Reflecting on Learning

My most passionate hope for your future as an early childhood professional and for the children and families with whom I work or will work is to be the best that I can as far as competent, resourceful, supportive and understanding to each families situation. I hope that I can fulfill the commitment of being the best teacher wherever I go and to be the most respected, anti-bias, intelligent and compassionate person that all children and families will encounter. I want to give thanks to all of my colleagues for their support, ideas and feedback throughout the course. I wish everyone the best in success in their career path.

Impacts on Early Emotional Development

The country I chose was Mongolia. The challenges that the children and families face is that they are without quality healthcare, education or jobs. The other challenges that the children face is a high risk for malaria, HIV and AIDS due to lack of healthcare resources, demographics, poverty and unhealthy environments (UNICEF, 2010). There are more than 35% of the population below the poverty level and children ranging from newborn to age 16 that are living in poverty with single mothers. These children are taking on responsibilities as adults at home, which are causing many of the issues in the education field. The children are not able to attend school due to their responsibilities of trying to survive at any means necessary. The children are forced into the streets at an early age (Children Poverty Research and Policy Centre, 2012).

I learned that children all across the world are dealing inequalities and if the priority of children is given by government officials and policy makers that this can help mend the gap on the inequality in education across the board and around the world. The goal is provide equal quality care, resources, access to affordable healthcare and education for the children of all ages. 

Reference

Children Poverty Research and Policy Centre. (2012). Mongolia. Transition and Poverty. Retrieved on January 21, 2012 from http://www.childhoodpoverty.org

United Nations International Children's Emergency Fund (2010). Mongolia. Retrieved from http://www.unicef.org/eapro/media_3719.html

The Sexualization of Early Childhood

My reaction to the topic was not surprising because I see sexualization everyday and in my community in which young girls as early as age 5 dancing like Biance Knowles, wearing short dresses or skirts and exposing other body parts. It is sad because as I was growing I never seen young children behave in such a manner. I see that as time changed along with technology such as use of internet, facebook, twitter, television ads, music, and cellphones, that children are influenced in by so many forces. This topic demonstrates that sexualization is hitting every race, ethnic group, economic status, and gender (Levin & Kilbourne 2009). The message that commercials, music, movies, and games are sending is outrageous because the younger children are the future and this type of behavior is being viewed as acceptable even by some parents.  The reason that I say this is because for example small children are able to listen to certain explicit songs on the radio while driving in the car with parents, who make the child feel it is ok to repeat and demonstrate what they hear and see. I see parents dressing to sexy in front of the children and the children especially little girls want to dress like mom. From my experience of witnessing mothers dress too explicit and hang out with their kids is a bad example. There are boys that see their fathers go from woman to woman and even laugh about with their sons, giving them the idea that it is ok to have multiple sex partners. Girls want to be popular and it seems that if they see that dressing inappropriately for their age and conducting certain behaviors is getting that attention, than they are all for it. I believe boys want attention in another way; boys want to be viewed as heroes and bad boys.  

I believe that when the boys are influenced by video game violence and see how girls express their interest in boys that conduct negative behavior and get all the attention, boys do whatever they can. Early childhood professionals can take preventive action, however educators cannot do alone. Educators need the parents to be involved in monitoring, education, communicating and demonstrate a positive lifestyle and environment for the child to understand what is appropriate (Levin & Kilbourne 2009). The educator can assist in communicating with children on the consequences of unsafe sex, violent activities, drug and alcohol abuse and soliciting their body for acceptance and approval of someone else.  

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating Impacts on Professional Practice

The consequences I might expect for the children and families with whom I work while I experience specific "–ism(s)" in my own life is racism and classism. The reason that I chose racism and classism is due to my previous experience as a professional and as a African American who came from a low income family. The consequences is that in certain areas in which I demonstrate my professionalism there are still people out there that view me as just a black woman who will not be anything more and is always looking for a hand out. The other consequence that I might expect is classism due to where I live, the salary I make and that I might be a single parent or divorced. I have been labeled so many times with the specific isms that I cannot count them. I really want to change that view of labeling due to a person’s social or economic status and their culture. I have learned in the previous courses that I have to be self-aware and focus on my passion as well as be a positive role model and be mindful of any hidden biases (Derman-Sparks & Olsen Edwards, 2010). I would not take any frustration or previous insults as a target for a child or parent to view me the same because we are all individuals and all have different views, hearts and minds. I also have learned in this program that it does not matter what your gender, race, sexual orientations, culture, age or religious beliefs that we all deserve the same respect, understanding and support to be successful and viewed as a individual human with feelings (Derman-Sparks & Olsen Edwards, 2010). Since the courses in this program, I have been empowered, encouraged and motivated to spread the joy of being different and being who we are, because we do not choose our color of our skin, DNA, culture or age and that this is something that we are born with. We as people create and change our given identities as we develop and mature into adulthood (Derman-Sparks & Olsen Edwards, 2010).   

If I allow the negative views and personal experience interfere with my profession, children will also feel the negative experience because it will be demonstrated through my behavior, interactions and communications. The consequences of any isms can negatively affect a child and family if the educator is not self-aware or have hidden biases that will not allow the educator to be fair, understanding, respectful, supportive and be open of acceptance to all people. The relationship between the educator, caregiver or parent is very important when it comes to making and sharing ideas to make critical decision that is in the best interest of the child. The children need the support for motivation, compassion, understanding, dedication and inspiration (Edelman, 2004). Understanding our own biases is critical to developing effective partnerships because, when it comes to any profession especially children, we must acknowledge the true facts that we all differ in some way, our purpose and that professional educators respect all cultures, ages, and genders of each child and family (Laureate Education Inc, 2010).  

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).

Edelman, L. (2004). A relationship-based approach to early intervention. Resources and Connections, 3(2). Retrieved November 8, 2011, from http://olms.cte.jhu.edu/olms/data/Resource/1144/A%20Relationship-based%20Approach%20to%20Intervention.pdf

Laureate Education Inc, (2010). "Learning about Fairness: Culture, Language, and Economic Class"

 

 

 

 

 

Observing Communication

My observation was conducted as a preschool. I asked if I could sit in during the morning just to observe the class. During my observation, it was picture day on a Friday morning. All of the children from ages 3 had to wear uniforms. The children all sat around the table eating their breakfast and talking. Before breakfast was over, there was one child that seemed very upset. The child starting crying out of nowhere and the teacher asked "what's wrong." The child stated "I don't want to take my picture." The teacher asked "why" the child then just fell out on the floor and starting kicking and screaming. The teacher stayed very calm and went over to the child and picked him up and sat the child on her lap. The teacher was trying to comfort the child and calm him down. It was amazing because the teacher treated the child as if the child was her own. The child eventually calmed down. Once the child had calmed down. The teacher told the child "it will be ok" do you want me to stand beside you while you take your picture?" The child said "yes." The teacher then asked "are you afraid to take your picture?" The child responded "yes". The teacher then asked "why are you afraid"? The child stated "I don't like when everyone stares at me." The teacher told the child "it is ok, everyone just want to see your pretty smile." The child said "is that why"? The teacher said "yes because you have a beautiful smile." This made the child feel better and the child took his picture with no problem.

 The communication between the teacher and the child was awesome because she listened, understood and was very empathetic. The observation of this type of communication is what children need to make them feel comfortable and safe, their needs are being met and that they are special regardless of who they are, what they wear, or what they look like (Laureate Education, Inc, (2010). The observation and communication helped build the child's self esteem and motivated the child to feel good about themselves. I have learned that it takes a good listener to be an effective communicator, and ask questions so that you can respond appropriately to the question or issue. I have learned that I have always been a good listener, a positive role model and a person who can enlighten a situation by focusing on something positive regardless of what is going on.

Laureate Education, Inc (2010). "Communicating with Young Children"

Creating Affirming Environments

When I open my doors as a Family Child Care Home, I want my facility to demonstrate a diverse, warm, caring, clean and safe environment. I want all cultures, non-traditional and traditional families, genders and ages to feel at home and if their child was in their own home with a private tutor. I believe that all facilities should have a environment in which the children and families can feel like they are at home away from home. I want parents to feel confident when leaving their child and I want the child to feel secure in my facility. The first thing that I would do before my official open date is to conduct a interview of all of my intended students and families. This way I would be able to start a respectful relationship by learning more about the child, family structure, concerns and interest. My facility will have the alphabet and numbers in all languages; I will have toys that are a learning experience that helps the child develop their identity. I want to have toys that connect all cultures and genders. I want to have pictures of all of my students and their families posted on a board to let them know how they are valued. I will have constructive play that allows a child to be a child, creative, role play and play out their fantasy (Derman-Sparks & Olsen Edwards, 2010). 

In my facility I want to be able to celebrate each cultures holiday, so that every family’s tradition is brought into the classroom and respected. I would provide resources for family that are seeking assistance in any way, I would send welcome and thank you letters, have a space reserved for families and I so that we can discuss their child’s future, progress and concerns. I would have a opened minded enrollment application that do not ask specific gender types and mother and father name. Everyday at pick-up, I would inform the parents on how the child’s day was and how they are progressing. I would work together with parents to seek the best interest of the child, have a program and curriculum handbook that is in more than one language, so that parents will know everything about the facility, curriculum and goals.  

The media and the text inspired me by demonstrating the importance of demonstrating acceptance for all children and families (Derman-Sparks & Olsen Edwards, 2010). The aspects I found in the media segment that inspired me to create my environment was the atmosphere and facilities structure. The environment demonstrates diversity, equality, communication between parent and owner, pictures of families and a area set aside for naps, reading, play, a place for a child to relax and calm down and parental meetings. The media segment inspired me because it was set to feel and look like home. The facility seem so comforting and warm (Laureate Education, Inc. 2010). In the readings, the aspects I found are the lessons that all children are unique and that children, educator and parents can learn from each other through collaboration, listening, being attentive, supportive, understand and respectful to each other. I also learned that by implementing a curriculum and environment that is diverse, anti-bias, safe, supportive and comfortable, it will allow families and children to feel more comfortable about being accepted, appreciated and respected for who they are (Derman-Sparks & Olsen Edwards, 2010).

 

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).

Laureate Education, Inc. (2010). "Welcome to an Anti-Bias Learning Community". Laureate Media

 

What I Have Learned

I have learned that each child and family deserves the same opportunity at a quality education regardless of their economic status, age, culture, language, worldview, gender, or family structure. I have learned that each child is unique and each child has their own way of learning and adapting to certain situations or events. I learned that the first thing that as an educator, I must be self-aware, compassionate, understanding, supportive, anti-bias, fair, equal and respectful to every child and family (Derman-Sparks & Edwards, 2010). .

The one hope that I have when I think about working with children and families who come from diverse backgrounds is to be able to communicate effectively, be able to help assist in adapting to a new environment and being able to meet all of the needs of each child and family.

The one goal that I would like to set for the early childhood field related to issues of diversity, equity and social justice is to encourage and demonstrate fairness, equality and make sure that every child and family has the same opportunity at a quality education.

I would like to thank all of you for your responses, interactions and feedback during the course. I hope that we all be able to accomplish our goals and mission to ensure that every child and family receives a fair, equal and quality education.

 

Reference

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

Start Seeing Diversity Blog: Creating Art

My definition of art is a picture that has meaning and tells a story. Art is something beautiful that is seen beyond the graphics. Art can send a message that is so powerful that it connects with all groups of people. Art is a demonstration of life and everything that surrounds it. Art is about respect, awareness, collaboration, diversity and people of all ages, gender, sexual orientation, family structure, language and cultural backgrounds. Art is a expression of your inner feelings, views, insights and opinions.

Creation of art that includes diversity and equality should be a expression of understanding, compassion and respect no matter what profession or our identity.

Creation of art with non traditional families

Creation of art with children from different backgrounds

Creation of art with adults in the workplace.

"We Don't Say Those Words in Class!"

There was a time when my son and I were out at the mall and there were elderly people out walking. My son pointed, laughed and said “mom why is that man walking like that.” I stated to my son “that it is not nice to point and laugh at other people.” My son said “why.” I stated to my son that “you would not want someone to do that to you and that it hurts a person’s feelings when you do that.” I also told my son that he can and might walk the same way when he gets older but it does not make him any different than someone who is younger and walking tall. An example of an anti-bias educator communication towards the child and the classroom is to send a message to let the children know that we are all different but we should not be mocked, made fun of, judged, stereotyped or discriminated against just because we are different in so many ways (Derman-Sparks & Olsen Edwards, 2010). 

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

Your 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.

In my opinion by respecting and understanding each person’s identity, this will help educators work better towards a positive and effective relationship with children and families. I believe that there is nothing wrong with children understanding and being aware of what makes a family. Children should have the knowledge and gain the respect of difference and non traditional families, so that they will not be bias, prejudice, stereotype or have a fear of having two parents of the same sex. If children are encouraged and surrounded by a negative voice or view of same-sex partners, than this is what the children will most likely inherit. Children should not be left in the dark of reality of the real world. Children should not be put in the middle to judge or be judged, but instead be educated on the different identities and choices that we assume as we become adults and there is nothing to be ashamed of. When there is biases in gender, children can perceive gender roles due to family structure roles, employment statuses of parents and messages received in the home (Laureate Education, Inc. 2012).

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? (Note: if you have not had a personal experience, ask a family member, friend, or colleague).

 

I have heard a boy child call a girl child a “tom boy”. The boys were all playing ball and climbing trees in the park. A little girl from the neighborhood went over to the boys and just joined in. They all looked at her as if she was from another world. The older boy in the crowd called the girl a “tom boy” and stated to her that “girls don’t climb trees and play ball” and to go away. The girl replied “anybody can play ball and climb a tree and they are not all boys.” The boys insisted that she go away. The little girl walked away with her head down. It was kind of sad because they were between the ages of 5 and 6. This type of view from the boys most likely came from their family structure and gender roles in their culture. Many children adapt to their family cultural tradition and some do not. Educators should educate to children that gender does not limit a person to certain activities, jobs, social events, talents, or power. Educators can share the difference and similarities and opportunities for both genders by having group sessions, explaining, photographs, games, play, motivation and encouragement (Laureate Education, Inc. 2012). As a educator we can demonstrate that everyone should be treated equally, have a fair chance at a quality education, to promote the development of the child’s self-esteem, cognitive, social and mental skills (Derman-Sparks L., & Edwards, J.O. 2010).  

Reference 

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

Laureate Education, Inc. (2012). "Gender" and "Sexual Orientation". [Multimedia]. Retrieved from ttp://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6357/01/mm/sectors/index.html

 

Reflection on Communication and Collaboration

I want to thank all of my colleagues for their feedback, perspectives, honesty and collaboration. I wish everyone good luck in their career path of success with the learning, development and relationship building with children and their families. I have learned a great deal from all you and was able to reflect on what is important when it comes to communicating effectively, building a relationship, working together as team, giving respect, being self-aware, cultural aware, benefits of diversity and how to handle conflict in any situation. It was a pleasure working with all you and receiving the encouragement, motivation and passion to move on. I would like to stay in touch with all of you through email. My email is tammiemarion@bellsouth.net. I wish you all the best.

Five Stages of Team Development: Forming, storming, norming, performing and adjourning

The group that was the hardest for me to leave was my team that I had trained in the emergency department. What made it so difficult and emotional was because we have always played as a team to meet our monthly and overall department goal. We joined together to help children and families in need and in distress. We all felt the effects of the parent’s pain and anxiety and came together to help ease the pain. Everyday was a new mission set out for us because we never knew what we going to get.  I led the team everyday on how to stay calm, work in a productive and fast paced environment while continuing to deliver respect and outstanding customer service.

There was really not a closing ritual but we all had breakfast, lunch and farewell party to anyone that leaves the team. However the department does choose another leader that can take on the responsibility to join a high performing group of people. I have no regrets on what I had experienced, but I believe that it was time to move on so that someone else can be successful and enjoy the strength, participation, and reward of helping a parent, family or child smile by the end of the day.

I imagine that I will adjourn the group of colleagues that I have formed while working on my master’s degree with ease and pleasure because we have all come together as a team to share ideas, give opinions and learn from each other. We all gave each other respect and understanding. Adjourning is closure but also a difficult time for departure after you have shared so much time with each other (Abudi, 2010). Adjourning is a essential stage of teamwork because it is the foundation of the beginning and end that helped contribute in bringing the team together to perform, go through the ups and down of success, demonstrating and revealing everyone’s strengths, understand, respect and work together to achieve their goals. Adjourning helps all team members involved see their purpose, explore their ideas and  at the end, to see how much of being a team can accomplish any mission or goal (Abudi, 2010). 

Reference

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

Nonviolent Communication and Conflict Management

The conflict or disagreement that I have experienced was on my job with my manager. My manager would insult my work and I just started my position three months ago. My manager asked if she could speak to me, but it was not in private. My manager stated that my appeals to a insurance company was not adequate and if she was a insurance carrier that viewed my appeal that she would have threw it in the trash. My facial expression was shocking, embarrassed and hurt. I paused for a minute and then I stated to her “can I speak with you in private in regards to the issue.” When we met behind closed doors, I stated to my manager “I do not appreciate you calling me out in front of my coworkers in such a manner.” I also stated “can you show or train me in a more effective and respectful way in what verbiage should I use when sending out appeals. My manager apologized to me and stated that she did not mean to offend or disrespect me and that she would show me what verbiage to use in certain situations. The strategies that I have learned was to stay positive, when dealing with upper management do not take it personal when it comes to criticism, think before you speak, respect yourself and others, resolve conflict in a positive manner and be responsible for your own actions (NVC, 2012). These strategies are effective because there was a positive suggestion and outcome, the negative beginning of the conversation was turned around to be more effective and the tone of voice was soft and respectful. I believe that the 3 R’s of respect, responsibility and to resolve conflict was utilized in this situation. Since I was in a previous leadership role, I had the experience, professionalism and respect to know how to handle the situation in a more appropriate manner.  

Reference

The Center for Nonviolent Communication. (n.d.). Retrieved: July 23, 2012. The center for nonviolent communication. Retrieved from www.cnvc.org

Who Am I as a Communicator

The similarities in how I view myself and how other people viewed me as a communicator, is that we both viewed me as a good listener and well spoken individual. The difference in how I viewed myself and how other people viewed me as a communicator was surprising because some people viewed me as having a “lack of communication.” I was really bothered by the fact that many people viewed me as not sticking to the topic, not having all the facts and waiting until a topic is closed before speaking out. I have learned that communication is part of building a relationship and that it takes good communication skills such as being a good listener, sticking to the topic, respecting other people’s opinion and views, be careful of your choice of words, watch my tone of voice, watch verbal and non verbal communication and to be able to interpret information accurately so that you can respond appropriately and in a timely manner (O'Hair & Wiemann, 2009). All of the communication skills will help me professionally and personally by enabling me to be more clear in my responses and listen more carefully so that I can respond in a better manner, so that children and families as well as colleagues and peers would understand exactly what I am saying.

Reference

O'Hair, D., & Wiemann, M. (2009). Real communication an introduction. Boston MA:Bedford's St. Martin’s.         

Real Communication and Diversity

When I think of what makes up culture and diversity and engage in some type communication with groups that are different from me, I see myself talking in a different manner. For example, when I am speaking with someone that has similarities with my culture, I am more comfortable and speak in a freestyle manner, but intelligent depending on what the conversation is in regard to and who I am speaking to. While I am speaking to someone that has similar groups and cultural aspects of my own, I still give the same respect and understanding as I would anyone that is different from me. When I am engaged in a conversation with someone who has different groups and cultural aspects from I see myself speaking in a more intelligent and tense manner, but I am still providing them with respect and dignity. Since I speak to cultures different from my own in a different manner, I have to get a better understanding of their beliefs, language, and what is seen as disrespectful and what is not.

I have learned that you must be mindful of the different languages, tone of voice and body language that is being perceived by the person that you are communicating to (O'Hair & Wiemann, 2009). It is important to remember to have understanding and respect as well as knowing that it is not what you say but how you say and who you say it to, in order to make sure that the information is being interpreted clearly and concisely with respect to the other person. Not everyone understands and perceives messages the same, even though you are speaking to different groups and cultures at the same time about the same thing.

Reference

O'Hair, D., & Wiemann, M. (2009). Real communication an introduction. Boston MA: Bedford's St. Martin’s .

Communication Skills and Styles

The show that I watched without sound is “The Marriage Chronicle”on BET. This show was about marriage couples going through the changes in a relationship, but the most significant thing was their non verbal communication. The married couples in the movie stop communicating or sending unclear messages to their spouse. One spouse was expressing what they feel to their spouse, but the receiving spouse was not listening. With the sound off the married couples demonstrated communication through body language and facial expressions. The couple’s relationships were based on trust and love, but somewhere down the line as they grew, they separated by not communicating and being honest and open with each other. Their facial expressions were more of sad in some scenes, angry in others and just confused. Once I turned the sound on, I was amazed that I had interpreted the information correct. The male companion did not listen to what his wife was expressing, so he really did not know that she was opening up and telling him how she really feels. The male companion was influenced by perception of the male role, and to ignore what his wife was speaking about. When the couple went to marriage counseling, the male companion was surprised at how other people perceived what his wife was telling him (BET, 2012). 

 I learned that when being open, honest and a good listener that this help build a better understanding of communication. A key part of communicating is listening, being clear and understanding to other person (O’Hair & Wiemann, 2009). This all breaks down to respecting each other, what each other has to say and their responses. If you are not an effective, understanding communicator or listener then you will not perceive the information being given correctly.  I know that  my perceptions would have been different if this show was previously viewed,  because I would be familiar with and understand exactly was is being stated and the audience the message is intended for.

 

Reference

BET. (2012). The marriage chronicle. Black Entertainment Television.

O’ Hair, D., & Wiemann, M. (2009). Real communication: An introduction. Boston, MA: Bedford/St. Martin’s.

Real Communication

The person that I believe that demonstrates competent communication is the President of the United States Barack Obama. The reason that I feel and state this is because when he speaks it is clear concise, and get the attention of audiences. President Barack Obama communicates in ethical way, that shows respect and dignity to all people from all nations even outside of the United States. I would want to model this person's behavior and communication skills because it is positive and it sends a message to society in a respectful manner that creates a respectful relationship and common ground to a solution. I have learned from this person's communication techniques in a way that I can translate to children and families in a unique way. When we communicate in a effective, ethical and respectful manner, we can get more attention and build a better relationship between our peers, children and families (O’Hair & Wiemann, 2009)

Reference
O'Hair, D., & Wiemann, M. (2009). Real communication an introduction. Boston MA: Bedford's St. Martin’s.

Professional Hopes and Goals

The one hope that I have when I think about working with children and families who come from diverse backgrounds is to be able to meet the needs of each child and family. The one goal that I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to demonstrate the knowledge of diversity, stand up for justice and provide the respect and dignity to each and every child and family the same. I would like to thank all of my colleagues for their views, comments and support during my journey to success.

Welcoming Families From Around the World

In order for me to prepare myself for working with a diverse group is to make sure that I have no hidden biases, that I respect and welcome all children and families and that I am competent area of being compassionate, nurturing and empathetic as well as having the resources and education to understand difference (Derman-Sparks & Edwards, 2010). My family’s country of origin is the United States. The five ways in which I would prepare myself to be culturally responsive towards a family that is emigrating from Asia, is to learn more about the families cultural background, their language, beliefs, values and family structure. Having the knowledge of a family’s background from another country is very important because you will be able to help the family adjust and feel comfortable, demonstrate respect, respond and be more attentive to their needs (Derman-Sparks & Edwards, 2010).  

 

Reference

 Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves. Wahsington, DC: NAEYC.

        

The Personal Side of Bias, Prejudice, and Oppression

I witnessed prejudice, intentional microggression and bias on the local news, when an openly gay guy was beat up in public because of his sexual orientation. The guy was coming out of a store and four guys jumped him. It was in the early afternoon and people were outside witnessing the violent attack (WSBTV.com, 2012). This incident diminished equity by separating and treating individuals or a group of people that have different sexual orientation unfairly. This incident was injustice and a demonstration of prejudice. This incident made me feel sad because no one should have to be a target of any form of prejudice or discrimination because they are not considered as normal in society. The first thing that came to my mind is that, the victim could have been my family member or child. The law in the state of Georgia is to protect people from this type of behavior; this type of behavior is considered as hate crime and a felony (Bagby, 2012). I believe that the state laws and more rights need to be implemented to help protect people of the LGBT community. Even with society views of what is normal, LGBT are human too and deserve the same respect and justice as anyone else.  

Bagby, D. (2012, May 30). LGBT inclusive hate crimes bill introduced on last day of Ga. legislative session. Retrieved from http://www.thegavoice.com/news/georgia-news/4392-lgbt-inclusive-gate-crimes-bill-introduced-on-last-day-of-ga-legislative-session 

WSBTV.com. (2012). Grand Jury indicts 4th man in videotaped beating of gay man. Retrieved from http://www.wsbtv.com/news/news/local/grand-jury-indicts-4th-man-videotaped-beating-gay-/nLKN9/

Practicing Awareness of Microaggressions

A microaggression that I detected this week is when I had an appointment at the dr. office. The microaggression was racial. I went up to the window to sign in and one of the assistance mumbled “they are never on time.” I do not think that she knew I heard the statement. This was unintentional to me because the assistant did not directly say it to me, even though I knew she was speaking of me because I was running late for the third time. When I felt like the target, I was upset but since we were in a professional environment and she did not make the statement directly towards me, I let it go. It made me feel bad and a target of being stereotyped due to worldviews and personal views from other groups that are different. The assistant was white and never demonstrates any good customer service skills. The assistant never speaks when I speak to her; she spreads her nose up at me when I do speak. My observation experiences this week affected my perception of the effects of stereotypes on people, made me more aware of microaggressions through personal views. I do not believe that all groups of people are the same and not every individual stereotypes certain groups. The reason that I state this is because I work in a diverse atmosphere and groups of people such as white do not disrespect or make me feel any different.  In fact the groups of people that I work with that are different from me, actually make me feel better about myself than my own culture.

Perspectives on Diversity and Culture

  
The first person that I spoke to was my best friend who is African American. Her definition of culture is where a group of people come from and share the same characteristics, family history and food. Her definition of diversity is a mixed group of cultures. The second person that I spoke to was my neighbor who is of mixed races defines culture as what a group of people practice, race and value. Her definition of diversity was a group of people from different backgrounds that live among each other. The last person that I spoke with was a co-worker who is Caucasian defines culture as a connection with a group of people in which they share the same beliefs, values, and traditions. My coworker defines diversity as a group of different races, cultures, genders, religions interact together in some way.   

The aspects of culture and diversity that I have studied in this course are included in all of the answers from the three people that I made contact with. All of the responses given can be considered as a definition of culture. Examples of culture is when a group of people such as my own (African American) share some or all of the characteristics, behaviors, lifestyles, beliefs, values and religion. Another example is the culture of Hispanics. Hispanics share the same gender roles, values, music, religious, holidays, eating habits and family structure that make up their culture  (Albuquerque Convention & Visitors Bureau, 2012).  An example of diversity is that of my classes that I currently take at Walden University, my community and my workplace. Diversity is certain ideas, beliefs, social and economic class, race, genders, lifestyles,  and values that may be similar and different between groups of people (Gonzalez-Mena, 2008).  Other people’s definition of culture and diversity influenced my own thinking about these topics by showing me how each person from a different group view culture and diversity. My thinking was also influenced how the definition can be different or similar depending on personal views and experiences from another group.

Reference

Albuquerque Convention & Visitors Bureau. (2012). Hispanic and Latino Culture and Heritage. Retrieved from http://www.itsatrip.org/albuquerque/culture-heritage/hispanic-latino.aspx

Gonzalez-Mena, J. (2008). Diversity in Early Care and Education (5th ed., pp. 8–13). Boston, MA: McGraw Hill
     

My Family Culture

If there was a catastrophe and my family had to move to a permanent place outside in a country in which the culture was different from my own, the three things that I would take is the photo album, a blanket that has been in the family for decades and necklace that has been passed down to each female that was married. I would explain to other people that each item is part of my culture and they all will remind me of our family tradition and memorable moments. If I was told that I could only keep one item of the three once I arrive in another country, I would feel really sad and that my cultural values and traditions were being ignored. The insights that I gained with this exercise is that not every culture value the same thing. I gained the knowledge of knowing that every culture is different and has different beliefs and traditions that are different from my own. I also learned that my family culture means a great deal to me and I want to always remember how close we are and no matter where I go, I want to always honor my tradition, values and beliefs. I want to state that I believe that it is important to learn cultural differences and what is a value to each, so that each cultures beliefs, family structure, religion and values are respected.

When I Think of Research...

The insights that I have gained from this course is that research is a way to find out issues, where, with what group and a possible solution. I perceive research as relevant because it can help find cures, facts, and different options to help find the best results. Research should be conducted in a high quality, respectful, ethical and productive manner (Naughton, Rolfe, & Siraj-Blatchford, 2010). The children and families can benefit from research because it can help seek out a problem, bring it to the attention of policy makers and government officials to get the appropriate attention and care that is needed. The most important information to me throughout the course and the resources provided was the code of ethical conduct resources that gives and outline on appropriate behaviors for professionals, being responsible as a professional, resolving dilemmas, values, morality, respect, being trustworthy, honest and fair (National Association for the Education of Young Children, 2012). There are certain ethical standards that the NAEYC has to guide all professionals especially researchers to follow step by step to ensure that all participants are protected, consent is given, ethical behavior is conducted and that each individual is treated fairly (NAEYC, 2011). I would like to include that research has it benefits and risk when children are involved because of the type of method used. I do not think that any research should be conducted if it can cause harm emotionally, mentally or physically to a child. I do understand that it is necessary to conduct research, but if it is not in the best interest and beneficial to more than one child, than the research should be re evaluated and approached at a different angle to provide better enhancement to the child’s abilities (Whiting, 2009).

The insight that I learned from this is that when evaluating sources in the research process that we will encounter all types of resources that may or may not relate to the knowledge, objectivity or accuracy. Sometimes we might read or view a source that we may think is biased, opinionated or conflicting about the topic. We should ask questions such as is the resource suitable, informative, who is the intended audience, when was it published, when was it last updated, and who is the source coming from and can we validate the source (Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). I have also learned that in order for a research project to be valid that it should have the sources of being on hand in a natural environment that involves data and methodological triangulation methods. The challenge that I encountered in research is giving my views on how the research is being conducted and how much of a benefit any research topic is. I met my challenges my reviewing, documenting, studying and doing more research on the different methods and techniques that is a option for the many different approaches to conducting research on children and families. The support that I can offer my colleagues when it comes to learning about research is to stay focused on the priority of the children, the goal and the long term benefits that research can offer.

My perceptions of an early childhood professional have been modified as a result of this course by enlightning me on the better good and benefits of research for the children, families, the community and the early childhood education field. The lessons that I learned from planning, designing and conducting research in early childhood education is that, the professional should take into consideration the child's age, gender, behavior patterns, cultureal background, family values and beliefs and respect them all. I also learned that ethical guidelines and laws have to be followed to ensure that no harm will be placed upon a child or their family.
Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.
National Association for the Education of Young Children (2011). Code of ethical conduct and statement of commitment. Retrieved on March 12, 2012 from http://www.naeyc.org/files/naeyc/file/positions/Ethics%20Position%20Statement2011.pdf

Whiting, L. (2009). Involving children in research. Paediatric Nursing, 21(5), 32–36