Creating Affirming Environment

When one is opening a Family Child Care Home with the focus on anti-bias education, there are many elements that must be taken into consideration. One wants to include all the different cultures and dynamics that are represented in the Home together with other diverse groups which exist but are not represented in the Home at that time. In this way students will be exposed to a multi-faceted number of cultures.

One of the first things my Home would have is a welcome sign in different languages. This is to ensure that from the moment that persons enter my building they would feel accepted and loved. I will include not only the languages of the students in the Home but also the languages of other countries. In this way they will be exposed to a variety of different languages.

When watching the video I liked the idea of the board on which parents write a note about anything they want to share or anything of concern. Even though I like that idea of the board, in addition I would include strips of papers on which families can write a note. This is because not all parents may feel comfortable to put something on the board that everyone can see. They may be more comfortable writing a note discreetly. In this way their confidentiality and their privacy would be preserved.

I will have pictures depicting different family cultures and even the pictures of the children’s families. I absolutely love the idea of having materials from the student’s family culture displayed for a month. I will surely invite the family members to come in and share about the culture of their country with the students. They can do so by reading stories, doing art and craft and playing games which played in their culture. Through these and other activities children will become aware of what life is like in other cultures. They will learn from observing and interacting with the parents, and not just from reading or watching television. They will also be able to ask questions and receive responses from the “experts”. When this happens there would be a practical demonstration of, as Janis Keyser states, everyone – parents, teachers and children- being learners, teachers and researchers (Laureate Education, Inc., 2011).

In my different learning areas such as dramatic, block, fine motor and art I would include pictures of the students doing work. The books in the library area would also vary, depicting children from various racial and ethnic identity groups in our community, and members of various family structures and social groups. Included also, and displayed around the home, would be books and pictures showing persons with disabilities of various backgrounds working, playing and spending time with their family. All this would be done to make the Home, as Derma –Sparks & Olsen Edwards (2010) posit, “culturally consistent for the children and families it serves” (p. 43). They went on to state some programs which serve the children make them feel invisible because of the emphasis on the dominant culture. To overcome this, a variety of images and pictures which portray the children, together with their diverse families and their communities, will help them to feel visible.

To ensure that my students are comfortable I would ensure that there is a nap room where they can rest when they become tired, and that there is a free play area because play is an important element in children’s development.

References

 

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

 

Laureate Education, Inc. (2011). Strategies for working with diverse children: Building on children’s strengths. Baltimore, MD: Author.

 

Reflecting On Learning

Through my study of anti-bias education I have gained knowledge about groups with which I was not familiar, and ways of working with them. Anti-bias education has made me aware that my knowledge about working with diverse groups is just the tip of the iceberg. When I think of working with families and children of diverse backgrounds, my hope is that everyone will be visible, and would feel welcomed, accepted, appreciated, comfortable and respected; and as early childhood educators we would be advocates for the children and families.

 

One goal that I would like to set for the early childhood field is that it would have more programs which are geared towards inclusion of all facets of diversity, equity and social justice; and working to ensure that every early childhood educator is an anti-bias teacher. This goal can be achieved by training workers to have an anti-bias approach when dealing with families, and through “Training of Trainers” programs.

 

As we move forward on our journey I would like to express my sincere appreciation to all those who have travelled along with me and have assisted me throughout this leg of the journey. Thank you, Dr. Klein, for your guidance throughout the course. To my fellow classmates, thanks for your input whether it was during the blogs or discussion post. It was a great learning experience. Each of you has contributed to my knowledge during this course. I wish everyone continued success.

Creating Art

Diversity is the understanding that each individual is unique and recognizing our individual differences.The link below is a collage of what I learned about diversity this far in the course.

diversity-pdf

 

 

 

We Don’t Say Those Words in Class

This week’s topic took me back to about three years ago when I was teaching a Pre-K class. One afternoon when the students were being dismissed one little boy said to another girl,” you are so black. You look like a black crayon.” Even though both students were African Americans the little girl’s complexion was darker than his because he is light skinned. I stood there in shock when I heard this comment. My coworker who was next to me did not even think twice before she intervened. She called the two students to the side and spoke with them. I could not hear what she was saying to them, but after a while I saw the boy who made the comment hugging the girl. After they had left I asked my coworker how she dealt with the situation. She informed me that she told the boy that the girl is very beautiful. Even though her complexion was darker than his she is pretty, and that we all come in different colors, shapes and sizes. She highlighted the fact that he was short and the girl was tall, but nothing was wrong with that because they are both great students. In telling them that people come in all different shades, she included herself when doing the comparison. She reminded the boy that our theme for the month was kindness, and she was sure that he was not being kind because he hurt his friend’s feelings by what he said to her. He apologized to her and gave her a hug.

In speaking with the children the coworker was using anti-bias education. One of the messages which might have been communicated to the child is that she is respected and appreciated for who she is; as such she should cherish, and show appreciation and respect for her identity. Derman-Sparks & Olsen Edwards (2010) state that if children have a healthy sense of self-respect it would help them to know and like who they are. The child would also learn that although her skin color is different from that of someone else it does not make her inferior or less of a person; and it does not prevent her from being beautiful. She would receive the message that each of us is different and that makes each of us unique. It is alright to be different and we should celebrate our differences and not fear them. Since it is acceptable to be different we should be proud of who we are. Derman-Sparks & Olsen Edwards (2010) also posit that anti-bias education would help children to develop “a fuller, truer understanding of themselves and the world, and strengthen their sense of themselves as being capable and empowered” (p. 17). This would help them to ensure that fairness and justice prevail.

According to Pelo (2008) early childhood educators should use children’s bias remarks as teachable moments. This should be done because children may not be aware of the meaning of the bias comments which they make; and if teachers do not immediately follow up the comments with questions, discussions and explanations, these comments “can become the basis for more developed prejudice” (p. 44). In an effort to support the children’s understanding of racial/ethnic or any other differences, Pelo (f2008) suggests that anti-bias educators can use persona dolls and have follow up lessons on the subject. Have the dolls speak about their family, how they feel when persons make remarks about them for being different– how they look, speak or act; and how they feel when others tease or exclude them from activities because they are different. This would lead to discussion of the topic, and allow teachers to correct any misconceptions which the children have. Pelo (2008) went on to state that when educators use this approach they will be helping children to “recognize stereotypes and incorrect information, and appreciate the harm they do” (p. 46). She also suggested the use of a “Stereotype or Fact” game. This game will help children to explore the difference between stereotype and a fact, and will help them to think critically about any misinformation which they have absorbed.

References

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

 

 

Pelo, A. (Ed.). (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking Schools.

 

Gender,Gender Identity and Sexual Orientation-Week 3-SBazil

My 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.

Children are sent to school to have a well rounded education, and to prepare them to live, and live with others, in a diverse society. Same sex families and LGBTs are an integral part of our society and students should be aware of this. Having books depicting gay and lesbian individuals and same sex families may be the only means of exposing some students to these different type of families, and/or making them aware that child who are members of these types of families are just as normal as they are. Having these books may also be a way of correcting the wrong and biased information which may have been passed on to students regarding homosexuals and teaching them to respect differences. The same way in which we have books about different cultures and languages we can have books showcasing different types of families and individuals. We also want students who belong to these family types to be visible by seeing pictures and books that represent their families. Our society is diverse and we have to be abreast of the changes.

How I would respond to a parent/family member who informed me that 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 let them know that the sexual orientation of persons would not affect how they perform and how the students learn. Persons are employed based on their professional qualification and they are expected to perform and behave in a certain way. Having a child interact with a person who is a homosexual would not cause a child to become one, and it would not “rub off” on the child. Being a homosexual does not make a person a pedophile. What is important is that the person who is employed should perform his/her duties to the best of his/her ability.

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?

I went to a kid’s party and saw a little boy playing with all the “girl’s” items like baby doll, make up, jewelry and shoes while the other boys were playing with trucks, cars and guns. I overheard an adult say to him, “Are you a girl? Stop playing with those toys.” The child responded, “My mom lets me play with them.” She then told the boy that he will be a fag when he grows up. I was in shock to hear an adult express a view so openly, and to child where other children were around. If the other children at the party heard her they may now be calling this child a fag. She has made him feel that because he plays with toys that are considered girls’ toys that he is a fag. She has sent the wrong message to everyone who was there that children should play with toys considered to be gender related toys. So I guess girls can’t play with guns and cars because they will be tom boys, which is totally not true.

Thank you

Although challenging in some respects, this has been an informative and enjoyable eight weeks. I would like to thank Dr. Parrish and my colleagues for the invaluable contributions which they have made towards my educational goals, and to my education as a whole. It was a pleasure interacting with everyone. I would endeavor to put into practice what I have learned about communication and collaboration. To my colleagues I say: Let us continue to strive to be the best teachers that we can be, with willingness to share our knowledge with our colleagues as we work together to mold the future workers and leaders of our country. I wish you all continued success in your future endeavors.

Adjourning Stage

I have participated in various groups and I have found that the high performing groups are the hardest ones to leave. This is because one had already built a bond with the group members, and is aware that everyone in the group had the same focus or goal. It is, To always do our best and to be the best group. Once a group has established norms, it sure is hard to leave that group. In a high performing group in which I participated we meet every Thursday after classes. We meet on time and we finished our work on time.

When I did my first undergraduate studies it was in History. I formed a bond with an amazing group of persons with whom to this day I still keep in contact. They are like my extended family. As members of this group we always strived for the best. We were mostly on the same page when it came to our assignments, and even when we were not we were able to arrive at a friendly compromise. We respected each other and our contributions to the group. We were like musketeers; once you saw one of us the other three followed or were somewhere close by. When we had finished our four years and graduated we had a party. We all went to the home of one of the group members and talked about all the things that we could have remembered that we did during our time at college. We laughed and we cried and hugged each other as we said goodbye. We also promised to keep in touch.

It will be sadly emotional to adjourn from the group of colleagues with whom I have worked while on the master’s degree program. Even though I have not personally met them, I feel like I know them. Whenever there is a new course I look for the familiar names such as Christine, Geneva and Rachael with whom I think I have taken every course. We have also been in the same discussion groups. I look forward to reading their contribution to the various topics. I have learned much, both personally and professionally, from all my fellow students of the program. I will truly miss the exchange of ideas but would thank them for touching my life and for sharing part of themselves with all of us. I will also extend words of encouragement to them.

The adjourning stage is essential because it is the completion phase. During this phase we reflect on mistakes made, challenges overcame, relationships formed and our plans to move on with our lives. It is the stage at which we say goodbye to each other and wish each other well in their new endeavors.

 

Conflict Resolution

A disagreement I had lately was with my spouse. Out of the blue, my spouse informed me that he wanted us to purchase a family car. I was surprised because I already have a jeep which I use to go to work and which we use when we travel on family vacations. He also has a car which he uses to go to work. At the moment it does not work well. Sometimes, on his way to work, it would break down.  Recently it broke down when we were all going to the movies. My husband is of the opinion that we need a family car to make long trips. I do not agree because we can, and have been using my vehicle when we needed to make long trips.

In order to make a compromise and to see his point of view, I asked him to list his reasons why we need a family car. The first reason he put forward was that instead of using my vehicle for work and family trips, I could use it strictly for work; we can then purchase a vehicle which he would drive to work and we would use for travelling long distances. His second reason was that since his car does not work well he is in need of a good vehicle. Additionally, one of his friends is in the process of purchasing a new family vehicle and has offered to sell him the used one at a reasonable price.

I suggested to him that we need to discuss the matter. During our discussion I reminded him that my jeep is used as our family vehicle. I also suggested that in purchasing a family car my vehicle which is just one year old would be underutilized, and we would both be paying car notes when the money could be utilized for other purposes. I then said to him, “Let’s make a compromise. Since we already have a jeep which we use as a family vehicle and your car is not working properly, why don’t you have your car repaired? If it cannot be done then it may be more feasible to purchase a vehicle for your personal use instead of spending money to purchase a family vehicles which is not new, and for which you may still have to spend money on repairs.”

A strategy which I have learned and which has helped me to manage the conflict is that of listening to the other person’s point of view, and to make suggestions instead of demands. I also learned to be respectful of another person’s needs instead of becoming angry and reacting negatively to what they say. In this way we were able to compromise and seek a “win-win+ solution to the problem.

Me as a Communicator

This exercise has been a very interesting one. It made we really think about, and look at the way in which I listen to others; how I interact with others, and how nervous/shy I am or may not be when faced with different situations. Some of the questions really had me thinking about how I interact with, and react to, different types of people, and in different types of settings. The two persons whom I chose to evaluate me are my cousin who lives at my home and the principal of my school.

The results of the assessments have been very revealing to me. In the verbal aggression scale all three scores were very close, placing me in the moderate level. In the listening style profile the scores from my principal and from me indicate that I am action oriented. Howe over, the scores from my cousin placed me in the people oriented group. When asked for an explanation my cousin claimed that I pay far too much attention to people’s feelings and become too involved in their problems. As such they take advantage of me.

I was surprised that in the communication anxiety questionnaire, each of the three scores which I received placed me in three different levels. My cousin placed me in the mild group; my principal in the moderate group and I placed myself in the elevated group. This is an indication that even though I feel extremely uncomfortable or anxious in several communication areas, neither my cousin nor my principal was able to see the anxiety and/or fear in me when I had to make a presentation in public.

I have learned that in communicating a person may say one thing to you but the person’s nonverbal communication would reveal something else. A person’s culture plays an important role in the way ln which he/she communicates. Quoting Chen & Starosta, 2008, O’Hair et al states that “In order to communicate effectively, we must stretch our perceptions to “see through the eyes, hearts, and minds of people from cultures” other than our own” (O’Hair et al. 2015 p 41). In our personal life and our profession life as early childhood educators, knowledge of the role and the importance of both nonverbal communication ant the culture of the persons with whom we have to communicate, would help to make us better and effective communicators, develop better relationships with students, families and colleagues and make our tasks as educators a more fulfilling one.

References

O’Hair, D., Wiemann, M., Mullin, D. I., & Teven, J.  (2015). Real communication (3rd. ed). New York: Bedford/St. Martin’s.

 

 

Communication – Week 3

The way in which I communicate with persons is dependent on who the persons are and the reason for communicating with them. When I communicate with my three and a half year old I encourage patterning by speaking in complete sentences and pronouncing my words correctly. When she does something positive I compliment her and give her a hug. However, when she misbehaves or is disobedient I speak to her sternly and give her a stern look. If that does not work I use a countdown method starting from 5. By the time I get to 2 she does what is expected of her. She knows that if she disobeys that she will be deprived of certain privileges.

When I get together with my family and my friends from the Caribbean, persons often wonder if we speak a different language. We communicate by using creolese (broken English), slangs and hand gestures and other body language.

In communicating with parents I listen attentively to them before responding. I endeavor to make them feel comfortable and respond to their queries honestly. If their dominant language is not English I ask a colleague who speaks their language to translate. This is done to ensure that they receive the correct information.

My colleagues and I would have a different method of communicating if we are having a casual conversation or are out having fun, than if we are in a formal setting having a professional discussion. When communicating with my superiors and with older persons my method of communication is different. I find myself standing upright and having eye contact with them.

When communicating with younger children I would bend to their level and smile while I talk to them or listen to what they have to say. In my class setting I would ensure that the language used is within the level of my students. Where possible or necessary I would use concrete or semi-concrete materials to reinforce what is being said.

The first strategy which I can use to help communicate more effectively is listening carefully. To be a good communicator I must show interest in what the person is saying. I must also listen attentively to ensure that I clearly understand what is being communicated. If the message is not clear, I must ask questions for clarification. Secondly, I must be aware of the body language, gestures, facial expression and tone of voice of both the speaker and myself since these methods of non-verbal communication convey a powerful message. A third strategy is to ensure that I respond to queries, and always ensure that there is a follow up when one is required