Reflecting on Learning

 

Over the past year or so the passion that I have in relation to my future in early childhood profession with children and their families that I will be working with is to establish and build as solid as possible foundation between everyone involved in my students developmental learning. I think that developing relationship will provide needed information on my students and their families that will enable me to incorporate their cultures, languages and strengths into our curriculum where they can see themselves and others with respect, empathy, an understanding of each other's lifestyles. While I am aware that there will be challenges along the way my plan is to reach out to colleagues and those in my professional circle to ensure that I remain open-minded and unbiased in my daily approach to reaching and teaching the children in my community.  

I genuinely appreciate everyone in my EDUC 6358 course for sharing their personal and professional experiences over the years that have influenced their relationships with families. You all are an exceptional group of professional that I have sincerely enjoyed learning from. I wish everyone the best in all of your future endeavors.   

Reference

https://www.pinterest.com/pin/381398662177081179/

https://www.pinterest.com/pin/77335318587095127/?d=t&mt=login

https://www.pinterest.com/pin/15833036176694044/

Impacts on Early Emotional Development

 

The area of the world I selected is Latin America & Caribbean. I initially selected this area due to the fact that many of my vacations have been in these areas and I am always fascinated when I have encountered the well mannered and often hard working young children in theses areas. I find it extremely humbling to know that children in these areas are challenged with many of the same natural disasters as the children in our areas with an added responsibility of having to help maintain their families home life. "At least 23.4 million children are in need of humanitarian assistance across the region, compared to only 7 million last year. This spike is largely driven by the devastating impacts of the COVID-19 pandemic, the growing migratory flows and an increase of extreme natural disasters exacerbated by climate change, such as hurricanes and droughts" (Duvillier, 2020). Living in South East Texas we are known for having hurricanes hit this area and this year was certainly tested with several of them. In the height of hurricane season we were like everywhere else in the world still dealing with COVID-19, loss of family members, loss of employment for some, depression for most, and so much more. These are also factors that have effected children and their families in Latin America & the Caribbean. 

In Panama City “Stronger hurricanes, larger migration flows, and the COVID-19 pandemic have left millions of children without schooling, without protection, without water, and without immunization" (Duvillier, 2020). Having to go without water and immunization are to vital components to a healthy lifestyle. Children need both to remain healthy. With all of the natural disasters and adding COVID-19 to the equations to life challenges providing adequate resources has stretched humanitarian assistance thinner than the usual. Children have to take assistance from where ever they can to make it day-to-day. Many children here in this area face those same challenges without the natural disasters and it literally breaks my heart that any child has to go through life this way. According to Duvillier "The economic impact of the pandemic has pushed millions of families and their children into poverty. Over 123 million children are still out of the classroom and have lost over four times more school days than children in the rest of the world. Nearly 21 million and 83 million people lack access to basic drinking water and basic sanitation, respectively. Faced with this dire situation, there is a risk that an entire generation will be lost" (2020). While lack of education and mental stability are a result of the devastation of 2020 pandemic loss of life is even more devastating for not only those enduring it but the ones left behind as well. Without shelter, food , medical attention and other basic needs people lose faith in themselves and the others care. Based off what I have seen and read about feeling hopeless and like nobody cares, can take a toll on a persons outlook on life and they tend to give up on trying to help themselves. Because children and families in Latin America , Panama City in particular are lacking most if not all their basic needs due to lack of supplies I can see why their numbers are stacked against them. I applauded organizations like UNICEF that dedicates its time and resources to do all they can possibly do to assist as many families as they can. 

As a personal reflection, I think that it is important to share with children the advantages and disadvantage there are in this world in addition to what they can do to become a part of a change that can help someone else. It is never to early to teach children how to become an advocate for children in other countries. When we are teaching children how to respect others differences, languages, cultures and so on we can also share with them ways that they can not only learn about children and families in other countries but how the smallest gestures can be put to work to pay it forth for struggling countries. Picking a country that may be struggling to research on and brainstorming on ways they can help can build empathy and character in children that will carry on with them hopefully into their adult life. Something as simple as saving pennies, or sending small supply donations are ways they can pay it forth. Although we are all struggling in some form or another from the disaster that has been 2020, there have been some learning opportunities as well. I personally have learned to use my resources more, taken more time to appreciate family and just the overall quality of life, and just value the smallest of things. Some of us have gotten better in our careers , some of us have developed careers, children have had to rely on their parents for learning and gotten closer to them because of it, educators have become more crafty in assisting those who do not have home support and for that they have build stronger relationships with their students. It does sadden me to look back and know that children in other countries are struggling but I also know that I can contribute a small portion of myself by being and advocate as well as donating.  

Resource 

Duvillier, L. (2020). Latin America and the Caribbean: The Number of Children in Need of Humanitarian Assistance Has More Than Tripled This Year. UNICEF. https://www.unicef.org/lac/en/press-releases/the-number-of-children-in-need-of-humanitarian-assistance-in-lac-has-more-than-tripled-this-year

Photo:UNICEF/UN0367872/Cálix/AFP-Services

The Sexualization of Early Childhood

 

 I personally think that guiding children through who they are to become starts with labeling them with categories with colors and toys. While we as parents and educators play a key role in them knowing the difference between a girl and a boy manufacturers and advertising also play a major role in how children see themselves. As perfectly stated in Derman-Sparks, “young children struggle with many issues as they attempt to understand what being a girl or a boy means” (2010, pg. 91).  

To encourage our children to embrace their feelings and explore their feelings with no limitations we tell them positive things like you can be whoever you want to be and you can do whatever you want to do. While that is a true statement we also turn around and purchase their clothes according to color, buy their toys according to what society says is for boys which is trucks, cars, footballs and things of that such and of course Barbie dream houses, dolls and kitchen sets for girls. Sometimes unintentionally we make the mistake of using color sexualization in class when we give an assignment and use blue for boys and pink for girls. This can sometimes make a similar mistake in the play area sending boys to play with balls and girls to go to the swing set. There is also a more common phrase that both parents and others make by stating if they see a little girl playing rough is “that’s not how little girls behave”. For boys sometimes if they are upset or crying the phrase “you’re crying like a little girl has been used”. Statements like that can be confusing to children because we want them to be comfortable with who they are and how they are feeling but we unintentionally judge them and make them questions themselves when they do. “Young children will believe that they can switch their gender by shifting their behavior” (Derman-Sparks, 2010, pg. 91). While a child home life will also play a part in their confusion it is essential to building those relationships with both children and their families to help children that may struggle with their confusion with gender. I think that were gender is concerned when speaking to be mindful of keeping stories, toys, colors neutral and reminding students as we teach that there is no specific color, toy or thing to do makes them any more or less of a boy or girl will be helpful with sexualization. “When teachers model a range of roles and interest that transcend traditional gender stereotypes, they encourage and support children in exploring a wide range of cognitive, social, and emotional learning experiences” (Derman-Sparks, 2010, pg. 93).  

This week topic has further influenced me to look deeper in uncovering more ways to approach and support children and their identities along with ways to keep sexualization of learning and play neutral so that it can hopefully make a smoother transition for their everyday life and developmental learning.

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).

Photo:https://byclaudya.com/pink-is-for-boys-blue-is-for-girls-or-its-all-arbitrary/ 

Evaluating Impacts on Professional Practice

 An “ism” is about the institutional advantage and disadvantages people experience due to their membership (or perceived membership) in certain social identity groups (Derman-Sparks,2010, pg. 24).  A consequence that I feel that I can see that I might have with children and their families with whom I work with “ism(s)” such as racism and religion to name a couple. Here in the area that I am in there is a barrier that is built with racism and religion. I myself have had to deal with racism being in this area. I would speak with individuals over the phone but once they meet me in person, they have a difficult time matching my voice with what they see in front of them. I have had this encounter a few times with children and their families when they first meet me. I have heard it more times than not that my voice does not match what people see. With children and families this could very well be the same problem because of a language barrier as well as their religion in this area or any area. When families come from other places or countries and speak broken English or little to no English it is somewhat of the same thing that I experience with people who meet me for the first time. I think that having this exposure helps me to have an understanding of what children and or their families will have to deal with when others are not familiar with their broken English or native languages. The same thing goes for religion. When others are not familiar with a religion other than their own, they may become reserved or have predetermined ideas of what other religions do. I think that when situations like these arise instead of letting them work themselves out it would be best to use this as a learning tool for children and their families to remove any biases and preconceived ideas of others through learning exercises or sharing facts about other races, religions, cultures, and languages.  

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).

https://www.goguardian.com/blog/learning/diversity-in-the-classroom/