TIME WELL SPENT!!!

I can’t believe I have finally made it through the last course!  My experience at Walden has been one of both anxiety and absolute joy.  Through my professors, my colleagues, and the resource materials, I feel that I am armed with the tools needed to make a bigger difference in the lives of the children and families that I meet each day.  I have learned how to look past my own biases and the biases of others to make education more meaningful and worthwhile for all my students.  Listening to and studying the work of anti-bias professors has taught me that your passion can surpass any bias that you may encounter on your journey for social change.  I feel that I can now be a better advocate for those children and families who are unable to be heard because of their differences.  My journey with Walden has also reaffirmed for me the importance of making connections with families and those who work with children each day.  It indeed takes a village to raise a child and families give such vital information for working with their children.  Finally, I am truly amazed at all the resources and organizations that are working for and being developed for children.  Walden has given me wonderful contacts that I will be able to utilize as I continue working in the field of Early Childhood Education.

Interacting through online communication with my colleagues and professors has given me a valuable resource base that will assist me in my future goal of starting my own early childhood learning center.  I am excited about all that I can accomplish because others have helped to fan the flame of a spark of passion that brought me to the field of early childhood in the first place.  To all of my colleagues I say thank you for your kind words, challenging questions, and resources.  I wish you the best of luck in all that you do for the sake of children and families around the world.  To all of my professors who have led the way for us to become the leaders we are today, I say thank you for your guidance and nurturing.  God has given you a special talent to bring out the best in the students that you work with in each course.

As I look to the future and what it holds for me I am reminded of a biblical scripture that says love is the greatest Commandment.  If I continue to live by this verse while advocating for children, then I know that they will feel safe enough to give me their best.  We must face each day with the hope and faith that this day we will make a difference in the life of someone somewhere somehow. 

Peace and Blessings to All!

International Jobs and Roles in the Early Childhood Community

Jobs/Roles in the ECE Community: Internationally

There are many organizations that work on behalf of children in the early childhood community.  The three that I found the most interesting were the World Organization for Early Childhood Education, the Association for Childhood Education International, and the International Step by Step Association.  All three of these organizations have a mission focus that includes educating and helping children and their families.  They promote a greater inclusion of the family and community in educating and raising the children to promote social and economic prosperity. 

The World Organization for Early Childhood Education: OMEP-USA (2010)-Since 1946 this organization was developed to promote the wellbeing, rights, and education of young children.  It is composed of teachers, teacher educators, childcare providers, researchers, social workers, doctors, nurses, and psychologists who all work together to make a difference for children around the world.  OMEP-USA is an American branch of the World OMEP which is a non-profit child advocacy organization associated with the United Nations, UNICEF and UNESCO.  Membership can be obtained through an application with various levels of membership beginning with a student who wishes to work in education or social services field to organizations willing to become partners.  Applications for this organization include being able to support their projects through fundraisers, or even organizing a membership group in your local area. 

The Association for Childhood Education International’s mission is to promote and support the highest education, development, and well-being of children world-wide as they influence the professional growth of educators and the efforts of those who are committed to the needs of children in a changing society (2011).  They believe in a need for a strong foundation for learning at an early age and a greater investment in public education.  These are two very important issues that are being discussed by policy makers all over the world today.  Diversity is also a key issue because they also believe that schools should be mixed in terms of social backgrounds.  Members may join as Professional Plus or regular Professional Members.  There were however specific qualifications for executive board members which included being able to demonstrate a clear commitment to furthering the well-being of children worldwide, possessing strong leadership skills, being from the education or other human-service related sector. 

The International Step by Step Association (ISSA):  This organization was established 1999 in the Netherlands.  It connects organizations and professionals who work in the early childhood development and education field.  Equal access to quality education and the care for all children by supporting communities with a strong civil society is their mission.  They believe in providing high quality care and educational services for all children ages birth through 10 years of age especially the poor and disadvantaged (n.d.).  The resources they provide are intended to influence policy reform for families and children with a special focus on the younger years of a child’s life.  Individuals may become a Friend of ISSA free of charge which enables you to interact and connect with an online community.  Affiliate Members and Full Member must join through an organization.   

Becoming a member of each of these organizations would greatly benefit and enhance my knowledge of the resources available to children and families around the world. I would be able to connect and interact with other professionals who advocate for the healthy development of children and their families.  My first step would be to become a member through their online community in order to learn more about each organization. 

 

Reference:

Association for Childhood Education International. (2011). Retrieved from http://www.acei.org.

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

World Organization for Early Childhood Education. (2010). Retrieved from http:// www.omep-usnc.org

 

 

 

 

National/Federal Organizations in the ECE Community

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

Becoming a member of an Early Education Organization provides an opportunity for you to connect with people around the world who have some of the same values and philosophies that you do when it comes to children and education.  It also provides you will a chance to learn and grow as a professional in the field of early childhood education.  As I have been researching more and more about early education and specifically the curriculum that is used in early education centers and classrooms, I have found the following organizations very interesting and related to my studies.   

1.       The National Children’s Defense Fund Organization (2011)—this organization was founded by Marian Wright Edelman.  I recently became a member of this organization through a position in my church.  Our United Methodist Women’s group celebrates Children’s Sabbath each year in the month of October.  We utilize program outlines and materials that are develop through the Children’s Defense Organization.  As I studied their organization, I realized that becoming a member would enable me to connect with other professionals and receive materials that would enhance my professional career as a teacher in public education as well as a Sunday School teacher and Mission Coordinator at my church.  A part of their mission is to inspire young children and youth while they help to protect their needs for healthy development.  This concept is very important to me since I work and attend church in an area that serves low income children and families.

2.      The National Education Association (NEA) (2002)—their motto is Great Public Schools for Every Student.  This organization states that early childhood education is one of the best investments for our country.  Research has shown that providing a high quality education for children five and younger has significant long-term benefits.  For years I have heard administrators focus on the curriculum for students in grades 3 and higher because of standardized testing.  After that the focus went down to primary grades like k-2^nd because they realized that children need a quality foundation in the primary grades to succeed in the upper grades.  However, the focus was one sided because many school districts only look at the academic side of a child’s development in primary grades.  Organizations like the NEA have helped to spread the knowledge that quality education means educating the ‘whole child’ through all domains (academic, social, emotional, physical).  The website for this organization provides excellent resources and links that professionals can utilize to support children of all ages.  I was specifically interested in their connections with the National Scientific Council on The Developing Child at Harvard University which has performed studies to determine children’s emotional development and the affects that stress may have on the brain of young children in school.  The area in which I would become a member of this organization would be as a certified active professional which is opened to public school teachers and others who are certified in education.

3.      Voices for American’s Children (n.d.)—this organization provides resources at the community, state, and federal level to improve the lives of all children, especially those who are the most vulnerable because of other influences.  I was drawn to this organization because of its focus policy goals which include developing equity and promoting diversity, promoting school readiness, school success, safety, and economic stability for children and families.  Although my challenge for this course focuses on the curriculum used in early education classrooms, I feel that becoming a member of this organization would benefit me because of their philosophy on doing what is best for the healthy development of the child and helping children to succeed.    The position I would be interested in would be as a member of their network through e-mail/blog registrations to be able to communicate with other advocates in the education field.

References:

Children's Defense Fund. (2011). Retrieved from http://www.childrensdefense.org/

National Education Association (2002).  Retrieved from http://www.nea.org/

Voices for America's Children. (n.d.). Retrieved November 28, 2011, from http://www.voices.org/

 

EXPLORING ROLES IN THE ECE COMMUNITY: LOCAL & STATE LEVELS

This week as we are learning about Communities of Practice, I am amazed at all the centers and organizations that are available to support children and families in my city and around my state.   However, many families are not aware of the resources that are available to them.  For this reason, it is very important that educators/child care providers learn about the resources that are available locally and state wide that offer services to children and families in need.  I chose to learn about the following organizations because of their commitment to working with young children and their ability to promote social and emotional stability.

          1.      “WINGS for Kids”:  This is an education program located in Charleston,

South Carolina that teaches kids how to behave well, make good decisions, and build healthy relationships.  Ginny Deerin started it in 1996.  It is the only US organization focused solely on developing and improving social and emotional intelligence within an after school program.  WINGS for Kids services are housed at four local elementary schools.  Students must attend for 15 hours per week (3 hours at day after school between 2:30 and 6:00pm).  Students are selected based on greatest need first.  They are chosen based on behavior, academics, and family support.  Other children are then accepted on a first come, first serve basis.  Program directors and volunteers are extensively trained and maintain a 1 to 10-12 ration with children.  There is a 97% staff retention rate, which helps to build stabilizing relationships.  The job opportunity that interests me was the position as Program Director.  The bios of the current Directors were varied, all had undergraduate degrees and some had Master Degrees.  Experiences ranged from former teachers, community service workers, to those in the business or communication fields.  The one thing that they all had in common was their love for children and their commitment to helping build-nurturing relationships that instill positive values.

2.      “Big Brothers/Big Sisters of Carolina Youth Development Center”:

They operate in the tri-county area of Berkeley, Charleston, and Dorchester Counties in South Carolina.  These mentors work with children in their schools and the community.  They work with children ages 6-16.  You may become a mentor to a child and volunteer a couple of hours, several times a month.  This also interests me because becoming a part of this Community of Practice does not require you to change your current career.  The children you work with are exposed to the things that you like to do...sports, reading, nature activities, etc.  Qualifications to becoming a mentor include a willingness to share time and love with a child who needs a good role model.  To get started you must provide references; go through an in-person interview and background check.  Another reason I chose this organization is because my religious affiliation has a connection through its general board of commission.

3.      “Little Steps”:  This program was organized in 2004 by Many Black. 

Its goal is to help teen mothers overcome their obstacles by becoming stable parents in their communities.  Many children enter school without the guidance and support they need from home because of young inexperienced parents.  This program serves as a means of support for both young mothers and fathers who can both be a part of the program.  Their services include classes, peer groups, and one-on-one mentoring. Women and men between the ages of 14 to 24 can benefit from these services.  There are volunteer opportunities for individuals and groups.  Positions include becoming a class facilitator, mentor, front office help personnel, or a member of their board of directors.  This program serves the county of Greenville, South Carolina.  I was drawn to this program because it helps both the mother and the father of young children.  Monetary donations are accepted throughout South Carolina.  Infant/toddler items may be donated to their children’s boutique where parents can purchase items using bucks that they have earned through the program.  My interest included finding out more about the program to see if there is such a program in my city of Charleston.  If one exists, I would like to become a class facilitator or Mentor.  This position includes teaching a class one night a week for eight weeks.  Mentors are also used as a one-on-one contact or in a peer group to provide moral support.  Training and supervision is utilized for all positions.

References:

www.wingsforkids.org

www.becomeabig.org

www.littlestepssc.org

WORDLE

http://www.wordle.net/show/wrdl/6214675/Passion_Wordle

My Passionate Hope

My most passionate hope for my future as an early childhood professional and the children and families whom I serve is that every child and family member that I come in contact with will know that I am an advocate for them.  My passion of working with children extends both to my professional and personal life.  I want children to know that I am in their corner and will work diligently to make sure that they are treated with respect and dignity.  I want them to feel safe and protected and know that they are unique individuals with creativity and imagination.  I want them to be able to face the world with motivation and know that they are valued and loved no matter what obstacles they may come against.

To my colleagues and professor, I say thank you for sharing your experiences and life lessons.  I have grown so much in my profession during this course.  I have learned many strategies that I will be able to use as I continue my journey in early childhood.  Merry Christmas and Happy New Year to all of you!

IMPACTS ON EARLY EMOTIONAL DEVELOPMENT

The innocence of childhood is being taken away from children all over the world.  Violence, child abuse, terrorism, disease, natural disasters, and many other horrific tragedies are affecting children of all ages.  These tragedies may have devasting, lasting affects on a child's emotional stability.  As professionals in early childhood education it is important that we are aware of the challenges that face not only the children in our immediate reach but all children. 

The region I choose to study is South Asia.  I choose this area of the world because I knew little about the lives of the children there.  Some of the challenges that face the children living in South Asia includes child marriages, children being traded to settle disputes and debts, malnutrition, and poor access to education and health services.  Child marriage is a human rights violation and has an impact on all aspects of a girl's life.  It denies a girl of her childhood, disrupts her education, limits her opportunities, increases her risks of violence and abuse as well as jeopardizes her health (UNICEF, 2012).  Child marriage is most common in South Asia where about 1/3 of women ages 20-24 years old were married as children. Another challenge facing children in South Asia is being traded from their families in order to settle disputes and debts between warring families.  Children, especially daughters, who are traded experience violence and abuse on a regular basis.  Children are also facing malnutrition and poor access to education and health services.  Conflict, political turmoil, natural disasters and economic instability have posed major challenges to the well-being of children and women in Pakistan in recent years (UNICEF, 2012). 

UNICEF and its partners support the mapping and assessment of child protection systems. This work helps build consensus among government and civil society on the goals and components of such systems, their strengths, weaknesses and priorities upon which to act. This then translates into improved laws, policies, regulations, standards and services protecting all children. It also leads to the strengthening of these systems with the financial and human resources necessary to deliver results for children.  Over the past decade, UNICEF has also supported the informed understanding of social norms that result in violence, exploitation and abuse and has promoted change in a number of countries. To promote positive norms to bring about an end to harmful practices, UNICEF engages in advocacy and awareness raising and supports discussions, education programs and communication for development strategies at community and national levels (UNICEF, 2012).

As I continue my journey in the field of early childhood education, I am constantly reminded how precious a healthy stable life is for the development of children and adults.  It is very important that we, as professionals, advocate for children all over the world.  We must continue to support programs and projects that seek justice and equality for all children.  Personally, I am committed to contining my prayers and giving through my religious connections for children all over the world.

 
Reference:

UNICEF. (2012). Retrieved from http://www.unicef.org/rosa

THE SEXUALIZATION OF EARLY CHILDHOOD

The sexualization of children is a major problem in our society today.  Television, magazines, stores, and video games (just to name a few)  all entice children by stereotyping what is appropriate for girls or boys and what you need to have in order to be successful (Derman-Sparks & Edwards, 2010).  The information that children are receiving from society as a whole doesn’t really focus on what is needed to nurture a successful, productive, healthy lifestyle, but instead what the media and the social culture deems is necessary to be popular or “cool”.  To me as an educator, this type of mis-communication is very damaging to the self-esteem or self-motivation of young children.  I have witnessed young boys being told that if they cry or whine they are acting like “sissies”.  Does this child grow up feeling that only girls should cry if they are hurt physically or emotionally?  How does this type of statement affect what the child thinks of his identity?  I have also watched young girls in my family dress in their female relatives’ high heels and say that they are now pretty.  Does this mean that they were not pretty before?  It is very important that we send our children the right messages.  They do not need objects to make them pretty or popular.  We have to nurture their spirits and let them know that beauty and strength comes from within.  We must help them develop a wide range of behaviors that go beyond the stereotypes that they may face each day (Derman-Sparks & Edwards, 2010).  Communicating with parents, as well as helping children understand what they may see or hear in their environment is important also.  Connecting with parents to find out where they stand on toys that are chosen for their children, or what they child is allowed to watch on television will enable the child care provider to enforce the same in the classroom if it is appropriate.  It is also a way to give parents positive ideas of how to face the sexualization that may occur in society if they have any questions.

Reference:

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

Evaluating Impacts on Professional Practice

Describe in detail the consequences you might expect for the children and families with whom you work while you experience specific “-ism(s)” in your own life.  Include specific examples either those you have and/or are experiencing or ones you would anticipate.

An ism is the attitude and actions that surround institutional advantages and disadvantages people experience due to their membership in certain social identity groups (Derman-Sparks & Edwards, 2010).  The ism that I have experienced most of my life is racism.  My earliest recollection is from primary school while riding a bus that carried predominantly Caucasian children to school.  I was ridiculed for being African American on a weekly basis.  As I grew older, I began to feel that our world was ruled by what was known as “White America”.  I felt this is why my father insisted that all of his children do well in school and go to college to get a good education.  We were told that knowledge was something that could never be taken away from you and could take you places.  So we did as we were told…my siblings and I all went to college, graduated, and got pretty good jobs.  However, I can tell you that there are some who live in our society that believe education, respectfulness, and human courtesy does not count for anything.  If you ever thought that racism was dead, I am here to tell you that it is alive and kicking!

 I was hired two weeks ago as a first grade teacher at a primary school.  The school serves a predominately African American population with a poverty ratio of about 80%.  Because of the number of children in the first grade classes, the Principal was allocated money for an additional teacher.  A parent of one of the children who will be transferred to my class wanted to know if I was Black.  She was told that I was an experienced teacher with 16 years teaching young children and taught previously in a District that was known for receiving excellent marks on the state report card.  She was also told that I came highly recommended for the position from my previous supervisor.  However, the parent was only concerned about her Caucasian child being taught by an African American teacher.  She also went as far to say that the only reason her child was attending this school was because most of the teachers were Caucasian.  When the Principal first told me of the situation I felt as if I had been slapped in the face.  Here we are in 2012 and it doesn’t matter how well you do your job, how you nurture and inspire children to learn, but what matters to some is what race you are.  After I got past the initial shock of what I was hearing, I knew that God put me in this position for a reason.  Will she and her son be treated any differently?  The answer is no.  I have always bent over backwards to communicate with all of my parents and worked 150% for all the children I serve.  Her child will get the same love and nurturing that all of my students receive.  As I do with all my parents, I will ask her to attend conferences and school functions and see me with any concerns that she may have about her child.  I have already sent a welcome home letter to all the parents letting them know how important it is for us to work together.   Racism continues to divide people and produce social and emotional turmoil.  As an anti-bias educator my goal is to embrace diversity within my classroom by making my students and families aware that we are all different, but we are all equally important to society, our classroom, and each other.

 

Reference: 

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and

ourselves. Washington, DC: NAEYC.

 

Observing Communication

Young people have real ideas and opinions to share.  They are very curious and ask many questions on their own.  Our role as parents, teachers, adults, and the community as a whole is to guide their ideas as we instill in them positive concepts (Derman-Sparks & Edwards, 2010).

My observation for this assignment took place during a short Veteran's Day Service at my church.  Three small children between the ages of four and six came in with two of their Aunts.  When the program was over the three little girls walked down the center aisle to where a visiting Pastor was standing.  She spoke to them and asked them their names.  After each little girl said her name, they told the Pastor that they wanted to sing a song for her.  She immediately sat down and began to listen as they sang "The Itsy Bitsy Spider".  As they were singing, the Pastor performed the hand movements that go along with the song.  She praised them for their singing and then asked them if they knew a song about Jesus.  One of their Aunts told them to sing the song "Jesus Loves the Little Children."  Even though the congregation was waiting on the Pastor in the rear of the Church, she sat up front listening and praising these three little girls whose faces were lit up with smiles. 

As I watched this exchange of communication through a few words, song, and laughter, I was reminded of  the statement made by Ms. Kolbeck (Lareaute Education, Inc., 2011) that children must feel that you are listening to them and valuing what they are saying or doing.  Children communicate in all different ways.  These girls definitely loved singing and wanted to share what they knew with these person that they had never seen before, but for some reason, they were drawn to her.  This spoke volumes to me about her presence and how the children must have felt very safe and comfortable with this presence.  As educators, I think that it is very important that our children feel safe enough around us to show us their creative side.  We must in turn listen and support them in the things that they do.

References:

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

Laureate Education, Inc. (Executive Producer). (2011). Communication with young children [video]. Strategies for Working with Diverse Children. Baltimore, MD: Author.

LEARNING ENVIRONMENTS

Creating Affirming Environments

Child care reaches thousands of children each day.  It may be a licensed childcare center or a licensed family childcare home.  Therefore it is imperative that those who operate these facilities make sure that they honor diversity among the children and families that they serve (Pelo, 2008).  An environment rich in anti-bias education promotes creative discovery and supports the fact that every child deserves the right to develop to his or her fullest potential (Derman-Sparks & Edwards, 2010). 

 

In my Family Child Care Center it would be vital for the families of my students to be an intricate part of our program.  One of the ideas I would include that came from the Anti-Bias Learning Video (Laureate Education, Inc., 2011) would be a welcome and greeting room where I could greet my students and families each morning.  In the room I would make sure that I had a schedule of our activities for the day.  The room would also contain photographs of our children and their families.  It is a part of our professional vision and responsibility to integrate families as valuable and indispensable partners in the learning community (Derman-Sparks & Edwards, 2010).  I would also instill a volunteer program where family members could come in and volunteer at the school throughout the day.  Including a star student/family corner which highlights a different student each week along with items from their home would give the children the benefit of seeing both their home and their early childhood program as equally welcoming and loving place. 

 

My literature area would include many genres of books who main characters or illustrations reflect diversity.  If my center included Hispanic children or children who knew a second language, it would be important to have books that contained that language in the literature area.  There would also be an area rug so that volunteers could come and read to small groups of children.  Books (especially big books) are a great tool for engaging small children and leading discussions into other subjects.

 

Adriana Castillo’s Family Child Care Home (Laureate Education, Inc., 2011) also showed a center where skin tone materials were placed.  Children could connect with these items because they showed a reflection of themselves.  My Art center would definitely contain paper and paint of various skin/earth tones so that children could include variations of themselves and their families in their art projects and paintings. 

Puzzles, Legos, etch-a-sketches, and blocks would also be kept in an area to promote critical thinking and promote motor skills.  Center areas would also include housekeeping, dramatic play, and puppetry.  Finally, images of different children and families would be placed throughout the facility.  This gives children a connection with society as a whole.  The photographs could facilitate discussions about families around the world.

 

References:

 

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and

ourselves. Washington, DC: NAEYC.

 

Laureate Education, Inc. (Executive Producer). (2011). Welcome to an anti-bias learning community [video]. Strategies for Working with Diverse Children. Baltimore, MD: Author.

 

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

Schools.

 

 

 

WHAT I HAVE LEARNED

When I think about diversity and families, I think about the unique individuals that come to my classroom each year.  I think about the creativity that I will help to foster and the seeds of love that I will plant into each child.  Each year I express to my parents the need for us to be in constant communication about their child.  I express to them how important it is for their child and our class as a whole that the parents be an intregal part of our classroom community.  My hope is that parents and educators everywhere understand that it takes a village to raise a child.  As early childhood professionals, we are there to care and nurture your child during those hours they spend with us each day.  The better the relationship we have with the families, the better the connection will be between the child and the teacher.

One goal that I would like to set for the early childhood field that is related to diversity, equity, and social justice is to continue to offer resources for professionals to network to continue developing strategies for promtoing diversity and equity.  Continue providing opportunities for advocacy when it comes to the healthy development of all children.  These opportunities are extremely valuable for families and also the professional growth of individuals working with children and their families.

To my colleagues, I want to thank you for the opportunity to learn from and be inspired by your thoughts and experiences.  As we continue our journey of anti-biased work and supporting children and families all over the world, let's remember that equity and equality work hand in hand.  We must become involved and stay involved to ensure that strategies and policies are in place for our most precious gifts...children!

Creating Art: The Meaning of Diversity

>Can Anybody Hear Me? My world is spinning out of control Can you hear me…Can you help? Is there anybody out there… Rejected, Neglected, why not Protected? But there’s hope, everyone will not let me down. There is a better place. A world living in love, peace, and harmony A world where I am not judged by society because of the way I look But a world where my needs are met, my life is valued, and my spirit is free. Can Anybody Hear Me? Throughout this course we have learned that diversity means accepting others for their differences. We should move away from biases and stereotypes that threathened to tear us down as a people. We should be willing to build up each other so that society can prosper and benefit those who live in it. I wrote the poem above from the perspective of a child who needs our voice, our love, and our advocacy as early childhood caregivers to make a difference in his/her life.

SEEING DIVERSITY IN SOCIETY

What children ask, say, or do about any aspect of their own or other's identities and differences are wonderful "teachable moments" of anti-bias education for their parents or the adults with them (Derman-Sparks & Edwards, 2010). *Name a time when you witnessed an adult(or yourself) reprimad or silence a child after he or she pointed out someone they saw as different. This past week I took my neice to McDonalds. Our cashier was a young lady who had a form of Dwarftism. In her appearance she was extremely short and her heart was larger than her body. My neice didn't say anything while we were in McDonalds she just stared at her. When we got to the car she was telling my son about the cashier and she started laughing about her head being bigger than her body. I told her that it was not nice to laugh at other people. I also told her that the young lady was very nice and had good manners which is the most important thing when you are serving others. I explained how we are all different and God did not make everyone to look the same way. *What messages might have been communicated to this child by the adult's response? The message that I wanted her to remember is that just because you are different does not mean that you should be laughed at or teased. The way you carry yourself and respond to others is much more important. We are all different but beautiful in our own way. *What might an anti-biased educator have said to support the child's understanding? I have witnessed children blurt out things about the people around them on many instances. Parents or the adults with them usually shhh them or tell them to be quiet without any explanation. Many times the children will ask or say the same thing again because they want an answer to their question. Anti-biased educators know that these are "teachable moments" where we can correct any stereotypes or biased understandings that children have at that very moment. This will enable them to begin thinking in a "new light" about others who are different. Reference: Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Gender, Gender Identity, and Sexual Orientation

Gender identity develops very early. It includes both gender anatomy and gender role (Derman-Sparks & Edwards, 2010). Our environment teaches us about male and female expectations...meaning how we are supposed to behave. Our experiences will also influence how we understand and display our gender roles. As early childhood educators, we must support children in their development to their fullest potential. Learning environments that are equally gender based put this principle into practice (Derman-Sparks & Edwards, 2010). The approach that I would take when responding to parents and families who have issues with transgenders or homosexual caring or educating/interacting with their child would be one of support for their beliefs/opinons but also one that promotes diversity and equality for all at our facility. I would stress that our staff is hired based on their professional ability to provide an academic and nurturing environment for their child. Also that we are embracing diversity with our staff just as our children are diversed and from unique families. It is important to build strong partnerships with families so their would be an open door policy for parental visitations. I do believe that it is very important to represent all types of families so that children can make a connection with home and school. Literature depicting gay or lesbian individuals such as same-sex partnered families would allow children to perhaps see their own families represented in books. Representation of children's families should also be seen in photographs displayed in the classroom. Reference: Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC

Thank You Team!

To all of the members of the Communicating & Collaborating in the Early Childhood Field Course, I would first like to say thank you for your thought provoking discussions, compliments, and suggestions. This course has truly taught me a lot about effective communication and how to successfully collaborate with others. I wish for all you wonderful success as you continue your journey in the field of Education. Never forget that our most treasured possessions--our children, are counting on us to be the voice that will help them reach their fullest potential!

Team Development

Group dynamics is very important when working together. The Forming and Storming Stages of a group are very important in determining how well the group will function with each other. I have been a member of groups that have worked well together and groups that have not worked well together at all. I have found that when a group is unable to communicate with each other effectively or complete assignments because of behaviors and attitudes of group members, adjourning from these groups is not very hard at all. However, when true bonds of friendship have been formed and the group works harmoniously together to get the goals of the group accomplished, adjourning is a sort of celebration for a job well done. It also allows for future rapport that can continue the building of positive interactions. Reference: O'- Hair, D., & Wiemann, M. (2009). Real communication. New York: Bedford/St. Martin's.

CONFLICT RESOLUTIONS

I have learned many skills and strategies this week that may be useful when dealing with conflict. The two that I think will be the most beneficial to me are the Win/Win Approach and showing Appropriate Assertivenss. The Win/Win Approach from the Conflict Resolution Network gives both sides the opportunity to benefit from the conflict because needs are being met for everyone. Opponents quickly become partners and learn to work together. In this form of resolution the problem is attacked and not the people. Appropriate Assertiveness is a conflict resolution skill that I think I need to use more when involved in conflict. I am usually not a very assertive person and I think this fact makes me seem more of a push over. I have learned that a key aspect of solving conflict is to make sure that both sides are clearly represented. References: Conflict Resolution Network. (n.d.). CR kit. Retrieved from http://www.crnhq.org/pages.php?pID=12#skill_3

Assessing My Styles as a Communicator

I have truly learned a lot about communicating with others since beginning the course Communicating and Collaborating in the Early Childhood Field. I never really thought about the complexity of communicating with others. How often do we just wave to others or talk to them without even thinking about the consequences of our words or actions. Communication helps to establish and build relationships with others. It enables us to make connections with those we love and those whom we have just met. My communication assessments were completed by my husband and a co-worker. They both scored me as a people-oriented person. This did not surprise me because I have always been a very empathetic person who tends to be very trusting of others. I believe that in the field of education you have to be a people-oriented person in order to relate to students and their families. They both said that I am moderate in the area of being respectful when disagreeing with others by not attacking the person, but by disagreeing with the topic or facts being stated. I will work on bringing that down lower to be gentler with those I disagree with. Everyone agreed that I really do not show much anxiety when communicating with others. I think the only time I really feel anxious is when I have to speak to a large group of people in a public place. As I begin advocating for children and families, it is very important to me that I become less anxious as I collaborate with others in the field of early childhood education.

COMMUNICATION AND CULTURAL DIVERSITY

In our world today people from all walks of life learn how to work, play, and live together. We interact and communicate with people of varying cultural and ethnic backgrounds, lifestyles, and abilities (O’Hair & Wiemann, 2009). Communication helps you to establish and maintain relationships with these people on a personal and professional level. In order to communicate effectively and appropriately in our world today, you must possess an understanding and appreciation for people who look differently, think differently, and perceive differently than you do. It is also important to understand the way your own background affects your perceptions (O’Hair & Wiemann, 2009). Successful intercultural communication requires mindfulness, being respectful of others, and maintaining an accurate perception of the situation (O’Hair & Wiemann, 2009). I try to remember this when communicating with my colleagues, my religious organizations, and people I have met socially. I also listen carefully to their responses and watch their nonverbal behaviors. You can tell a lot about what a person is thinking and how they are feeling from their nonverbal behaviors (O’Hair & Wiemann, 2009). I find communication with my family much easier because of the culture and connections that we share. Therefore I have expanded my perspectives, modified schemas, and initiated a third culture with others outside of my race, religious affiliations, and political view to establish relationships that have become like family in order to continue my passion of working with children and families (Beebe, Beebe, & Redmond, 2011). References: Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon. O'- Hair, D., & Wiemann, M. (2009). Real communication. New York: Bedford/St. Martin's.