Reflecting on Learning

Reflecting on Learning

 My most passionate hope for my future as an early childhood professional and for the children and families with whom I work or will work is being able to instill in children the importance of similarities and differences in all people.  I want children to be able to stand up for themselves as well as others and not be embarrassed or ashamed of their race or culture or who they are.  My hope is to be a mentor for children in order to empower them to take action in order to make unfair circumstances fair for those who are treated badly and discriminated against.  I want to help them realize that each and every child is unique and special and that differences are strengths and not weaknesses. 

 I would like to thank everyone who has taken a part in my journey through the Master’s Program at Walden University.   It has been such a pleasurable experience working with such inspirational professionals.   I believe that a strong community of practice was formed in each class that I was a part of.  I truly feel that I am prepared to make a difference in the field of early childhood.  I have come to realize that I have the potential to reach beyond my classroom walls, and even beyond my school community.  Thank you for your contributions to my success as an early childhood professional.  I wish you all the best of luck and best wishes as you each continue on your journey!

Impacts on Early Emotional Development

Impacts on Early Emotional Development

The region that I chose was the Middle East and North Africa.   I selected this region because I have friends who visited here some years ago and were very saddened by the many challenges that the children faced regarding, school, home life, housing and parenting.  I wanted to look at the Middle East and North Africa today in order to see if there have been any significant changes within the past few years regarding challenges faced by children. 

 

After my readings I found that the children still faced many challenges.  Many of the children remain at home due to fear and paucity of schools near them.  Many young children in the rural areas of the Middle East and North Africa were not guaranteed an education, specifically young children between the ages of 6 and 14.  Efforts were made to build new schools but it never happened and the old schools were never repaired.  Those children who did get a chance to school had to meet outside.  These experiences could have detrimental effects on a child’s emotional well-being and development.  These children could lag far behind students who do attend school, it could cause low self-esteem, they would lack the skills needed to survive in society and these experiences could also cause them to become suicidal. 

 

Personally I wish that there was something that I could do for these young children in order to help them develop, learn, and grow adequately.   Professionally I wish that there were more experienced teachers who were able to help these children or find ways to teach them.  I wish that there were more role models mentors in this region that could help show children how important and loved they are. 

 

The Sexualization of Early Childhood

The Sexualization of Early Childhood

Sexualization in early childhood is something that many pre-schoolers are exposed to on a regular basis these days.  They see images of sexualized behavior in videos, at stores, on television, and even in some cartoons.  It is sometimes difficult to keep your child away from such images because they are everywhere.  Young children do not fully understand all of what they see and hear, but they try to figure it out.  Sexualized images have a huge influence on what children think about their bodies and being a girl or a boy.  This also has an effect on what they want to do and what they choose to wear.  Young children may also be confused about how relationships should be. 

I have come to realize that girls are entering puberty at much younger ages now than in the past.  In my own experiences personally and professionally there are sexualized images everywhere which children are exposed to.  For example, children have access to sexual websites, movies that are rated x, or even environments where adults have no respect for children and will do almost anything in front of them, thinking they do not understand.  Children watch and listen to adults and many times do what they see adults doing, sometimes positive and sometimes negative.  These images impact young children in negative ways.  Sometimes both boys and girls feel this is how you should act, dress, talk, etc., in order to feel loved and appreciated.  It makes them become sexually promiscuous at very young ages.  Teachers can read books where the male and female characters have a huge range of various emotions and experiences.  For example, girls can be strong and boys can be thoughtful.  Activities should be planned that helps to encourage firs and boys to play together.  “Children need a safe place to process what they see and hear in a sexualized media culture”.  (DeWitt, 2008)

Children need safe places in which to process the things they hear and see.  Environments should be created where children can make sense of the world in which they live.  Teachers should show children that they are interested in what they are doing, what they are talking about and how they feel.   

DeWitt, S.  (2008).  Remote control childhood: Combating the hazards of media culture.  Washington, DC: NAEYC.

Evaluating Impacts on Professional Practice

Evaluating Impacts on Professional Practice

Early childhood settings are children’s first communities outside of the home and the characters of these communities are so influential in development.  “How children expect to be treated and how they treat others is significantly shaped in the early childhood setting”. (Derman-Sparks & Edwards, 2010, p. 8)  As early childhood professionals, we have a responsibility for promoting the positive development of children social identities.   In order to do this, we must also reflect on our own personal biases, as well as any biases or isms of others that may be impacting us.  The better we know our own selves, the better we will be able to understand our own responses to the children and the families we work with.  “We must also consider how children have been impacted by isms and biases of their own families, institutions, communities and society. 

For this blog assignment I chose to use “racism”.   I have experienced various forms of racism throughout my life.  I can think of an experience within my class where I may experience consequences regarding “racism”.  At the beginning of the school year my class consisted of nine African-American children and three Latino children.  I was informed that I would be receiving one more student and she would be Caucasian.  I was told that both parents were against their child being taught by an African American teacher.  The principal assured them that I had over 12 years of experience working with exceptional children.  She also stated that I came highly recommended from my supervisor as well as the Board of Education in our town. 

The parents were not only concerned with my race but the race of the other children who would be interacting with her child.  When the child entered class on the first day of school she began to cry nonstop.  He parents were ready to just take her back home.  I assured them that she would be fine and I would treat her as if she were my own child as I do all of the other children.  I would also invite them to come into the class and observe whenever possible, attend parent/teacher conferences and school functions and share with me any concerns they had.  On the first day of school I talked to the parents about how important it is for all of us to work together for the proper development of the children.  I realize that even today, racism still divides society.  One of the most important goals that I have set for myself is to always embrace diversity with my classroom by making children and their families feel important and welcome. 

 Reference: 

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

What I Have Learned

What I Have Learned

 

One hope that you have when you think about working with children and families who come from diverse backgrounds (any format and any length)

One hope that I have when working with children and families who come from diverse backgrounds is that more programs will be developed for the purpose of helping more diverse children and their families.  There should be better policies enacted that will support early childhood programs that will offer diverse education for all children that is of high quality.  As an educator I hope that I can better build on the knowledge that students bring into classrooms, particularly that knowledge which is shaped by their family, community, and cultural histories.  I hope that early childhood teachers continue their professional development regarding diversity and anti-biased education in order to ensure that they provide every child the care that they deserve and a high quality education. 

One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice (any format and any length)

One goal that I would like to set for the early childhood field related to the issues of diversity, equity, and social justice is to continue reflecting on cultural differences and become the leaders in equity and diversity education.  Educators are children and families first experience in regard to formal education; therefore we should engage them in all aspects of this area. 

A brief note of thanks to your colleagues

It has been an honor and a privilege to have worked with each and every one of you.  These last eight weeks have been a positive learning experience for me.  I am thankful for the knowledge and open communications we had during our discussions regarding our experiences with diversity.  It was sometimes hard experiencing huts and disappointment from the past but all in all we kept a positive outlook in order to help prevent this from happening to others.  I wish you all much success in your continued educational journey. 

Start Seeing Diversity Blog: Creating Art

 

Start Seeing Diversity Blog: Creating Art

CULTURAL DIVERSITY

 

                                          

THIS IS MY PIECE OF ART WHICH IS SEEN THROUGH MY EYES AS CULTURAL DIVERSITY.  THROUGHOUT SOCIETY WE INTERACT   WITH VARIOUS CULTURES IN ORDER TO LEARN ABOUT THEM, RESPECT THEM, AND APPRECIATE THEM.  ART IS A FORM OF COMMUNICATION.

 

 

 

 

 

 

 

 

 

 

 

We Don't Say Those Words in Class!

 

We Don't Say Those Words in Class!

 

A time when you witnessed an adult (or yourself) reprimand or silence a child after he or she pointed out someone they saw as different (e.g., "That lady talks funny," " That man only has one leg!" "Why is that man so pretty!"). Include what the child said and what the adult did or said in response. (Note: If you cannot think of a specific time ask a friend or family member.)

 

I can remember a time when I witnessed a little child point at another child in the grocery store because they had a cleft lip.  The child said “ma he has an ugly mouth, why does it look like that”.  The mother responded by saying “he was born that way, sometimes people are born different from others, but does not mean they are bad people because they look different”.

 

What messages might have been communicated to this child by the adult's response.

 

The message that I feel that was most likely conveyed to the child was that when people look different it does not mean that there is something wrong with them; they are human just like everyone else. 

 

 

An example of how an anti-bias educator might have responded to support the child's (or classroom’s) understanding.

 

An anti-bias educator could teach a lesson in class about adults as well as children with different kinds of disabilities.  They could focus on how some of these differences allow them to do many things just as well as those without differences are able to do.   She could invite children and adults to the classroom to speak about disabilities and differences and their positive effects. 

 

 

 

"Start Seeing Diversity Video" Blog: Gender, Gender Identity, and Sexual Orientation

"Start Seeing Diversity Video" Blog: Gender, Gender Identity, and Sexual Orientation

 

  

Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families.

 I feel that it is important to include all types of families in the early childhood classroom.  Many teachers are un-prepared when a child’s family is composed of same-sex parents.  I believe that picture books depicting gay and lesbian families can enhance the curriculum and make an important contribution to young children’s development and the use of literature can go beyond literacy learning to support learning throughout the curriculum.  Most times, gay-friendly picture books, like books depicting heterosexual families, simply capture everyday family life experiences that involve children, pets, family outings and celebrations, and families enjoying each other’s company.  The fact that some characters are homosexuals is evident but it is not the main focus of the story.

 Gay-friendly books can make a positive difference in the classroom because it allows children from same-sex parent families to feel their families are included and other children learn about and gain respect and acceptance for other types of families. When teachers and future teachers are aware of inclusive literature, integrate use of these books throughout the curriculum, and share their knowledge with others, it helps to strengthen their programs and broaden children’s learning.  Schools and programs should also choose a wider range of materials that portray children from all family configurations, including those having gay and lesbian parents.  Some children will feel confirmed and others will learn about families different from their own.

 

If you have ever used or heard homophobic terms such as "fag," "gay," "homo," "sissy," "tom boy," or "lesbo" as an insult by a child toward another child? Or, by an adult toward a child? Describe what occurred. How might these types of comments influence all children? (Note: if you have not had a personal experience, ask a family member, friend, or colleague)

 

While dropping my children off at school one morning, I heard a parent tell her daughter to stay away from this other little girl because she liked girls and was a lesbo.  The little girl she was referring to was in my son’s class.  Every time I saw her, she was dressed like a boy with saggy pants and boots, and her hair was cut very short.  When I first began seeing her I thought she was a boy and did not pay it any attention.  Then one day I asked my son if she was a girl or boy and he told me she was girl.  This really shocked me.  Now keep in mind these children were 8 year olds.  I do not feel at this age that children know a whole lot about gays and lesbians.  Comments such as this can have negative influences on children.  For example, parents and teachers need to explain to children that just because girls hold hands or boys put their arms around each other’s neck does not mean that they are gay or lesbians; it could be that they are friends.  Children are very easily influenced by what they hear adults say and do.   I think these kinds of comments are very influential on children which give them a false sense of what constitutes someone being a homosexual.  Parents and professionals need to find articles, books, or movies that will help them understand the concepts and differences between being gay or lesbians and friendships. 

 

 

 

Continuing Our Professional Journey

http://braxt22.blogspot.com/2013/07/children-are-our-future

 

 

Continuing Our Professional Journey

I would like to take this opportunity to thank all of my colleagues.  It has been a privilege as well as an honor to have worked with each of you on this educational journey.  I have shared and learned much valuable information and skills I will be able to take with me as I continue my journey.   It is important to be able to share the same vision, likes, dislikes, interests and values regarding the field of early childhood.  It is very important that we focus on the children and their families in order to educate them as best we can in all areas of the educational environment.  This will allow them to be successful and become prominent citizens of society.  For each of you whom I have been taking this journey with, we have almost reached our goal.  I would like to wish each and every one of you the best in all of your endeavors, now, and in the future.   

 

 

 

 

 

 

Adjourning

Adjourning

This week’s assignment will be a bit difficult for me because I have only been involved in maybe two activities or assignments which involved groups.  The first one I was involved in was very difficult because there was no trust, communication or leadership.  This actually made me have negative feelings regarding group assignments.  The second time that I had the opportunity to work with a group; it was not related to school.  This activity involved taking part in our annual family reunion.  I along with five others was responsible for the entertainment for the three day family reunion.  It took us two months to get everything planned, because we had live entertainment.  We all met once a week for two months, we had a leader or one person who was in charge.  We had to consider the various age groups of the people who would be attend the reunion, the cost, how long each group would perform, etc.  We all had a lot of fun and we all got along well.  We valued one another as well as each person’s opinions; we trusted one another’s judgment and everything ran very smoothly. 

This was our first time working together for this part of our family reunion.  I felt that is was important to achieve closure on a positive note, which we did.  It was not so hard to adjourn at the end of the reunion because we were family and we all lived in the same town which meant we would run into each other frequently.  This was an event that was held once a year and it was something that we looked forward to each year, only with different responsibilities in each area.  I think the hardest part was seeing family members that lived in different states and being able to see many of them after several years because their schedules did not permit them to attend our family reunions each year.  This is why it was hard to say good bye to those family members. 

After completing my master’s degree, I feel that the adjourning process will be very sad for me because I have enjoyed and appreciated the relationships that I have developed.  I have learned a great deal from working with my colleagues and I also feel that it has been a privilege and an honor to work with so many outstanding knowledgeable professionals.  I have even gotten to know a few of them on a personal level.  I found out the areas where my strengths were as well as my weaknesses.  I especially liked the diversity of the group and how we got to hear various opinions, ideas and views in regard to different subjects which allowed us to prepare ourselves for the children that we work with in order help them become responsible and successful adults.  I am looking forward to putting faces with names upon graduation.  Adjourning is an essential stage of teamwork because it allows each person to get closure and look back at their accomplishments.  Most times they feel good about what has been achieved and what they learned from each other. 

Resolution Conflict

http://braxt22.blogspot.com/2013/07/children-are-our-future.html

Conflict Resolution

A conflict that I recently experienced regarded my co-worker/friend.  Debbie who not only is my friend but she is also my neighbor.  There was a position available in my classroom three months before the end of the school year.  I felt that she would be perfect for the job because she has worked as an assistant as well as a substitute teacher within the school system.  I recommended her to my supervisor and she was hired.  It was my responsibility to inform her of what her duties would be.  The first and second week went quite well, but by the third week, I felt that she had gotten just a little too comfortable.  She began leaving the classroom at various times without informing me, talking on her cell phone for at least 30 minutes, not paying attention to the children, basically just ignoring her duties.   One day I met with her after the children had left for the day and explained what I had notice.  I was very professional.   Keep in mind, I was not her supervisor but I was over her in the classroom setting and the principle was her supervisor, the one who hired her.  For the next couple of days she did pretty well and then the next few days after that began doing what she was specifically told not to do.   I felt that I had no other choice but to go to her supervisor, which I did.  We all sat down together in a meeting to discuss the issue at hand.  Debbie explained to her supervisor that she felt as though I approached her in a bad manner, I was not professional, and I talked to her in front of the children.  I was absolutely shocked.  I could not believe that she sat there and dishonest like that.  I gave my version of what happened.  Our supervisor told both of us that in order to work together that we needed to be able to get along and perform our duties as professional.  She said that we need to resolve conflicts that were having in a professional manner.  After that the meeting was over. 

Debbie and I returned back to the classroom.  We had another discussion regarding this issue and we had no more problems after this.  I realize that this incident could have gone a totally different way, but because we looked at the big picture, and realized that we were professionals and needed to look out for the best interest of the children, this is how we resolved our conflict.  We had to realize that we were working with children and sometimes young children can sense when there is tensions in their surroundings. 

Who Am I As A Communicator, How Do Others Perceive Me As A Communicator

 

Who Am I As A Communicator

                        How Do Others Perceive Me As A Communicator

 

Effective communication is essential to all relationships.  Not only what you say but how you say it determines how others view you.  I think the assessments that we were required to take for this assignment were very good.  It was fun finding out how we view ourselves versus how others view us. 

The first assessment was communication anxiety inventory which during my self-evaluation, I scored a 33.  This was at the low level or at the very top and stated that I am comfortable communicating in most situations and show confidence when anticipating such encounters.  When evaluated by my sister the score was 29 and when evaluated by my colleague the score was as 33.  It was interesting to see how our perceptions were very much alike in regard to my anxiety when communicating with others.  I find it rather stress less speaking in front of large or small groups of people.  I felt that the scores depended on how well these people know me and what type of relationship we have. 

The second assessment was verbal aggressiveness scale which during my self-evaluation I scored a 58 which was at the moderate.  At this level I maintain a good balance between respect and consideration for other’s viewpoints, I argue fairly, regarding the facts of the position rather than the person who holds it.  When evaluated by my sister and my colleague the scores were 54 and 56 which were at the moderate level where mine was also.   If at all possible I try to avoid arguments, conflicts or confrontations.  If they do occur, I always try to be fair and not be judgmental toward any of the parties involved.  I am not perfect, but I do try to do right by people in all types of situations.   

The third assessment was listening styles profile which during my self-evaluation as well my sister and my colleague placed me in Group 1 which was people –oriented.  This means that I am concerned with the emotions of others.  This listening style helps me to build relationships but at the same time can interfere with my judgment because I put too much trust in others.  These assessments did not surprise me at all because this is the way that I am. 

This was an exercise that helped me realize the areas where my strengths and weaknesses are in various areas of communication.  I have also come to realize the ways in which others perceive me. 

Communication between Different Groups and Cultures

Communication between Different Groups and Cultures

 

Do you find yourself communicating differently with people from different groups and cultures?  If yes, in what ways do you communicate differently?

I do communicate differently when I speak with people from different groups or cultures.  It is amazing how sometimes we are laid back, professional, humorous, or intrigued by other groups or cultures.  When communicating with my family I am more laid back and talk about almost anything.  I have four sisters and three brothers.  When we are at gatherings we talk about the old days and when we were in school and how it was growing up.  I am very informal meaning I use slang words more.  It makes me feel very comfortable communicating with them because of how close we all are.   

I am a school teacher who teaches children with disabilities and developmental delays.  When I interact with my colleagues I am more formal because I take my job seriously.   I am courteous, speak clearly, listen carefully, and make sure that I have eye contact act all times.  I can tell the difference from when I am with my family and when I am at work.    

I have friends from Jamaica who I frequently socialize with.  I found that when communicating with them, I have to be respectful and choose my words carefully so as not to overstep by boundaries or say something that is offensive to them or their culture unintentionally.  I use less facial expression and more body language when communicating with them because I find that it is easier to interact with them this way. 

Three strategies that I could use to help me communicate more effectively with the people or groups I have identified include:

(1)   I must communicate constructively in order to develop and maintain   

            effective relationships, mutual trust and confidence. 

 

(2)   I must make efforts where language barriers exist, to communicate

            in the most effective way possible, verbally and non-verbally. 

(3)   I must be a good listener in order to communicate in ways that will

            enhance my growth personally and professionally. 

Communication Assignment

 

COMMUNICATION ASSIGNMENT

 

I chose to watch the television show Meet the Jacksons.  The show was about an African American family, husband, wife and son and daughter.  They appear to be an upper class family.  The wife is a doctor and the father a lawyer.  The daughter is older than the son; they appear to be maybe 13 and 12 years old.  The son and the daughter do not appear to be getting along with each other; they always have frowns on their faces throughout the entire show until the end.  The husband and wife seem to have a good relationship.  They are always seen happy and smiling, and talking to the children.  The children and the parents get along well.   The son complains to his father about his sister and the daughter complains to her mother about her brother.  They get along well at the end of the episode.  There were various non-verbal feelings expressed such as smiles, frown, some eye contact and not eye contact at times, hand gestures, hugs, kisses, etc.

After watching the show with the sound on, I realized that some of my assumptions regarding the son and daughter were in accurate.  In this episode, the only reason they were not getting along was because they were both running for president of a club at school.   They never showed them while they were at school, therefore I would never have known that this was the reason they always seemed mad at one another.   Apparently, the son had more friends at school that were going to vote for him than his sister.  She told him that he was making promises that he would not keep in order for the students at school to vote for him.  This is where they began disliking each other.  I just assumed they just did not get along.   At the end of the show they sit down and talk to each other and work out their differences. 

This was an assignment that helped me realize that our assumptions can always be misinterpreted very easily.  It showed me that effective communication, verbal as well as non-verbal are very important and it is also good to be a good effective listener.