Time Well Spent

Last September I took a huge step forward for myself when I began this journey. I did not expect to grow and learn as much as I have. Three learnings form this journey that I carry forward with me as I continue to develop more into the early childhood professional I aspire to be are: 

• Families are vital. We need to value and cultivate these relationships to the full extent. No matter the barriers encountered, take the time to learn from them to better support the young child in your care. The early years happen so quickly but supporting every parent you work with will lay a foundation for many other professionals to grow upon. 
• Equity and equality are very different. I need to strive at all times to ensure all young children are support in a manner that allows for each child to be able to participate to his/her full extent. This may mean that a child needs more support than another. 
• Early childhood professionals need others to support and collaborate with one another. This is done in many ways and allows for each other to view through another lens. Learning through someone will bring forth the perspectives of any bias and how to ensure every person is treated in a manner that is best for all. Growing with my colleagues throughout this program has allowed me to reflect upon my own bias and also to learn with others. 

These quotes are ones that inspire me not only professionally but also personally. Kindness and compassion are very important and play is the core of who I am and what I do. 

Photo Credit: coconutcoveplay.com

Photo Credit: bored teachers.com

A long term goal for myself, is to develop myself as a mentor for other early childhood teachers. I will seek mentorship training as well as continue to grow in the classroom for further experience. This program has shown me the importane for teachers who are able to be fair and also passionate each day. 

Thank you colleagues of group 2. Each week we were able to persevere and grow our breadth of knowledge. This journey was different for each of us but completing it is just the beginning for many of us as we may seek a position that is worthy of our passion in the early childhood field. Do not forget how strong you are and your dedication to yourself and use this to influence and encourage others as you have done for me these past 8 weeks. 

Dr. Embree, I appreciate your time and dedication throughout this course. Your guidance and encouragement week after week led each of us to this final point. A year ago when I embarked on this journey, you were my first instructor and to bookend my accomplishment with your instruction I am thankful for inspiring early childhood professionals who are able to inspire and support others. 

I will leave each of you with one of my favorite insights from a young man who has inspired me to be better each day. 

Photo Credit: kid president.com

Jobs/Roles in the ECE Community: Internationally

Delving deeper within the early childhood field is exciting. Widening my breadth of knowledge or other organizations internationally has allowed me to understand the full scope and impact this field has with so many other nations. Each of these organizations are utilized within the United States but also abroad which is fascinating how this field crossing oceans and boarders to ensure all young children are cared for and provided quality education.

Photo Credit: IASWECE.org

International Association for Steiner/Waldorf Early Childhood Education (IASWECE) is an organization that I was not aware of until searching for international organizations for this blog. This approach to early learning is more holistic and whole child centered and boasts "An atmosphere of loving warmth and guidance that promotes joy, wonder, and reverence supports such healthy development"  (What is waldorf early childhood education, n.d., para. 1). The international employment opportunities listed on this website are for kindergartner teachers in Italy, China and Switzerland. The requirements for being a teacher for these listings includes at least an undergraduate degree  Waldorf credentials  as well as experience with this type of education style, and last a passion and joy for teaching young childrenIASWECE operates in North America, Central and South America, Europe, Australia , Asia, and Africa. Searching through the website I found there is acutely a Waldorf Training Center here in Washington state and I would be eager to learn more about this approach. 

Photo Credit: unicef.org

United Nations Children's Fund (UNICEF) "works in over 190 countries and territories to save children’s lives, to defend their rights, and to help them fulfil their potential, from early childhood through adolescence"(What we do, n.d., para 1). This organizations presence is so widespread and reaches so many young children and also combats varying challenges that are often unique to the region it is serving. As this is such a vast far reaching organization the employment opportunities were plentiful so I narrowed my search to focus solely on early childhood development. I choose to focus on a placement as a consultant to aide in setting up a preschool in Uzbekistan which requires a graduate degree or more as well as a decade of experience in the early childhood field with analyzing or developing policy and great communication skills. 

Photo Credit: reggiochildren.it

Reggio Children is an organization that operates internationally and is based on the premise of the Reggio Emilia Approach. This approach to learning is "based on the image of the child, and of human beings, as possessing strong potentials for development and as a subject of rights who learns and grows in the relationship with others" (Reggio Emilia Approach , n.d., para. 1).  As this organization is worldwide but based in Italy, I had to translate the employment opportunities. While neither of the two listed interested me, as they are both not within the early childhood field, I will highlight the position of Senior Administrative Clerk with the  requirements of an undergraduate degree, preferably in business or accounting, as well  as experience in the field and computer skills.  I did browse the American chapter of this organization and there were may jobs available from director to teachers within our home county. 

References

Reggio Emilia Approach. (n.d.). Retrieved from https://www.reggiochildren.it/identita/reggio-emilia-approach/?lang=en

What is Waldorf Early Childhood Education? (n.d.). Retrieved from https://www.iaswece.org/waldorf-education/what-is-waldorf-education/

What we do. (n.d.). Retrieved from https://unicef.org/what-we-do

Jobs/Roles in the ECE Community: National/Federal Level

Thinking globally for impacting the field of early childhood what we could all strive to do. While our daily contributions locally are attributing to this, it is important to not limit ourselves for expanding further and using our influence for the betterment of young children and other professionals.

Photo Credit: armymwr.com

Child & Youth Services (CYS) offers programs for military members families such as Child Development Centers (CDC )for childcare to Teen Centers for recreation, and other programs to cover the middle years for school-age children. CYS has a great effect on the military community services and provides high-quality and affordable care for young children. Child & Youth Services (n.d.) explains "at CYS, we have the most important clients in the world" military families and their kids". Seeking employment for one of the many programs is completed through USAJobs. Through this website you can view many opportunities for employment worldwide. 

One position that stood out to me is CYS Coordinator. This job is summarized as "Applies extensive, professional knowledge to plan, implement, and supervise a comprehensive program that promotes positive growth and development of children and youth. Provides program oversight and accountability for the performance of staff and the safety and well being of children and youth IAW Department of Defense (DoD), Army and local policies and standards. Ensures staff follow risk management procedures (i.e., abuse prevention, identification, and reporting procedures; etc.)" (CYS Coordinator NF-05, n.d.). As with many of the positions with CYS, a background as well as a preferred undergraduate degree with early childhood is a qualifying factor. Preferred experienced with CYS or other accredited programs as well as leadership roles.

Photo Credit: https://blog.himama.com

National Association for the Education of Young Children (NAEYC) is the pinnacle of the early childhood field. From standards to publications to conventions, this organization is one that every early childhood professional should be familiar with and even refer to on a regular basis. I hope to one day become a member.

Current job postings were more administrative with a Book Director and a Sales Coordinator, which neither interest me as both are not fully within my passion when it comes to being an early childhood professional. One position I would aspire for with in NAEYC would be a contributing author either within YC: Young Children or on the blog. For this assignment I would need to be credible as well as knowledgeable about the full scope of issues, trends, and other varying topics that are all current and relevant for other professionals. Earning a higher education can attribute to this but also maintaining previous employment that can promote myself as an expert professional could aide in being prepared for this position.

Photo Credit: NHSA.org

National Head State Association (NHSA) offers a programs that all children are welcomes to  learn and develop within as well as encompassing the whole family. The Head State Model (n.d.) is explained simply as developed over the decades has been build on evidence-based practices and is constantly adapting - using the best available science and teaching techniques to meet the needs to local communities".  

While the current job openings list was vacant, I did explore the internship section. If I were in the area  of these internships I would strongly consider one to further myself as an early childhood professional. NHSA's Internship Program (2019) presents itself as "designed to introduce college students to the daily workings of a nonprofit advocacy organization, including national and grassroots advocacy, research, communications, and more". The two internships that I would be highly interested in would be the Government Affairs or the Effective Practice Intern and are described as: "The government affairs intern will have the opportunity to attend congressional briefings and hearings, participate in team meetings and discussion, and will participate in bi-weekly professional development lunches" and the effective practice intern's "will gain valuable understanding of the high-quality early care and education services that Head Start provides, policies that impact these services, and how NHSA can support the field to improve these services. Interns will have the opportunity to communicate with the Head Start field at a national level to understand current challenges and concerns for addressing the immediate and constantly changing needs of individual children and families" (NHSA's Internship Program, 2019). Each of these would provide me with a wealth of knowledge and experience to apply to many area of the early childhood field. 

References
Child & Youth Services. (n.d.) Retrieved from https://www.armymwr.com/programs-and-services/family-assist/child-youth-school-services
CYS Coordinator NF-05. (n.d.) Retrieved from
https://www.usajobs.gov/GetJob/ViewDetails/540860300
NHSA's Internship Program. (2019). Retrieved from https://www.nhsa.org/nhsas-internship-program
The Head Start Model. (n.d.) Retrieved from https://www.nhsa.org/why-head-start/head-start-model

Exploring Roles in the ECE Community: Local and State Levels

Photo Credit: http://headstart.gbaps.org

The Head Start program is one that tis always near to my heart. The mission of serving families and providing a high quality whole child learning environment encompasses much of my passion for this field. I had several siblings attend this program and I also had the opportunity to intern in a Head Start in New York. The knowledge and experience I gained in this short twelve weeks is still something I carry with me in my present position.

While none of my local programs are currently hiring, I do know a bachelor's degree or higher is required by many programs to be a lead teacher. If the degree has a concentration of early childhood  then you are a prime candidate. Knowledge of knowing how to plan and implement curriculum is important for this position. 

Photo Credit: facebook.com

While many of us utilize the National Association for the Education of Young Children (NAEYC), it is important to become involved with the state level programs. While living in New York and North Carolina, I was able to attend yearly conferences to grow my breadth of knowledge and I look forward to doing the same here in Washington. The values of bettering early childhood professionals in our own state and communities is a powerful message that still holds the national values and brings them home to make an impact locally.

Currently WAYEC is currently not hiring at the moment. I am sure experience in the early childhood field is important as well as higher eduction.

Photo Credit: lynnschools.org

Child Find is a program that is known by varying names dependent upon the community/location but this program offers free screenings for young children who may have varying developmental concerns. This program is very important for any early childhood professional to support a family who may have concerns because early intervention is often the key to future success for every child.

While I was unable to locate any openings in my local area, I did  locate other forms that listed requirements and Frederick Public Schools Special Education Early Childhood/Child Find Services Coordinator  seems to be the most thorough with requiring immense experience as well as education. 

While I currently love my position as a preschool teacher in a private setting, I know my heart yearns for me to help other early childhood professionals progress in a manner that reaches more young children. Occasionally I will do some job searching while watching television and recently I came upon a position that spoke to my heart and I knew it is what I want to do in the future. The opening was for an Education Specialist/Teacher Trainer. The description detailed a collaboration amongst myself and teachers to build valuable curriculum and also train teachers on classroom skills. Another aspect of the position is to ensure young children with varying abilities are supported in a manner that allows for full participation. 

I am still quite young within the early childhood field, I know I want more experience in the classroom prior to stepping into this role. The listing did not require any more education that I have obtained thus far and there were not any extenuating certificates needed. I know I would need a dispositions and passion for wanting to help others to succeed and this is something that has been building in my throughout this my graduate journey. I often share my knowledge with my colleagues because I want everyone to be able to offer each child his/her best. 

Diversity, Development, and Learning - Farewell

One hope that I will carry with me as this course draws to an end is to have the ability to support all young children and the families I will be working with and learning with in my classroom. I want each child to know I see him/her and I am here for him/her and no matter the differences that other see first, I only see a child that I can learn with.

One goal for the early childhood field is a sense of equity. All too often families must choose care solely based on the costs, availability, or accommodations. Every young children has the right to a high quality equitable program and it is now that the field of early child education needs to start discovering pathways to implement this.

Nigel, Theresa, Margaret, and NaKeisha,
The weeks have been long but the insightful interactions have been truly rewarding. Learning with each of you these past eight weeks has offered me a better understanding of what it is to be an anti-bias educator. Through our discussion posts and our blog interactions, it has been a true pleasure learning with each of you. Best wishes as each of you continue on your journey. Thank you.

Strategies for Working with Diverse Children - Farewell

As I continue on the path to be an anti-bias early childhood professional, I hope to be able to garner an environment within my classroom that all young children feel welcome and accepted. I also want for each child to know I will support him/her in all the endeavors of the classroom. I want equity for each person not only in the classroom but also within the community so by fostering this environment of acceptance and support within the classroom, the young children can carry this forth into the daily interactions with others. A young children is only as strong as the support system behind him/her so I want each family to feel a sense of welcoming and support from me. I want them to know I see the struggles and I am here to aid as much as I can, if they are willing to allow.

Mallory and Sarah,
Thank you both for making this course challenging and thought-provoking. I was worried with only a few of us in the course that posts would become stale but week after week you both brought forth new ideas and insights that allowed me to further my learning not only with you but through you. I hope you both the best as you are nearing the end of a this journey. I know each of you have a true passion and heart for the field of early childhood education and development and I am excited for the future of all the young children and families you will be learning and working with.

Impacts on Early Emotional Development

I chose the nation of Uganda. This nation is one that has fascinated me because I worked alongside quite a few nationals when I served in a combat zone. Each person was always upbeat and positive despite what I felt were deplorable and substandard conditions. Learning more about this nation has offered me an insight as to why, even in a war zone, life can be better for other nationals.

Sanitation, education and health/well-being are the major challenges for young children within Uganda (Muthy & Ntabdde, 2019, p. 6). Sanitation is the need for clean drinking water and living conditions that are not soiled to the point of causing bacterial issues for everyone living in the area. While much has been done to ensure young children have th opportunity and access to education, it is important to note "While 95 per cent of children have access to primary education in Uganda, low public investment in education and rapid population growth have resulted in declining education indicators" (Muthy & Ntabdde, 2019, p. 16). While sanitary living condition need to improve for healthier, the well-being aspect is difficult as violence is still very present. "Gender-based violence and violence against children are widespread in Uganda and need to be addressed urgently as part of a child protection system that works on both prevention and response" (Muthy & Ntabdde, 2019, p. 17). Each of these factor rely upon one another so when one area begins to improve then the others can too.

Health is the core of how a person lives. Without clean and sanitary drinking water the young children are not able to avoid illnesses which in turn causes other struggles for the child and the family. If a child is being abused, this can have severe emotion issues for the child from low-esteem/self-worth to even the health of the child being compromised overall. When a child feels helpless then the biology of the child suffers. If a child is not able to learn or gain knowledge to better him/herself, then the cycle will continue.

Reading through the report, there has been so much that has changed over the years to support this nation and its people. Clean water initiatives as well as education about vaccinations have offered this nation the stepping stone for growing stronger and healthier. While the violence within this nation is disheartening, it is also cultural which is no excuse but for foreigners to come into the areas and experience this it is difficult. Language and cultural barriers would be the most difficult for helping educate others about violence. While here in the United States, we take advantage of many programs and supports to be healthy, clean, and safe, others do not have this. This is something I will always keep in mind when working with young children who immigrate for other nations. Understanding that not only the culture shock but also the mental shock of support and care.

Reference
Murthy, J., & Ntabadde, C. (Eds.). (2019). UNICEF Uganda Annual Report (pp. 1-36, Rep.). Uganda: UNICEF.

Creating Art

As I always create one of these for each of my students each year I felt this was the best way to highlight the content and learning of this course.

Created through WordArt.com

The Sexualization of Early Childhood

The idea of the sexualization that is taking place for young children is astonishing to me. This is truly not a new topic either as I can recall when the JonBenet Ramsey case occurred it was sensationalized on the news and tabloids how she would dress up for pageants. When I began my associates degree I had an instructor who would use the term "prosta-tots" to describe very young girls who are dressed in a very adult manner. My heart goes out to these young children because they have truly became an avenue for their parent(s) to dress them in a manner that is not appropriate at all, and even unsafe in some ways, and also by exposing him/her to material or media that is not acceptable for even most teenage children. My son, who is fourteen, still does not have a facebook account and I monitor his phone, internet, video game, and television activities because of the content that I know is being conveyed and how I have listened to many of my very young students discuss in class.

Just a few weeks ago my nephew, who is eight, recently read the sign of an adult toy store and quickly wanted to know what kind of toys do adults play with.

While having a moment of 'free dance' within circle time, a Disney song is playing but a couple of the young girls in the class are bending over and placing their hands on their knees in order to pop their bottoms out in the same manner as many dancers do in music videos.

A few years ago a popular dance show promoted a group of very young girls dancing in a very sexualized manner and even costumes. You can find the full video on YouTube as well as comments about how great of dancers these young children are.

Photo Credit: https://the-end-time.org/2010/05/15/sexualizing-the-young-the-single-ladies-little-girls-dancing-controversy/

Young children are always observing, listening, and recreating the scenarios they have witnessed. From violent video games to crude humor in children's television shows. The exposure to overly sexualized ads and other forms of media, young children do not have an escape from these increasingly provocative portrayals of other children. This is turn causes quite a few issues for young children. Girls lack great amounts of self worth simply because she does not look like others or dress in a manner that seems to be how the media portrays all young girls. If a young child is not part of the dominant group then withdraw and depression can begin at a very young age.

I volunteered my son's field day for his middle school and I was floored by what seemed as a lack of dress code. Shorts and tops were quite skimpy in terms of what I would expect a child to wear to school. While I know these teenagers are not young children, the same sexualization is occurring constantly as a child grows. I think parents should be aware and also quite involved with the media and toys a child is using. Simply handing a child a device to occupy the time is not a way to assist a child because of the content being delivered to young children through shows or ads. While I will often compliment a child on how she is dressed or how her hair is done, I think this is something I will curtail with my class this coming fall. I do not want a child to think that they're worth is solely based on the appearance he/she presents with in class. I want to focus on the qualities of the child's character.

"We Don't Say Those Words In Class!"

 A few years ago when my nephew was about four-years-old, he was standing  in line at the donut shop with his mom and he made the audible observation of "Why does that man have a ponytail like a girl?!" about the man standing in front of the two of them. My sister quickly reacted with a "Hush!" follow by "We don't talk about others outline like that.".

A message that could have been communicated to my nephew is that it is never okay to observe others or even ask questions. Also, taking the time to discuss how many men have long hair, even our brother growing up, so simply because a man does have a ponytail it does not mean he is a woman. Everyone is allowed to look or dress as he/she feels or wants to.

An anti-bias educator it would have be vital to approach the discussion in a non-reactive manner. A discussion as to why the child felt this way should be explored by any intentional teacher. This could lead into a discussion of how many people do the same things in varying cultures or simply because the person likes it. Trying to make real and relevant connections is another way to aide a child as an anti-bias educator. Providing text and photos for the children to view and understand in a manner that is able to be processed.

Evaluating Impacts on Professional Practice

When I think of the difficulties I encounter with stereotypes or prejudice, ageism and ableism are two that great impact with my work with young children.

 I will often do more for a young child, especially one who may have difficulties from a varying disability, then I would for another child. I often think of children as not fully capable in a quick moment but when I reflect upon the incident I know the child is fully able to complete the task on his/her own. I had a student this year who had limited mobility with the left side of his body so I would often help him with his jacket when it came to this side instead of truly encouraging him to try his best before offering minimal support for him to put his coat on.

This coming fall I will be in a classroom with 3 year-olds and I have not had too much experience with this age group. I will have to not think of these young children as unable simply because of the age. I will have be very observant in the beginning of the year to ensure I am treating each of these children in a fair manner that does not demean them. While ageism is often only referred to when encountering the elderly population, the same attitude can be seen when working with young children.

Both of these can leave me with a sense of, 'why can you not do this yourself?' but it is actually me who is hindering the child and placing the idea that he/she cannot do something. I need to listen to the child and only support when truly warranted.

Gender stereotyping is a new concept to me as I have never thought much about it until my recent courses. I know there is quite a bit that happens in communities and this presents itself within the early childhood setting. While I reflected the other day with a colleague how I did not have a boy put on a dress this year, this was just different for me as in the past I have always had at least one child explore this and a discussion would be had about how simply because he is wearing a dress he is not a girl as there are many men who wear robes or other types of garments similar to dresses. I want to ensure I am honoring the child as well as portraying a positive attitude about males who dress in a nonconformist manner.

Gender, Gender Identity, and Sexual Orientation

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? 

     

      Growing up I used may of these words to categorize someone who I perceived as being homosexual or simply did not fit the typical mold that many think is normal. It was not fair and as I have reconnected with some of these old acquaintances through social media, I have apologized for being rude and judgmental. The affects of my words caused pain and that was not fair to this person. Speaking in this manner affects not only the child it is being said to but also any child who witnesses the occurrence  This can cause the formation of a bias or stereotype simply by seeing how someone else is treated. If a male child is seen wearing a dress in the home living center and another child calls him "gay" then another child could form the idea that any boy who wears a dress is gay which not true at all. 
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

       This is completely unfair and unwarranted. For me, this is the same level as asking black history month not be observed because the majority of the class is caucasian. We are a diverse population and by leaving out any diversity we are not being just. I know if I had same-sex parents but only saw hetero-parents depicted in books then I would feel left out or even lost as this is not my reality. Simply reading a book or seeing two people of the same sex in a hugging embrace is not going to "make" a child gay or lesbian and I would reiterate this over and over again to let other know that inclusion of this material is important for everyone. 

How you would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child.

       I would have to let this parent/family know that my setting may not be the best for him/her. We do allow everyone who has a passion for working with young children do that and his/her sexual orientation bears no weight on his/her ability as an early childhood professional. As there are not too many people who are willing to enter an early childhood setting, I will take any person who wants to do so. We all have bias and stereotypes and that should not be the determining factor of who cares for your child if he/she does do in a manner that is appropriate and caring. 

• 
  

Observing Communication

Teacher and child are both at a small table playing with play dough.
Teacher, "What did you do this weekend?"
Child, "Nothing"
Teacher, "What?! Nothing?! You did not play???"
Child, laughs and replies "I played with my brother."
Teacher, "What did you play?"
Child, "Laser-tag."
Teacher, "Where did you play laser-tag?"
Child, "at home."
Teacher, "Oh, that sounds fun! Where did you get that from?"
Child, "Nana at Christmas."
Teacher, "That is a pretty fun present. What are you creating?"
Child, "I made cupcakes."
Teacher, "What are your favorite cupcakes?"
Child, "Pink ones."
Teacher, "Those sound yummy, I like plain vanilla ones."
Child, "I like those too."
Teacher, "What did you have for breakfast today?"
Child, "Mini-waffles, bacon, and juice."
Teacher, "I like mini waffles with syrup."
Child, "Me too, I had syrup this morning."
Teacher, "Who made you that delicious breakfast?"
Child, "My mom."
Teacher, "How lucky you are to have a mom who makes breakfast for you."
Child, nod his head.

While the teacher and child were conversing, not a lot of eye contact was taking place as each one was taking the time to create with the play dough. Instead of focusing solely on speaking with one another the teacher took this time to learn more about the child and his home. Letting a conversation flow in a manner that not as direct offers each participant a chance to express him/herself in a relaxed way.

The teacher did her best to keep engaging the child in the conversation by asking many questions s well as showing enthusiasm and excitement over the answers she was receiving from the child. Rainer Dangel & Durden (2010) explains how a teacher "incorporates many references to school activities and the children's homes and families in her conversations" (p. 77). Doing this promotes a level of thinking and language for the children to grow with. The teacher from my observation could have tried to offer the child more opportunities to lead the conversation as opposed to asking so many questions. Even if some silence was offered, this should have given the child an opportunity to begin his own questioning. 

Since the year is almost done, the teacher does know this child and his family very well but if some of these questions were asked to a child who many not have breakfast made for him daily then it could be a difficult question to ask as the answer could stir strong emotions for the child. Also as the teacher is clearing leading this conversation, she has the control of where the conversation leads. Rainer Dangel & Durden (2010) share "another important consideration in examining teacher-child conversations is the role of power (who decides who talks, when, and about what)" (p.78). If there were topics the child did not want to talk about and the teacher persevered it could lead to the child not feeling worthy or interested in the conversation at all. 

While I do try to gain information about a child and have simple conversations with him/her, I do try to let the child lead the conversation. I can often find some common ground or understanding about the topic and this leads to a further dialogue. The chart below is something I stumbled upon recently and it is something I want to work on implementing when my new class in the fall. I want to give children the power words and also that self-with and independence to feel as if he/she is thinking on his/her own. While I have been praised greatly by my coordinator at my current preschool in how I am able to speak with young children and in times of redirection how I am able to remove emotion and state facts for the child to understand, I think in just a regular conversation I need to step back and listen more instead of inserting myself too often. 

Photo Credit: https://letsplaythespeechandlanguageway.com

Reference

Rainer Dangel, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81.

Creating Affirming Environments

Many years ago as I began my own education to become an early childhood professional, I had many great instructors who always impressed upon me the important of ensuring all children and families are represented within the setting. This week's post pulls forth that knowledge and reaffirms the importance of this as well as introduces a couple of new ideas to accomplish this task.

Being tasked with setting up an environment that is anti-bias is not a simple feat as this does take quite a bit of consideration to ensure every child and family is included and also the community as a whole. As each community and setting can have such a varying population, it is important to be intentional in this process.

First, I would ensure the welcome area is just that, welcoming for everyone. I would take the times to speak with each family at drop off and do a quick physical assessment of the child mentally. All information such as newsletter, calendar, daily activities, and such will be presented in a manner that can be understood by all families. Within the Laureate Education, Inc. (2011) media segment, it was nice to see how this exchange took place outside in a more neutral area for the children which also led to better separations from the parents but in the instance of a difficult separation an area was offered to ease this transition. I know not every parent can stay in the classroom setting so I know it is important to update a picture book with classroom activities and I am sure to include every child in this album.

Next, transitioning into the classroom I would set up the area to have materials that are diverse and representative of all the children and families in the setting. This includes dolls, books, music, dramatic play, puzzles, sensory table etc. The walls will display posters and pictures of others and also those within the classroom (Derman-Sparks & Olsen Edwards, 2010). All of the materials will be intentional and inviting so the young children will feel included and also interested. While I would have a weekly "helper" on a rotating basis, I would invite the family to share some of their culture through a simple display as shown in the media segment (Laureate Education, Inc., 2011). Offering the family a chance to share more with not only me but also the other children and families builds a better community.

Last, offer a calming area for the children to understand that emotions are typical and we all have them but also knowing how to properly display those emotions. The media segment showed this area as one for the children to transition easily and also to calm down when needed and more importantly understand that emotions are accepted and so are tears (Laureate Education, Inc., 2011). Providing calming and soothing items such as books and stuffed animals is a great way to help these young children work through those difficult times.

Many of this aspects were not particularly new to me and I am surprised when I enter a classroom that is not utilizing these skills and materials. I know I love to be included in an environment so it is important to consider how young children perceive this. The calming space is one that my current classroom does not offer but in some of my past classrooms this was heavily used and always yielded positive results for the entire class.

References
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author

Final Entry

Photo credit: bemorewithless.com

Alecia from Inspiration for Today and Tomorrow - Leading the way for a better tomorrow,
Thank you each week for taking the time to respond in respectful and thought provoking ways. Learning with you these past eight weeks has been so insightful week after week. Taking the time to consider our discussion posts and blog entries has inspired me to think in a manner that has more depth than I previously considered. Best of luck on your next and I am excited for your future.

Janie from Wife, mom, teacher and student,
Thank you for your for always adding to each discussion in a manner that would bring an added thought provoking level. By you taking the time each week to bring another level to each discussion and blog entry, I was able to learn more through you that I did not expect. Best of luck as you enter your next course.

The Personal Side of Bias, Prejudice, and Oppression

One hope that I have when it comes to working with young children and families who come from diverse backgrounds is that each one feels accepted and respected in the classroom, environment, and community. My heart wants this for each person simply because we are all humans on a basic level and each person should be respected for whom he/she is. I know I want this so why would not every one else which is why I strive each day to offer this to each person I interact with whether on a personal or professional level.

One goal that I would like to set for the early childhood field related to issues of diversity, equity, or social justice would be to ensure that all children are able to access high quality early learning. This can be offered through a variety of means but every person should have access to this opportunity no matter race, gender, socio-economic status, citizenship, etc. All young children have the right to learn.

At the beginning of this course I did not think there was much left to learn on the topic of diversity or bias but now eight weeks later my knowledge base has been expanded and I truly owe each person within my group a load of gratitude. Each week discussing with each of you in group two, I was offered a chance to expanded my understanding further and had other insights brought forth that I would not have initially considered. Thank you each and every colleague of group one because I am truly grateful for each one of you and the discussions and blog entries. Best of luck as you continue your journey.

Welcoming Families From Around the World

I choose to focus on Australia.

Photo Credit: living_australian_culture

Five ways I will prepare myself to be culturally responsive to this family and young child:

• First, I will complete a broad search about customs and also the culture of those from Australia.  
• Next, will ask the family to share with me as much as each of member is comfortable about customs and rituals they observe.
• Then I will narrow this search after learning more from the family and child as I get to know more about them as a whole. 
• Also, I will seek materials (books, media, toys, etc) that are familiar to the young child in my care.
• Last, I will follow up with the family continually to ensure the child in my care is comfortable and feeling welcomed into the setting and change anything as needed. 

Taking the time to learn about the culture in a broad spectrum can help me be more understanding as a situation arises when the child enters my child care setting. As it can be frightening to be in a new place with strangers, it can be comforting to have someone who knows a familiar phrase or game to ease the transition. Asking the family prior to the official arrival to share information with me that may aide in the transition and how i can assist them will begin the school to home connection and begin to build the community that will support them as they embark on this journey to a new nation. Taking the time to educate myself will also help me let go of any bias or stereotype I may hold about this nation and the people of this country. I will be able to learn from these and also grow in a manner that will be supportive from the first day. 

The Personal Side of Bias, Prejudice, and Oppression

Photo Credit: movies123.biz

Recently my husband and I watched 'Welcome to Marwen' and now reflecting upon the film, there was a great amount of prejudice about the main character. The bias caused him to be beaten severely and thus lead to a long occurrence of oppression in an indirect manner from the perpetrators. As the oppressors were imprisoned following the assault, the protagonist suffered greatly from the injuries as well as emotional fallout. The incident occurred because one evening at a bar he told a group of men that he liked to wear women's high heels. The group of men then decided that this type of crossdressing meant he was gay, trans, or some ofter perceivable undesirable person in their view. 

The prejudice of a person who wears ladies close as being gay or transgender caused for diminished equity simply because of a choice of the character. He only did this because he felt as those it made him more in touch with what a woman would want (Zemeckis, 2018). While the character was not homosexual and was even married preciously, the judgement of a few men, offered a lifetime of oppression for this character. 

The incident in this film really just offered me the insight that people do things simply because he/she likes the way it makes them feel. I am not one to decide if this is right or wrong in a manner and it does not signify or align the person within one group, it is just who this person is. I prefer to wear my hair up most days, without makeup, and in very comfortable clothes, does this make me someone I am not? Just because someone has experience with another person or group that may share a trait with an individual, this does not mean the person is aligned with this group. 

I think better empathy towards others needs to be taught. We all have our own quirks and interest and taking the times to learn from one another or simply ignoring the aspect if you do not agree with it. The tolerance aspect in life needs to be modeled for many people. While I do not like every thing about every person, I respect that person as a person and I go about my business. I will end this with some wise words from a young man. I often share this with others on social media because tolerance is something that encompasses both respect and empathy and I want everyone to understand this. 

Photo credit: www.theodysseyonline.com

Reference

Zemeckis, Robert (Producer). (2018). Welcome to Marwen [DVD]. 

Adjourning

One group that was significant when the adjourning phase came about would be the cohort I was part of when earning my bachelors degree. We were a group of eight ladies all working toward a common goal. All of us are high achievers and we worked hard to be the best professional possible but also supporting one another along the way, even celebrating new babies and birthdays along the way. While one graduated a year early and then two of the ladies graduated in the winter, the last of us graduated in May 2016, one could not attend due to other obligations out of state and she was sorely missed.

The closing ritual for us was the graduation ceremony. We all were in touch the weeks leading up and attended a dinner together and spent time after the ceremony together, and with out professor who came to present our diploma's. It was one of those experiences that I am glad I did because it bought closure to the group and also the sense of accomplishment of the long evening classes and student teaching hours. While we still all maintain contact with one another and sometimes lean on each other for professional advice, the group is not as close knit as it was for that two years.

Comparing this group to others, graduations are common in my adjourning phase. From other colleges to military training, the graduation is what signifies I am moving on. I think it is the best way to conclude something and also celebrate all the hard work that was required to get to that point. I think groups that inspire me to be myself at the most difficult to let go. I like to be pushed to do my best and being a part of a group that does this does cause me to reflect more. I often keep in touch of a couple people from each group simply because that person/people are the ones that I worked the most with. 

I can hope that I am able to meet up with some of my colleagues from this program at graduation when the time comes. As I have accelerated my path by taking two courses concurrently, I am not taking courses with those who I began this journey with. I think when ti comes to the capstone course, those colleagues are the ones who I will make that meaningful connection with since that is the end. 

As everything in life does come to an end eventually, it is important to honor that time and also those who you worked with. Aubudi (2010) explains how this "provides the team the opportunity to say good-bye to each other and wish each other luck as they pursue their next endeavor" (sec. 5). Taking this time gives the group the chance to reflect and also celebrate the accomplishment. 

Reference

Aubdi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

Communication and Conflict Management

Currently I have a student who has many development and physical delays. While my co-teacher and I identified these early in the year and even made the suggestion of him being more comfortable in a younger classroom, the parents insisted he remain in our class. We have pulled as many resources as well as educated ourselves all year long to support him the best we can but he is still not at the level of being fully ready for kindergarten like some of his peers. When conferences occurred a few weeks ago, we made the recommendation that he enter a developmental pre-kindergarten program that can offer all of the full supports he needs to thrive and grow in an education setting but the parents do not feel the same way and wish for him to remain in our program for another year. As we are a small private setting, we simply do not have the assets to provide him with the full supports he needs and so the determination has been made amongst staff to seek alternatives settings to provide the family. 

Thinking of this instance and the best way to ensure conflict does not arise, my co-teacher and I have have been very empathetic with our listening to ensure we are listening to the needs and also requests from the family (The Center for Nonviolent Communication, n.d.). We understand the hesitation of the family when it comes to placing the child in the public school system as they have not had good experiences thus far trying to coordinate screenings and other appointments when their home district. In the fall during our initial conference of explaining how a younger class could benefit their son better, this opened up the opportunity to form a relationship with the family that opened the lines of communication to not only be positive but also open about the child and any services or needs he has. Understanding the importance this relationship plays as explained by Cherise (2007) that "not only does the well-prepared teacher need to develop a relationship with each child, but the teacher must also form a relationship with the family"(p. 38). We took the time to establish and foster this since getting to know the full aspect of needs of this child. Had we not taken the time to do this, communication could have easily broken down and not been positive this school year. While we are still looking for solutions for the child, we are able to have respectful and meaningful conversations with the family about the future placement of their child.

Reference

Chesire, N. (2007). The 3 R's: Gaeway to Infant Toddler Learning. Dimensions of Early Childhood. Volume 35, No. 3. 

The Center for Nonviolent Communication. (n.d.). The center for nonviolent communication. Retrieved from www.cnvc.org 

How Others View Us

This week, I completed an online assessment of my listening and communication skills. I felt as though I was quite confident and honest with my responses and we pleased with the self-assessment. I asked my husband and teenage son to complete the same assessments about me, and while their scores were different, I know they answered as honestly as each of them could which led to results that I felt described me more accurately. According to my own assessment, I was in the action-oriented section which described me as being more direct as well as more professional but also more fierce to some. The assessments from my husband and son both yielded the result of being people-oriented. They both see me as considerate, overly trusting, and concerned for others. I feel as though the assessment from my husband and son are truly who I am in my daily life. I like to think of myself as more stern or direct but I really am kind and try to please as well as trust everyone, even if it can be detrimental to myself.

Taking the time to get to know someone before forming any ideas or judgements is very important. Everyone has a background and story to share, so it is important to offer each person this honor and respect. Formulating a notion first is truly unfair and can cause you to miss out on an opportunity. I have done this in the past and I truly regretted it. When I first met a now dear friend to me, I thought she and I would have zero in common for superficial reasons but a few months later and me taking the time to talk and get to know her, I learned we had a lot in common. It was truly unfair for me to do that to someone and I would not want someone to do that to me. Since I am quite guarded and introverted to those who I do not know, I often come across as someone who does not like someone and I miss out on valuable time with friends. It has taken me months to a year before forming a true friendship and then I usually have to more which is always so saddening. I hope to learn to open up easier with people so they do not judge me as not liking them so I can have more time with friends.

Practicing Awareness of Microagressions

With my experience of working in a predominantly male field while serving in the United States Army, I was often stereotyped as a "girl" and the ideas of me being weak and emotional. Often times I would hear others telling someone to pick something up for me but I would pull my weight and lift the heavy pieces of equipment like everyone else. I would strive to be as good or even better than my male counterparts when it came to doing push-up and sit-ups. I refused to be seen as weak or less than someone else simply because of my gender.

Reflecting on the ideas of microagressions, it is very important to note the power your words have. While the comment may seem harmless, there is real power behind them and it is important to consider the full ramifications of these words. Also, our prejudices and stereotypes feed into these microagressions, so it is vital for a person to be aware of these as to ensure that harm is not caused by comments that can come from using personal ideas or beliefs when speaking with others.

Communicating With Others

When it comes to my life, I feel as though I wear many "hats" in terms of who I am with, I may have to change to a different hat. The reason for this is simply because some hats tend to stand out in certain situations so it is important to be in the correct context for the situation. At work with my students and colleagues, I have a teacher hat that is more patient and mindful of the communication taking place. At home, I have my mom hat that is a little less patient but very honest and caring with my son as well as my husband because this is a safe place for us all to relax. On the phone with my siblings, I have my sister hat that is the punk kid that through the insults and jokes around but also is supportive of each of them as I know each on is of me. These are just a few examples of my daily life and the many hats I often exchange.

Thinking of the habits of who we are and how we communicate, it is important to be aware of these how each of these can be a factor in how a person behaves in certain situations or around particular people. Vuckovic (2008) defines habits as "an established custom, frequently dominates behavior, often unconsciously" (p. 54). If a person is able to reflect and understand his or her habits, it will offer an insight to where some habits are appropriate and where they may not be as welcomed.

Emotions are always a component to all the things we do in life. We have certain passions and certain disdains. Being aware of how these influence and are a part of certain groups is a way for someone to communicate more effectively. Vuckovic (2008) explains how "emotions, once invoked, moderate the nature of the communication situation" (p. 55). As there are some instances where my emotions have to be more controlled, such as when i am at work, it is important that I use those to fuel the passion of what I am doing but also ensure that I am not crossing a boundary. Having a self-awareness of emotions offers the opportunity to be a better communicator.

As my son attended a weekly social group for teen with autism, it was a great discussion for our car ride home because he learned of nonverbal communication this week. Knowing how to utilize this form of communication in varying situations can offer someone the opportunity to be more effective and intentional. It is important to behave appropriately in each situation. While often with my family I am able to be more animated but at work, I have to maintain better composure and so knowing how to control my nonverbal communication is important.

Reference:

Vuckovic, A. (2008). Inter-cultural communication: A foundation of communicative
action. Multicultural Education and Technology Journal, 2(1), 47–59.

Perspectives on Diversity and Culture

Speaking with three others about the what diversity and cultures means to them was very interesting. While each seemed to offer a generic response that was safe in many ways, it was still intriguing to listen to each one form the sentences to articulate these definitions.

First, my sister defined culture as being your heritage and your background with diversity being how you are different from others such as your skin color.
Second, my husband defined culture as who you are and where you come from with diversity being your race.
Last, an old friend from high school explained culture as the "mannerisms and customs of those with similar backgrounds based on customs and beliefs" with diversity being "variety".   

While it seems to that who you are is your culture from not only the discussions and resources presented throughout this course, but this is also shared through the answers I received. Derman-Sparks & Edwards define culture as "how particular groups of people live" (p. 55). The three definitions above all lend to this same definition but with each persons own perspective or view of how it has applied within his or her own life. Diversity is also the same, it is a noticeable difference between you and others. Diversity makes you different from others but is not in a negative connotation.

Learning how much in-depth culture is, a lot of aspects have been omitted from the definitions provided by family and friends. Such as education, gender, language, values, religion, and community for a short list (Derman-Sparks & Edwards, 2010, p. 56). While many may understand how all of these impact the culture of a person, these ideas are not readily considered when asked simply because we often only think of the surface as opposed to digging deeper. Thinking of diversity, the explanation of "variety" truly offers the insight of how different people are when defining this term. There is so much more than race or skin tone when it comes to diversity such as economic status, accents, hair color, or dialect for some quick examples.

As I was receiving each one of these responses, my mind was racing and thinking "oh you don't get it" because of the many discussions as well as learning resources offered to me through not only this course but also previous ones. Through this journey of earning my graduate degree, I have been offered the opportunity to learn on a deeper level of what makes up diversity and culture. I want to have conversations with each of these people and offer each one a deeper discussion of these topics to offer a chance to widen the view of these definitions of how each of these impacts not only the people the person encounters but also the individual. It is okay to dig deeper and reach those topics that many may be embarrassed to mention simply because of the potential for judgement from other.

Reference
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).

Communication Interpretation

I chose the show For the People for this blog as I have yet to watch the show as I have not heard of it before until recent weeks of promotional commercials for the second season.

While watching the show for the first time, with the sound muted, I noticed how many of the characters appeared to be strangers starting a new journey as lawyers as each one is introduced one by one in a courthouse setting. There seems to be light exchanges between them all as one by one each one enters the scene. As the show progresses, there is some relationships shown in how a few of the characters are all in the same apartment but all of the other characters are strangers just learning to work with one another it seems. 

The exchanges between them all seem quite intense and aggressive from the eye contact that seems to always be maintained when the characters are interacting. There was an occasional smile but overall every exchange regardless of whether the characters had a previous relationship or acquaintance with the other was quite competitive. 

Watching the show again with the sound on, it was clear that each character is quite competitive as each is beginning his or her journey as either a public defender or a prosecutor (Davies, 2018). Each character is quite intense with his or her interactions as each one is working on difficult cases which it is always important to do his or her best and conclude with a positive outcome for the client. Accenting, which according to O'Hair, Wiemann, Mullin, & Tevin (2015) describes as "clarifying and emphasizing specific information in a verbal message" is used widely through out the episode to really show the aggressive of each character (p. 97).

If I were able to watch for example The Office, which I am extremely familiar with, I would have been able to know exactly the relationship as well as the context of the delivery of the information being conveyed. This show is one that I have viewed a multitude of times so I already know the relationships of the characters as well as how the subtle non verbal communication builds the show.

I have always found it quite difficult to begin a new show simply because I am not familiar with the characters as well as how each one expresses him or herself. Understanding how communication plays a role in the interactions could help me in the future to decode the relationships between characters early one so I am able to follow the show better instead of it taking about four episodes for me to understand the context.

References
Davies, P. W. (Writer). (2018, March 13). Pilot [Television series episode]. In For the People. Burbank, California: ABC.
O'Hair, D., Wiemann, M., Mullin, D. I., & Teven, J. (2015). Real communication (3rd. ed). New York: Bedford/St. Martin's.

My Family Culture

Having to value the items in my life is not incredibly difficult. There are items that I use daily that if I were not to have, I would feel rather lost without. If I were to only have the option to choose three items to carry forward with me to a new nation after surviving a devastating catastrophe with my family, those items would be:

1. My iPhone as this hold the majority of the pictures of my family as well as my main means of communication with others who are dear to me. Also, all of my music is dowloaded to this device and music is how I work through major transition as well as tough situations. 
2. My nook book hold so many books on one device. As it would be too difficult to choose only one book to carry forward, I know my nook book will have quite a few downloaded for me.
3. My headphones as I often need to be in my own space with myself and headphones offer peace for me. I wear them while shopping, running, cleaning the house, and many other occasions. 

Connecting my passion for these items is simple and I would hope that by showing how each of these work, many others can understand my connection to them. Each of these open up a world in which I can be with others or by myself and that is how I would explain to others who may not have seen these items before. 

If I were to enter a new nation and I were only able to keep one of these items, it would be a rather easy choice for me due to the amount of content on my phone. This device truly keeps me connected and grounded and can, if needed, be used to read books and it has a speaker so I would not be completely without music to help me cope during rough times. 

While I know many people do not necessarily use a phone for a primary means of music or photography, it is one that does it all for me. Understanding how this phone keeps me connecting to others is what really helps me understand the role it plays in my life. Just yesterday evening my ailing golden retriever was put to sleep so later that night, I was able to review his memories on my phone and reflect on the wonderful life he had and how truly lucky I was to have him. I am sure others will have chosen other items such as bakeware, computer, coffee pot, and that shows how each of us are able to value many different items dependent upon our culture and background. 

Effective Communicator

My high school orchestra teacher, Mr. Larson, was an effective communicator. He could inspire many to add the next level of emotion when playing music. There was always a care and presence within his voice that would bring about an understanding that may have been lacking before. While this was not always the case with him. When I first encountered him as a summer camp, he was quite hot tempered and would often yell to invoke this emotion but as he later explained how he learned this was not healthy for him and did not convey the information properly, he had since learned how to speak with out the harsh tone.

Photo Credit: Paula Macpherson-Cochran

Thinking of the above paragraph and learning from his missteps, I definitely would model my communication after him. The reason for this, is I have learned that it does not take super emotion or loud works to express oneself or even get other to listen. It simply takes compassion and that is what I always hope to convey with my own students to this day.

Final Reflections

Thinking of global issues within the field of early childhood, it is important to consider how these issues are real and relevant in many areas of the world and are not isolated to only one region. First, poverty is seen all over our world and right in our own nation. Young children are impacted greatly by this as well as communities as a whole. Throughout this course, we have examined how poverty is presented in many nations and the many steps that can or are being taken to combat this issue. Next would be equity of education. Again, this is another topic that is not a single incident. Some nations do not value education of young females, while others simply cannot afford for the children to attend programs which leads to a lack of learning for these young children. Last, would be changing demographics due to the influx of immigration in many nations. Our own country has been impacted greatly by this trend and it is one that should be welcomes but also has many consequences for early childhood professionals in order to ensure all young children are afforded the same rights and care. Knowing that many of the issues and trended that are faced within our own nation are also occurring within others is important as an early childhood professional. The understanding of how other nations are working to resolve as well as support these matters offers a chance for a collaboration amongst nations to share and come together to ensure all young children all over the world are given the best support for growth and development that will set a course for the rest of the child's life.

As I touched upon in the the previous paragraph, I truly think a collaboration amongst nations that are facing the same issues or trends within the field of early childhood development and learning would offer a chance for change to begin. If a nations is able to find a way to support young children in the contexts of changing demographics the information should be offered to support immigrant children in another another. This field of learning and development works so well when professionals are able to learn and grow with one another. From taking courses to working in a preschool, I grow professionally each day due to my interactions with these other professionals and this is something that needs to be considered for many nations to make great strides in supporting young children and the development of those early years.