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. 

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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