Time Well Spent

We have made it to the finish line. Congrats to my fellow Walden graduates. I know the journey was not an easy one. Numerous times along the way, I wanted to quit and I know some of you expressed the same sentiments. But thanks to you, my fellow classmates and your encouraging words I made it to the end. Your comments, questions on my blogs and post were helpful. Thanks for the many friends I gained, some from the beginning and some along the way. I hope that we can stay connected.
To Dr. E, words are inadequate to express my thanks to you. I commenced this Capstone Project unsure of what was expected of me but by the end I have learned so much. “You have touched me, I have grown.” Your constant guidance and supervision, and your words of advice have been incredible. You supported me every step of the way. You responded to my emails in a timely manner and were always willing to give your assistance. What I have learned by working on my Capstone Project will remain with me through my life. The guidance which you have given to my colleagues and me reminds me of what my elementary school principal said to the students of my class on our last day of school: We have given you roots to ground you and wings to fly away. Now go and be good ambassadors of your institution.
A heartfelt thank you, Dr. E.
From my master’s program, one topic that I learned about and which will always remain with me is about biases. I was able to learn about biases which I never realized that I had, and how my biases can affect the way that I interact with my students and their families, and also with my colleagues. What surprised me was the fact that we have biases but may not be aware of them, and that our actions when dealing with our students and their families may subconsciously reflect those bias. Realizing this was a revelation to me.
The second lesson that I will take away from this program is about my ability to be an advocate. Our students need someone who can speak on their behalf, and some of the families need someone to represent them. I realize that there are a variety of ways in which I can be an advocate for them. It does not necessarily mean that I have to carry a placard and join a picket line, although that too can be done. Being an advocate can be shown in so many different ways. We may not always be able to go to court and fight for a bill to be passed, but we can start by doing work in the school and in the communities. I have come to realize that simply speaking up for a group of students in my classroom or school is doing advocacy work.
Finally, being respectful of my students’ and their family’s culture will help in building a positive relationship with families. Families belong to different cultures and they have different beliefs. As early childhood educators it is important to be respectful of these. We cannot feel that that only our culture and beliefs are right, and then try to impose them on our students. Being appreciative respectful of differences, and being open to dialogue are great assets when dealing with families.
One long-term goal is to continue to read to keep abreast of developments in the early childhood field, and to study to obtain my doctorate. At the same time, I will share my knowledge with my colleagues as we work together to help our students to achieve their full potential.

 

Jobs/Role in the ECE Community :Internationally

An international organization which appealed to me is the International Step by Step Association (ISSA). ISSA is a membership association which serves as a learning community and champions for quality and equity for all children and their families. While I was browsing the pages with the information of this organization my attention was grabbed by these words: ISSA champions the right of all children to reach their unique, full potential and welcomes all organizations and individuals who have the same ambitions.” I believe in helping each child to achieve his/her full potential and that is why this organization resonated with me. With further reading, the organization’s vision and mission statements made me aware of the wonderful and important work that it is doing for children, their families and early childhood educators. ISSA’s vision is A society where families communities and professionals work together to empower each child to reach her or his unique potential and embrace values of social justice and equity. This vision made me think of the goals of anti-bias education. The organization’s mission, too, resonated with me. It is, We are a learning community powered by the leading early childhood experts in Europe and Central Asia. We unite professionals and partners to deliver high-quality early years services equitably. We challenge existing knowledge and practice and co-construct new approaches and knowledge. What I admire about the ISSA is that it is an ever evolving organization which is not stuck in or with old practices. The goals which this organization has set itself are (i) Advocate for and support competent Early Childhood systems for all children, especially the most vulnerable (ii) Increase awareness of Early Childhood Development and of a qualified workforce (iii) Be a leading network and learning community that promotes quality, equitable and integrated services for children, families and practitioners. ISSA also promotes inclusive, quality care and education experiences that create the conditions for every child to be happy and reach his or her full potential. The organization does this through three different pillars of action: ensuring equal access for all children, promoting high quality and professionalism in early years’ services, and supporting parents and communities to take part in their children’s development and learning. Its membership comprises non-governmental organizations which are located mainly in Europe and Asia.   Some organizations with which ISSA is in partnership are UNICEF, UNESCO, the World Bank, Diversity in Early Childhood Education and Training (DECET), the European Early Childhood Education Research Association and International Child development Initiatives. This organization does not have any job listings.

The second organization that appealed to me is Save the Children. The belief of this organization is that every child deserves a future. As such, globally, Save the Children gives children a healthy start in life, the opportunity to learn and protection from harm. As an early childhood educator, I believe that every child has a right not only to life but also to the best and brightest future that he/she could have. That is why this organization appeals to me. Save the Children posits that the best investment that someone can make is in children. The organization responds to any emergency anywhere in the world. In an emergency, the members specifically look out for the welfare of children. Together with Save the Children members globally, the organization helps children in one hundred and twenty (120) countries. They provide support for health, education, protection and disaster relief. Every day, and in times of crises, they do whatever it takes to transform the lives and the future of children. The organization provides quality education and preschool programs, books, supplies and educational toys and robust health and nutrition programs that save children’s lives and ensure that they grow up healthy. It also protects children from abuse, neglect, exploitation and violence in all regions of the world.

The U.S. headquarters of Save the Children recruits a limited number of qualified individuals to support field-based programs in a variety of International locations. Save the Children International, and national Save the Children organizations around the world, also recruit persons for positions overseas. Each job description includes a link for applying and submitting one’s resume online. At the time of writing, there were a total of seventy-four (74) available jobs in various countries including the United States, Africa, France, Haiti, India, Japan, Peru and the Philippines. Included are openings for Country Director, Laos; Global Community Manager, U.K.; Mental Health and Psychosocial Officer, Greece and Agronomist, Jordan. Information regarding the vacancies is available on the organization’s website. The vacancies are open to persons with expertise in the following areas – accounting, audit management, budgeting, disaster risk reduction, economic development, information technology, program management and project management.

The final organization that interests me is Global Kids. This is a nonprofit educational organization for global learning and youth development. It is also an equal opportunity employer/program with services that are available to persons with disabilities. The goal of Global Kids is to empower and inspire thousands of youths from underserved neighborhoods to become leaders in their communities and the world, and to empower them to take action on critical issues which face their communities and the world. The organization ensures that the youths have the knowledge, skills, experience and values to succeed in school, participate effectively in the democratic process and achieve leadership in their communities and in the world. The Power of Citizenry, A Global Kids afterschool program, involves students in career readiness opportunities. Participants in the program have traveled to conferences and events in the United States and have trained their peers in Costa Rica, Peru, Denmark, Japan, Kenya, Ireland, Haiti and other countries. The peers have been trained in leadership, social action campaigns, and service learning and project. There is an online leadership program where youths globally can sign on and learn. Other programs offered include digital learning, college career readiness and partnership with the Council for Foreign Relations.

There are job opportunities which are available at Global Kids. Two which I have identified are Senior Trainer and Trainer Educator. Below are the job opportunities, the responsibilities and the required qualifications.

 

 

Senior Trainer

Summary/Purpose of Position                                                                                                                                                                         Global Kids, Inc. is seeking a dynamic, hard-working, and creative individual who is interested in youth development, global education, and social action. The Senior Trainer/Educator will work at one of Global Kids’ Schools, and help provide an array of comprehensive youth development services at New York City public schools.

Responsibilities include:                                                                                                                                                               • Coordinate, develop and co-facilitate interactive, experiential workshops and activities for GK’s global education academic enrichment programs and afterschool programs.                                                                           • Collaborate with GK staff to generate new program ideas, write curriculum and content focusing on global/local issues, leadership development and socio-emotional learning.                                                                     • Coach less experienced program staff in program development, facilitation, and workshop design and serve as site manager/point person for school based programs.                                                                                               • Assist in the design and implementation of professional development and trainings for teachers around topics such as engagement strategies, youth development, creating safe space and caring communities.                                                                                                                                                                                                    • Collect, input and review attendance, evaluation and other data related to projects and student progress.                                                                                                                                                                                      • Maintain necessary documentation/case files, program data entry and records and provide periodic progress reports as necessary.                                                                                                                                                   • Work with other staff and students to implement the annual Global Kids Youth Conference and other special projects with the United Nations, Council on Foreign Relations, etc.                                                                     • Conduct attendance outreach services including attendance monitoring/data review, home visits, conferences, attendance incentive activities and phone calls.                                                                                                           • Attend occasional late night, weekend and overnight trips/events.

Qualifications:                                                                                                                                                                                  • Master’s degree in education, international affairs, or related areas, plus a minimum of four years of professional experience working with youth in the classroom or other educational settings.                                                                                                                                                                                • Strong understanding of a wide array of NYC youth development strategies and engagement strategies.                                                                                                                                                                                    • Experience using interactive experiential learning strategies, counseling and conflict resolution skills, and leadership strategies in culturally diverse settings with youth.                                                                                      • Strong interest in and knowledge of global issues, political science, history, and social activism.                             • Excellent facilitation, consensus-building and interpersonal skills.                                                                             • Project or program management experience.                                                                                                                   • Initiative, creativity, willingness to learn, and ability to juggle multiple tasks independently                                     • Strong communication, writing, organizational, and computer skills.                                                                            • International experience and foreign language background – especially Spanish – preferred.

 

 

 

Trainer/Educator

Summary/Purpose of the Position                                                                                                     Global Kids, Inc. is seeking a dynamic, hard-working, and creative individual who is interested in working in New York City public schools as a Trainer/Educator.

Responsibilities include:                                                                                                                                                      • Coordinate, develop and co-facilitate interactive, experiential workshops and activities for GK’s global education academic enrichment programs and after school leadership groups.                                                           • Collaborate with GK staff and youth to generate new program ideas focusing on global/local issues.                                                                                                                                                                        • Develop relevant content and curriculum on global issues, 21st-century skills and socio-emotional learning.                                                                                                                                                                                        • Work with other staff and students to implement the annual Global Kids Youth Conference and other special projects with the United Nations, Council on Foreign Relations, etc.                                                                                                                                 • Collect, input and review attendance, evaluation and other data related to projects and student progress.                                                                                                                                                                                 • Maintain necessary documentation/case files, program data entry and records and provide periodic progress reports as necessary. • Conduct attendance outreach services including attendance monitoring/data review, home visits, conferences, attendance incentive activities and phone calls.

Qualifications:                                                                                                                                                                • Bachelor’s degree is required in related field such as education, international relations, political science, social work, etc.                                                                                                                                                               • Strong interest in and knowledge of global issues, political science, history, and social activism.                               • Experience using interactive experiential learning strategies, counseling and conflict resolution skills, and youth development/leadership strategies in culturally diverse settings with youth.                                                                  • Experience working in schools a plus.                                                                                                                                         • Strong interest in global issues, political science, history, and social activism.                                                         • Excellent facilitation, consensus-building and interpersonal skills.                                                                                    • Initiative, creativity, willingness to learn, and ability to juggle multiple tasks independently. • Strong communication, writing, organizational, and computer skills.                                                                                            • International experience and foreign language background – especially Spanish, Arabic, or South Asian dialects – a plus.

References

Global Kids. Retrieved from http://www.globalkids.org/our-programs/leadership/?view=mobile

International Step-By-Step Association. (n.d.). Retrieved November 28, 2011, from http://www.issa.nl/index.html

 

Save the Children. (2011). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

 

 

 

 

 

 

 

 

 

 

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

National organizations and federal agencies

One organization that appealed to me is the National Black Child Development Institute. This is a national organization with affiliates in different states. The mission of this organization is To improve and advance the quality of life for Black children and their families through education and advocacy. This organization serves as a national resource agency by partnering with children, families and other organizations to implement culturally-relevant and research-based programs. These programs promote literacy by ensuring that children are reading proficiently by third grade. Health is promoted by engaging children three to five years old in healthy eating and physical activity. This is done by introducing children to a diverse range of fruits and vegetables, and engaging them in active play. The Parent Empowerment Program uses meaningful, culturally-relevant activities to help parents reflect on and strengthen their parenting practices, and promote healthy relationship between parents and children. It also helps them to reinforce their sense of pride and confidence in themselves, their community, their culture and their history; and to bond with and learn from other parents/families. The organization also engages parents/families in advocacy and trainings related to early childhood care and education, while advocating at the local, state and federal levels for better, stronger and more effective policies for children whose ages range from 0 to 8. I have chosen this organization because at the school where I work, the majority of the students are of minority background. The organization would be of benefit to the families because of the work it does in advocating at the local, state and federal levels for policies that support and promote equity, excellence and effectiveness for minorities; and the resources which it offers. Although this organization has no job opportunities I have joined it and have become a member. In this way I would be able to share with families the information which I receive.

Another organization which appealed to me is Child Care Aware of America. This is a national membership based non-profit organization which works to advance affordability, accessibility, development and learning of children in health care. The organization works in collaboration with national Child Care Resource and Referral agencies to achieve its vision and mission. The organization’s vision is to ensure that every family in the United States has access to a high quality, affordable childcare system, and that the childcare system supports children’s growth, development and educational advancement, and creates positive economic impact for families and communities. Child Care Aware of America provides information, referrals and resources to families who seek child care. It places special emphasis on helping vulnerable and special populations including refugees, military families and low income families. The organization provides both parents/families and child care providers with information about child care; and referrals to local child care and referral agencies where they can receive individualized assistance. It also provides child care providers with access to resources for their child care program. Other information with which the organization supplies families concerns eligibility and access to funding such as Child Care Development Block Grant (CCDBG) and other federal grants, tips on how to form an advocacy group, free child care for members of the military and other persons who meet a special criteria, healthy and safe child care funding, and grant funding efforts to help create healthy environments for children to learn and grow in. I am impressed with this organization because it assists not only families but also child care providers. By doing so it is ensuring that childcare providers have the necessary qualifications and resources to supply families with quality childcare.

Child Care Aware of America has a few job listings. The one that appealed to me is the Pre k Instructional Strategy coach. I have taught pre k for many years and have done so in different schools in a few states. Each of the schools in which I taught used different curriculums I think this would be a great job for me.

The job requirement is 3-5 years’ experience and a Bachelor’s degree. The skills are as follows:

• Establish a rapport with each Pre-K publicly funded program.
• Maintain relationships with Paths to QUALITY Coaches to ensure collaborative

coaching efforts.

• Support the implementation of high quality teaching and instructional practices for

the purpose of enhancing the powerful impact of teacher-child interactions and

intentional approaches.

• Develops and maintains positive, supportive relationships with program staff for the

purpose of supporting teacher growth through coaching process.

• Utilizes coaching components for the purpose of assessing needs, engaging in

focused observations and providing reflection and feedback in order to set goals and

develop action plans.

• Provides constructive feedback and onsite support for teaching practices for the

purpose of increasing teacher confidence and competence.  This may include

modeling, co-teaching, observing and providing resources.

• Gather and record data as required in the statewide system.
• Attends all meetings and required trainings as pertains to the position.
• Makes appropriate referrals, when necessary, to state and local agencies.

 

 

Zero to Three is my third organization of choice. Its mission is to ensure that all babies/infants and toddlers have a strong start in life, and that the society has the knowledge and will to support them in reaching their full potential. Some topics of focus are early development and well-being, early learning, parenting and policy and advocacy. The organization promotes good health, strong families, and positive early learning experiences for all infants and toddlers, with special emphasis on those who are the most vulnerable and in need. It also focuses on the importance of home visits. Zero to Three

endeavors to ensure that babies and toddlers have a strong start in life by supporting parents with practical resources and assisting with basic needs, by ensuring that professionals acquire knowledge and tools that help them support healthy early development and by supporting policymakers in advancing comprehensive and coherent policies which support and strengthen families, caregivers and infant toddler professionals. I have chosen this organization because it offers information and tools to support parents in developing their own ways to promote their children’s growth and development, and because of the emphasis which it places on all round early care and development. Policy and Advocacy also appealed to me.

 

They were numerous job postings at this organization. One of the jobs that appealed to me is the Early Childhood Home Visiting Program Supervisor. The responsibilities include:

·       – Supervise, train, and evaluate Home Visitors as they provide curriculum and services to children and ·              families. ·       – Monitor enrollment, attendance, and participation in services. ·       – Assist in the development, monitoring, and evaluation of program policies, procedures and curriculum. ·       – Ensure maintenance of accurate, up-to-date records. ·       – Prepare reports on progress toward program goals and service delivery. ·       – Work with community partners to coordinate child development services. ·       – Assist with the coordination of parent and staff activities and other events. ·       – Represent the program and agency to parents and the community.

Qualifications: ·       – Bachelor’s Degree in Early Childhood Education or equivalent field. ·       – Three years’ experience working in Early Head Start, Head Start or other type of home visiting ·              program. ·       – Working knowledge of Creative Curriculum, Learning Games and/or Parents as Teachers preferred. ·       –   At least one year of experience in a supervisory or management role in a Head Start or Early Head ·              Start Program preferred. ·       – Bilingual (English/Spanish) preferred. ·       – Excellent interpersonal skills and ability to communicate effectively with a wide range of audiences. ·       – Valid driver’s license, insurance, and reliable transportation required.

 

I like the description of the job. The only aspect I am missing is the one-year experience in the supervisory or management role.

 

The other position that appealed to me is Pre School Teacher. The skills required are as follows: – –     Communicate and work cooperatively and respectfully with all team-members.
Coordinate responsibilities with a team of teachers to develop consistent programming between classes.
Create learning experiences that support an emergent and inquiry-based curriculum.

 

The requirements for the job are :-

– Bachelor’s degree required.

– Minimum of 12 early childhood education units.

– California Associate Teacher Child Development Permit, or eligibility for a permit.

– Degree in Early childhood Education or related field preferred.

– Minimum of one year of teaching experience with children ages 6 weeks to 5 years.
Candidates for this position should submit: 1) a cover letter; 2) a philosophy statement; 3) a short description of a student project; 4) a resume; and 5) contact information for three to five references.

 

All three of these organizations have information that would be of great value to early childhood families.

 

References

Child Care of America. Retrieved from http://www.usa.childcareaware.org/

National Black Child Development Institute. Retrieved from https://www.nbcdi.org/

ZERO TO THREE: National Center for Infants, Toddlers, and Families.  Retrieved from https://www.zerotothree.org/

Exploring Roles in ECE community:Local and State Levels.

The first local organization that I looked at is www.marylandfamilynetwork.org. This organization provides help to families and pregnant young moms. It also assists parents in finding the right childcare for their children. If there is a need for special services for the child the organization also helps the parent in finding places which offer these services. The organization also provides parent education and assists parents in planning activities for their child/children. Additionally, they also provide training and staff development for early childhood caregivers, family support, network staff, early childhood trainers and others who work on behalf of young children and their families throughout the state of Maryland.I choose this organization because of the number of resources which it offers families.

The second organization is www.kennedykrieger.org-PACT, an organization which is committed to helping children with special needs. The organization’s mission statement is To promote the development of young children with special needs and their families, through specialized child care, early intervention services, family support services, parent education, counseling, and professional training. This organization is the only medical childcare center in Central Maryland where nurses and child care staff work together to care for young children with complex medical needs. It is also the only child care center and Early Head Start program in Baltimore City for homeless infants and toddlers. I choose this one because I want to learn more about the services they have to offer special needs student. I have a student in my class with special needs so I was drawn to the organization to see what information I could gather for myself so that I can help him.

The third organization is Ready at Five-the early years matter: www.readyatfive.org. The goal of this organization is to have all Maryland children enter school ready to succeed. The belief is that all children should have the foundation skills needed for success in school, career and life. The organization has also developed a variety of programs and curricula that are designed to support early educators, parents, librarians and other service providers in offering high-quality care and education to Maryland’s youngest learners. As a kindergarten teacher, I am aware that many parents have no or little knowledge of what is required of students to prepare them for entry to school. This website is a great tool and guide to share with parents. It offers services to parents.

None of the websites I choose had job opportunities available but I opened an account with the Ready at Five organization so that I could be supplied with newsletter and any other relevant information.

 

 

Wordle

Motivate

Empower to advocate

Availability   Accessibility

Varying abilities   Low income families

Parent partnership   Immigrant families

ACCESS TO PRE-K EDUCATION

Eligibility      Equity   Awareness

Equality of opportunity

Diverse Cultures   Inclusion

Cooperation and Collaboration                                                                       Making a difference

Reflecting on Learning

My most passionate hope is that I will be able to make a valuable contribution to the early childhood profession. I plan to do so by always ensuring that my students and their families feel welcomed and comfortable, by giving my best service to them so that they will learn to appreciate, respect and embrace diversity, and by working with and supporting my colleagues in the achievement of our goal of being capable anti-bias educators.
To Dr. Pickens and my classmates, thank you for your support and your words of encouragement during this program. It was a pleasure interacting with everyone. To my colleagues I say, let’s continue to strive to be the best anti-bias educators that we can be. I wish you all continued success in your future endeavors.

Impacts on Early Emotional Development

The region which I have chosen to investigate is West and Central Africa. I have always been interested in this region of the world because of its historical ties with the country of my birth. This is the region from which my ancestors were captured and taken to the Caribbean, and forced to work on the sugar plantations. Additionally, I have been reading about the tribal wars in some of the countries and would like to know about the fate of the nations’ children.

It is heartrending to read of the hardships and challenges which the children face on a daily basis. According to the UNICEF overview Children in West and Central Africa have their rights violated on daily basis, and this violation is worse than in any other part of the world. Nearly two out of every ten children die from malaria, diarrheaol diseases and vaccine-preventable diseases before their fifth birthday. Malnutrition is also widespread in the region. Many children, especially girls, who live past their fifth birthday, do not attend school. Many of the children in West and Central Africa face sexual and other forms of violence in school. They are also abused and exploited through child trafficking, child labor and children in armed conflicts. Approximately five (5) million children in West and Central Africa are orphaned by AIDS.

The 2016 UNICEF report states that in northern Nigeria the Boko Harem crisis has had a negative impact on children. Nearly half a million of them suffer due to the destruction of water and sanitation facilities. The destruction of villages and communities has resulted in millions of children being displaced. Many of them are placed in refugee camps where there is low or no access to safe drinking water and sanitation. The result is pneumonia and diarrhea. Health facilities which have been destroyed have resulted in children not being vaccinated against diseases which are preventable (UNICEF, 2016).

The number of children who have been forced to become suicide bombers in Nigeria, Cameroon, Chad and Niger has increased over the past year, and more than 75 percent of the children involved in the attacks are girls. Even babies have been used in suicide attacks. These children have been referred to by UNICEF as victims and not perpetrators. This is because they were deceived and were forced to carry out the act. There is also the Ebola outbreak in South African countries such as Guinea-Bissau, Liberia and Sierra Leone. Children who reside in these countries are at risk of being infected. This will have an effect on education and social services presently, and in the future. Although it is illegal, children in some of these countries are forced into child marriages.

Children’s emotional wellbeing and development are affected because of the horrors which they faced and with which they had to live. Those who are forced into child marriage are faced with a situation for which they are not emotionally prepared. They suffer rape and emotional and physical abuse. Children who are returned to their villages and communities after being violated and used in suicide attacks are ostracized and marginalized. They are feared by members of the community. They have been robbed of their childhood. Children who are born as a result of sexual violence face stigma and discrimination in the villages and communities.

On a personal note, I am appalled at the challenges with which the children in the region are faced. They have been truly traumatized, and it appears as though there is no light at the end of the tunnel for them. UNICEF should be commended for what it is doing to help the children. However, its work is hampered by lack of funds. The teacher who goes from door to door to seek out children who are truant, and to encourage them to attend school, should also be commended. By ensuring that children attend school he is working towards the prevention/elimination of child labor.

In life we take so many things for granted. Because we live a life that we think is comfortable we believe that everyone enjoyed the same luxuries and privileges as we do. reading these articles has shown that the reality is not so.The numerous tragedies these children face on a daily basis were horrific, and to realize that they did not enjoy their childhood is heart-wrenching. Instead of playing outside or even sitting in a classroom and learning, they were constantly moving from one area to another. Some children were not even running for their lives but were being used as suicide bombers. In this way they did not even have a voice to say whether or not they wanted to be a part of the action. Many of them died, and those that were constantly on the move were left damaged. They will not only have physical scars but also emotional scars to take with them throughout life. Their situation makes me want to reach out and see in what ways I can help them. As a professional, I would educate my students about what is happening to students like them in other parts of the world.As a teacher, I must have an open and a willing approach to my students because I not always know where they come from or what their families are experiencing. The insight that I have gained is that we should not be too quick to condemn others but to examine their situation before passing judgement. The children who are born as a result of sexual violence are innocent and should not be stigmatized. Their mothers and persons who were used in suicide attacks are victims just like the persons who died as a result of the attacks. They should therefore be treated with compassion, and be made to feel safe. This is a lesson to us that as early childhood professionals we should recognize that each child is a unique individual with specific needs and should be treated as such.

References

UNICEF (2011). Retrieved from: http://www.unicef.org/infobycountry/

 

The Sexualization of Early Childhood

To say that I was flabbergasted when I read some of the scenarios in the article is putting it mildly. Growing up in a rural community, parents believed that children should be seen and not heard. Although children were curious about sex the issue was only discussed with them when they reached puberty. During this technological age it is easy for young children to access information from the internet. I found the article very interesting and informative. Prior to reading it, I was under the impression that some of the behaviors which are described were exhibited by children when in middle school and continued in high school. It was therefore an epiphany for me to realize the extent to which children in early childhood were affected, and the impact which it has on their lives. It is so true that children are bombarded daily with graphics messages about sex, and that it impacts their life. However, I never realized that the seriousness of the impact started from such a young age.

 

I experienced one example of this exposure in a pre k classroom. I overheard four (4) year old students in the dramatic area talking about putting on makeup, and naming the brands of the makeup they were wearing. They even had a discussion about which of the brands was better. They also spoke about the shades of lipstick and eye shadow, and how using the products will make them beautiful. Another example occurred when I was over at my friend’s home and heard her son singing the words of a song. The words were so explicit that they left nothing to the imagination. This child knew every word of the song and really seemed to enjoy singing it. However, I am sure that at his age he did not realize the implications of the words. Recently, a male student in my kindergarten class has been talking about having a girlfriend in the class. At the end of the day he even told the students he was going to the girl’s house to spend the night there. When spoken to he said that he was watching a movie with his big brother and the boy in the moving was going to spend the night at his girlfriend’s house. As far as my student was concerned spending the night at a girl friend’s house was like sleeping over at a school friend’s house. Fast-forward to a few weeks, and he has “found” a new girlfriend in the class because the other student had paid him no attention.

 

Because of all this exposure these children, instead of focusing on school to obtain an education, and having a fun time playing and learning with their peers will instead show more interest in grown up activities. Both boys and girls will be more interested in fitting in with the popular culture, and may even demand that their parent supply them with the latest fashions in clothing and footwear. They may develop from a young age self-image concepts of how they should look and what they should wear. They will do everything possible to fit in that bracket. Instead of forming healthy platonic relationships based on morals and values, children at an early age will start thing about forming relationships based on how they look and who could dress sexy and fashionably. I shudder to think what will become of our children if they do not have trustworthy role models who would guide them along the correct path.

 

As early childhood educators, within our classrooms we may address these topics by using puppets to role-playing what children at that age group are doing, and by using persona dolls to tell how the sexualization is affecting them. We can also read books so that students can relate to children of their own age and what is expected of them. Early childhood professionals can inform the parents of what they are doing, the purpose for doing it and the pros and cons of doing so. They can also partner with the parents to take back, and make a difference in, the lives of their children, and help them to grow up as sexually healthy, whole and respectful individuals.

 

Reading this article has made me very consciousness of an issue that is affecting our students/children. When children watch videos and movies and listen to music we often assume that they are too young to be affected by what they see and hear. This article has been an eye opener. It made me realize how the media is slowly creeping into and affecting our children’s lives while we sit back and allow it. It is a warning for parents who allow the television and the tablet to babysit their children.

 

Evaluating Impacts on Professional Development

The “ism” that I would experience as an early childhood professional would be classism. Persons might say I am just a glorified baby sitter and that my job is not as serious as that of the other teachers in the building. Because of the age group of the children with whom I work the teachers of the higher grades may think that their work is more important than mine. Persons have already expressed this to me. They have said to me, “All you guys do in pre k is play and color all day”. It gives the impression that what I do with my students is not important, and that it is only when the students get to their class that work is done. The teacher who made the remarks felt that her position was higher and better than mine. She was of the opinion that I was just good for a simple and worthless task, but her task was of great importance.

The perception and words of the teachers may not affect my physical wellbeing but my emotional and cognitive wellbeing would be affected. It made me wonder if they feel that way because of my Caribbean background and because I speak English with an accent. This bias/stereotype may cause me to be withdrawn from the rest of the staff, to have negative thoughts about myself and to question my ability. Do parents/families see me as merely a babysitter to my students? Am I not qualified enough to teach older students? Is it only the younger students that I am capable of teaching?

 

As a person who is experiencing this “ism”, I would be very supporting of my students. I would ensure that what they do in class is more than just color and play; but that the activities contribute to their physical, social, emotional and cognitive development. The activities in which they are involved will help them to socialize with each other, form friendships, learn to listen to each other, share with each other, learn to respect each other and develop fine and gross motor skills. What we do in class will help the other teachers to realize that pre k teachers are laying a solid foundation on which the teachers in the higher classes can build. I would ensure that I do not pass on my frustration of these statements to my students and their families but would continue to partner with families for the all-round development of their children. Because of my accent I pay special attention when my foreign language students speak so as to ensure that I understand clearly what they are saying. Many of my students are from low-income families and their families may be feeling the effects of classism. Consequently, in discussion with students, I will ensure that we talk about the value of all kinds of jobs. As Derman-Sparks & Olsen Edwards Posit, I will endeavor to create a welcoming and equitable learning environment, foster nonclassist interactions and promote knowledge and appreciation of everyone’s contribution.

 

References

Derman-Sparks, L., & Edwards, J.O. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

 

 

Observing Communication

My observation took place at a speech center. It occurred between a 5-year-old boy and his mother. They were seated and waiting for the younger sibling who was receiving services at that time. While mom was on her cell-phone the child was trying to talk to her but she kept ignoring him. He then touched her so that she could pay him some attention. The mother told the person on the phone to hold. She then said to her son, “When I am finished I will talk to you.” She then went back to her conversation. For a few minutes the child sat quietly then went back to calling her, but she continued to ignore him. He then got up, ran out of the room and slammed the door. The mother quickly turned off the phone and went behind him. When she caught up with him she stood over him and began to scold him. “Don’t ever do that again,” she said. “Wait until I have finished what I am doing” said the mother. The child just stood there shaking his head and saying yes. The mother then brought him inside the room and told sit him to sit and be quiet.

 

There were so many things wrong with this situation that I witnessed. This child, who was completely ignored, wanted his mother’s attention. He probably wanted to ask a question or make a comment about something that was important to him. Instead of being listened to, he was continuously being ignored by his mother. Maybe all that he wanted was to be close to his mother. The mother did not acknowledge this child and make him feel respected. She ignored him while she was on the phone; and even when she came off the phone she did not acknowledge him. Instead she talked down to him and reprimanded him. The message which she gave to him by her actions was that he was not important.

 

Instead of making time to speak with her child the mother ignored him. This made the child feel invisible. When she did decide to speak to him, instead of getting down to his level she stood above him and talked down to him. According to Allison Stephenson (2009) children need to be listened to so that they can freely share their ideas. They also should be looked at because of the strong messages which may be sent by their nonverbal communication. Did the child feel threatened and wanted the presence of his parent to make him feel safe? Was he hungry? Did he want to use the bathroom? The answer to these questions could have been revealed by observing the child’s nonverbal communication and listening to him with openness. In speaking about communication with babies Kovach & Da Ros-Voseles (2011) opine that babies should be spoken to, not about; and they should be acknowledge by name because it validate their self-worth. The same can be said about the little boy. Of paramount importance is the need for adults to get down to the level of children when speaking to or with them. This helps them to feel comfortable. One should also be aware of the child’s communication skills, and about the kind of language which is used when communicating with children,

 

I am sure the child felt that his mother’s telephone call was more important to her than he was. This child may also feel that, when it comes to his mom, other people’s welfare took precedence over his. Because his mom scolded him when he interrupted her while she was speaking on the telephone, he would also feel that it was wrong to interrupt her at any time. He would therefore want to refrain from doing so at any time. The mother did not even ask her son what he needed. Rainer & Durden (2010) posit that language and questions are used to respond to children’s needs and to convey ideas and information.

 

In ignoring the child the mother did not acknowledge him as an individual. The first thing that the mother should have done was to end the telephone conversation and give the child her full and undivided attention. This would have made that child realize just how important he is to her. Instead she made him feel as though he was invisible.   When he ran outside and slammed the door she had a second opportunity to speak with him. Instead she let a golden opportunity pass her by. That was the time when there should have been a conversation between them. That should have been the time when she should have come down to the level of her son and say to him, “Johnny why did you run out of the room and close the door? Why were you interrupting me when I was on the telephone?” I am sure that he would have explained why, and also how he felt when she ignored him. This way she would have been able to explain to him what was happening instead of scolding him and belittling him.

This parent-child interaction is a terrible example of communication. I always try to have a listening ear when my child speaks to me. Whenever I cannot do so I try my best to explain why. I would say to her “mommy is on the phone. I will be with you in a second.” I think that I communicated reasonably well with children. I listen to what they have to say and I make sure that they know I am listening to them. First of all I have eye contact and ask questions when applicable. I do not always get down to their eye level, so I am aware that that is one area in which I need to improve.

 

References.

 

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60001533&site=ehost-live&scope=site

 

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site

 

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=37131016&site=ehost-live&scope=site