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"