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

Add caption

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.