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/

Observing Communication - EDUC 6358

 My daughter has been off work since the beginning of Covid-19 and finally got called back to work a couple of months ago as a behavioral therapist in Houston. She also recently moved which meant she needed to enroll my grandson in a new learning center. At my grandson new center my daughter has access to real time videos and pictures to highlight Mason’s day. I was able to view a short clip of interaction between my grandson and his peers as well as he and his teachers. 

I noticed that the teachers were very active and involved with their students. The asked them a lot of questions and it was obvious to me that the kids were happy, attentive, and helpful with each other.  

The teachers asked questions that the children answered freely. The questions allowed the children to think about themselves or people they knew. I think they must have read a book about pets because they were talking about big dogs and small dogs. They shared how they had a dog and died or that they had multiple dogs. The kids talked about the color of their dogs and if they were afraid of dogs. One of the teachers asked one of the kids why were they afraid of dogs and that question alone made me think of how that made that particular child think about what it was about a dog that frightened them. “We believe teacher talk that challenges children to use and build their cognitive skills is one of the most essential functions of language. Challenging talk builds on what children say and moves beyond the immediate conversational context (Dangel, 2010).  

The teachers showed genuine interest and support for what the children were thinking and feeling. I like how their conversation did not appear rushed or forced. Based off the reaction on the children face and how willing they were to share their thoughts and feelings I think they felt valued and that what they thought and felt mattered.  

“Cannella speaks of accepting that children “can speak for themselves” and of searching “for ways that we can learn to listen” (Stephenson, 2009). In my experience most children share what they are thinking often times without being asked. I think that when asked specific questions to help children channel their thoughts and build on their learning allowing them to express themselves and how they are feeling shows them that their voices are important. I think for the child that was afraid of dogs or even the one that dog died, think a later exercise with a persona doll would be useful to help them with what they were feeling. “Persona doll discussions provide a time when it is acceptable to express strong feelings and explore options for solutions to difficult questions” (Pierce, 2010). I have always enjoyed listening to the thoughts of all children and I think that it is what helps me connect instantly with them because I allow them to set the tone and talk or ask questions to know what they are thinking and feeling. In listening to children, it tells gives me an opening to motivate them and build on getting to know them better. 

 

References  

 

Dangel, J. R., & Durden, T. R. (2010). The Nature of Teacher Talk during Small Group Activities. YC: Young Children, 65(1), 74–81.  

Pierce, J., & Johnson, C. L. (2010). Problem Solving with Young Children Using Persona Dolls. YC: Young Children, 65(6), 106–108. 

Stephenson, A. (2009). Stepping Back to Listen to Jeff: Conversations with a 2-Year-Old. YC: Young Children, 64(2), 90–95. 

Quote https://quotefancy.com/quote/1402081/Richard-Scarry-It-s-a-precious-thing-to-be-communicating-to-children-helping-them

Creating Affirming Environments - EDUC 6358

 

Family Focused Childcare Home 

In our home learning center we provide a healthy balanced learning environment that strives to meet the complete needs of both children and their families. Our home based learning center is equipped to care for children and families that promotes family involvement by allowing children to incorporate their learning and home life in our facility. Upon entering our facility everyone is greeted by their name and are given time to get themselves acclimated before beginning any of our morning routines. To begin the morning off although everyone is greeted individually once we are all together, we sing a morning chant that introduces everyone and in unison they are told "we are happy you are here today". We have a reading stations that has a variety of books that focuses on diversity, respect, cultures, languages and more. At story time we sit on bouncy balls to allow them to release a little energy before naptime. "Photographs of the children and their families in our program and of people and places in the children's neighborhood make useful raw material" (Derman-Sparks, 2010. pg. 45). There are pictures of each student and their families around the general learning area so that whenever we are going over an objective that involves that particular student they as well as their peers can have a visual of what it looks like. Our artwork is comprised of posters and personal drawing that showcase our students and their families cultures so that it will bring a sense of familiarity for them. "Children must feel safe, loved, and nurtured to develop the basic trust  they need for healthy development" (Derman-Sparks, 2010. pg. 52). I like how in our media segment for this week with Adriana there was a section for a  child who is upset to lay in a quiet place with a pillow or just to be able to calm down at their own pace (Laureate Education, 2011). If a child is having a rough start to their day there is a quiet room in the back of our home with a swing nestled near a widow with calming music in the background to allow the child to be at ease. At the start of each week I will share with the families what we would like to work on for the weeks lessons so that they can contribute things about their home life that can be beneficial for our leaning that incorporates their family culture, values and beliefs. Ideally if the families can provide props, toys, books or other items to complete the learning experience I will request that they feel welcomed to share at anytime. "When we reach out to families to include them in every aspect , families feel like they are teachers, true partners" (Derman-Sparks, 2010. pg. 43). At the end of each day parents will be provided with a written detailed update of how their childs' day went, what we covered, how they progressed, what if any concerns are present and how they can help moving forward. 

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).

Laureate Education, Inc. (2011). Strategies for Working with Diverse Children: Welcome to an Anti-bias Learning Community. Baltimore, MD: Author

Photo: https://cliengagefamily.org/

EDUC 6358 - Week 1

 

In our first week of Strategies for Working with Diverse Children, we have share what being an anti-bias educator means to us and what some of our future goals are in working with children and their families. I am anxious to see what the next 8 weeks will bring. I have gained so much overall in this program and hopefully some lasting relationships along the way. Best wishes to everyone as we get closer to the end of our journey. Sending virtual hugs and high fives all around, I am beyond proud of us !!! 

Violanda 

What I Have Learned - EDUC 6357

 

There are many things that can be taking from this past 8 weeks in EDUC 6357. When I think about working with children and their families who come from diverse backgrounds is that I can build a solid relationship with both the children and their families that will provide me with a platform to reach their child developmental needs. I hope that I can uncover any hidden bias about other cultures, races, backgrounds or religions and approach them confidently but respectful.

A goal that I would like to set for the early childhood field related to issues of diversity, equity and social justice is to not to only teach the fundamentals and be an advocate but to make an effective long-term impact on the perspectives of children and their families, encouraging them to PAY IT FOWARD and leave an even bigger impact by applying what they are learning on the on-going issues of diversity, equity and social injustices to their daily lives and interactions with others.  

I appreciate all of the feedback and additional resources provided from all of my colleagues. I have enjoyed hearing everyone views and ideas from a personal and professional level of how many of our own childhood factors have played a major role in our current lives and how our biases can have an impact on the children we teach. 

Reference

Quotes:

https://www.pinterest.com/pin/89860955044712242/

http://www.picturequotes.com/ive-learned-that-i-still-have-a-lot-to-learn-quote-356557

https://wisdomquotes.com/learning-quotes/

Diversity - Creating Art Through Song - EDUC 6357

 Jernigan and Daniels states "Racial stress can emerge when systems are oblivious or unwilling to acknowledge the presence of racism and its negative implications on the development of Black children and adolescents who are forced to find ways to cope with the ongoing psychological stress" (2011). As a consequence of law enforcement abuse of authority and lives loss, the current pandemic, and other life traumas locally and abroad with  no clear direction or sign of improvements I relish in children ability to be resilient. While educators do their best to curve the impact of racism or any form of discrimination by educating students on ways and reasons to treat each other equally, parents, media, leaders, and society as a whole must also acknowledge and play a role to remove any bias they have towards people of color. Over 30 years ago there was a song called "We are the World" that I believe equates to how we should embrace life and each other so that black and brown children and their families can live an equally fulfilling privileged life and not be limited according to the color of their skin. Below I have shared the original song and a modern version that was created as result of a tragedy in Haiti. Listen to the words closely. 

We Are The World 25 For Haiti - Official Video

WE ARE THE WORLD - Original - 1985

 

References

Laureate Education (2020). Journal of Child and Adolescent Trauma: Racial Trauma in the Lives of Black Children and Adolescents: Challenges and Clinical Implications. Extra_Racial Trauma _2011_ Jernigan & Daniel.pdf 

We Are The World Haiti (2010). https://www.youtube.com/watch?v=Glny4jSciVI

We Are The World (1985). https://www.youtube.com/watch?v=4M7c-JOnPdw

"We Don't Say Those Words in Class" - EDUC 6357

 It is week 6 of EDUC 6357 and I can think of countless times that I have witnessed a time where a child has been silenced or reprimanded as a result of pointing out someone that they saw as different. It is rare that I am just shocked by what some kids will say but there is this one time I was just at a loss for words.  

 My friend has 2 granddaughters that always seem to say exactly what is on their mind. I can remember once we had planned to have brunch one Saturday after having a mani/pedi with the little princesses when one spilled juice on her clothes. We decided to take a detour to Target to get her something else to put on. We were in the checkout line when my friend youngest granddaughter Regan looked back at the woman standing behind us and proceeds to tell the lady that she must eat a lot because she was fat (insert bulging eyes and dropped mouth) . Then the older sister Mallory says to the lady our momma eats a lot that’s why she is fat. My friend Sandra was paying for her things when she grabbed both girls and placed her hands over their mouths while apologizing to the lady. Once we were out of the store, she took both girls to the side and told them that telling someone that they are fat can be hurtful and that if they can’t say anything nice, they should not say anything at all. Both girls looked at each other as if confused and asked their grandmother how that was not nice when they were telling the truth. Once she explained it to them a little more it seems they understood how that could have been hurtful and very much so disrespectful. My friend Sandra told them that they should always have something nice to say about everyone and they should let people know the nice things they like about them. So now the girls tell just about everyone that they are pretty or just smile. 

In a classroom setting presenting children with books or videos can help to build a better understanding of why telling someone they are fat, tall, short or different them themselves to be hurtful. I also think having a child write down how they would feel if someone were to say hurtful things to them would affect them so that they will be less likely to inflict that type of emotion upon someone else and incorporate it with positive attributes or ways to be kind. I honestly do not believe either of the girls meant any harm, but I also think that some of the things that they have heard is interpreted as acceptable or to be normal which made them comfortable to express themselves as they did.  

 Reference

Photo: https://www.animalrescueprofessionals.org/national-days/say-something-nice-day/