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.