they grow up and learn more of their world;

Sadly, for some they experience adult issues and pain,

That leave them hurt, confused, and feeling a sham.

We are responsible for nurturing and guiding them through,

As we prepare them to be victorious in all they’ll do.

The words we choose to say to them could add to, or take away from their lives,

So let’s encourage them, and build them up, that life will render them the BEST of luck.

The children of the world, they are the future, so pass them the baton with STYLE and GRACE,

Trusting them to CONQUER this race. 

  

We don't say those words in class, or anywhere else!

We don’t say those words in class, or anywhere else!

Adults can often make incorrect choices, and some of those choices can be very reckless and not so smart. Every day children are exposed to these incorrect and costly choices that can leave us feeling and looking a little silly and unusual, and sometimes children are not sure how to react to them, so they can’t help but to laugh at what looks unusual to them. Unfortunately, one of those unusual looking situations are when some adults become over weight.

 Being overweight isn’t a laughing matter, but because it tends to really alter our appearance which can cause us to look unlike ourselves and for children it’ll touch their funny bone which will lead us to try explaining to them why we don’t laugh at other who may look or act different from us.

While out shopping one of my sons said “mom, that lady is really fat.” I then had to tell him not to say that about that person and how it is not a nice thing to say. After he made the comment and I tried to explain to him why he shouldn’t say this he had such a puzzled look on his face, because he knew that he was speaking the truth.

The message he could have received from this conversation and what he just saw could have been is he supposed to lie, or pretend that he did not see what he thought he just saw, and it could also be confusing to him.

As an anti-bias educator and a concerned parent, I would have to explain to him and I did explain to him that when we use physical features to describe and label someone we are attesting that they are only what others see, and there’s more to a person than what we see. Everyone has something that others may not understand, or that would not measure up to what others think it should, but that doesn’t make them any less important than others. Everyone is different and operate with different beliefs, and understandings, but it doesn’t mean that they should be degraded or disrespected in any way. 

Children may not understand the word discriminatory or its meaning, but responsible adults teach children and lead them away from this type of behaviors and practices. According to Derman-Sparks, & Olsen Edwards, (2010), out of “curiosity, sometimes children’s questions, comments, or behaviors indicates an underlying stereotyped idea, discomfort, or rejection about human differences” (p. 33 par 3).

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).

Gender Identity, Sexual Orientation, & Childhood Education

Gender Identity, Sexual Orientation, & Childhood Education

“You can’t be a Fire Man, you’re a girl!”

“You can’t be the cook, girls cook, not boys!”

“This is our play house, no black kids allowed!”

“We are building our own city and you can’t live in it because your white!”

Although children are very smart and have a level of basic literal understanding, sometimes they speak this way. According to Derman-Sparks, & Olsen Edwards, 2010, “children learn about their own and other’s social identities through overt messages which are, indirect, hidden, and subtle, or covert messages that have a very strong impact on children because the messages are not discussed, analyzed, or evaluated, so children can get confused messages and understanding.” Children may be taught that they should “learn about our differences and celebrate our similarities, but verbal put-downs, and children who are isolated or ridiculed if they are different is what children tend to do; Additionally, make-believe stories were defined by race; for example, one child said to another, ‘“You can’t be the queen; there are no black queens”’ (Pelo, 2008, p.18 par 1, 3).

Our world is continuously changing, and we’re all faced with several diverse issues and people with unique practices and beliefs, but it doesn’t make them less worthy of acceptance and respect.

If one of my colleagues were homosexual, or transgender I would be supportive of them as an educator. Although there are families with strong feelings of opposition for this idea, I would attempt to help them understand that this person is well qualified to teach and that their personal preferences is very personal and should not be a deciding factor that dictates their cognitive abilities as an educator. After all, non-acceptance is a form of discrimination just as many other bias and stereo typing practices of others.

Just as I mentioned earlier, our world is changing as many are opting out of living in the traditional way, that we must teach children to recognize that just because a person prefers to live their personal life within their unique choices doesn’t mean they are less worthy of care. In fact, schools and learning centers are educating children, having open discussions, and are displayed through books, toys, and movies. With those facts in mind, lets focus on teaching children and preparing them for their adult life. 

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).

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

     Schools.

  

My time spent at Walden University learning with my colleagues have been the best times of learning throughout my entire professional learning experiences. I have appreciated ALL input, ideas, comments and shared opinions from my colleagues and all my instructors. I just can't believe that the time has come to say good bye, and farewell.

It seems like it has been a long process, but then, it also seems that it came along quickly. Good bye's are never easy. Each time I use skills from what we have learned together, I will be thinking of my class sessions with you all. I pray God's richest blessings over each of you and the very BEST in your professional and personal quest.

Take care my friends and lets all get out there and change some lives for the best, and remember fellow colleagues, "Let's Keep Respectfully, and Properly Loving and Honoring Young Children and Their Families"!
Darlene Thomas