Time Well Spent

 

The three deeply felt learning’s from this program that I would like to share is the

opportunity to explore my career paths, how to build a successful community of practice that will lead me to my goals and the chance to collaborate and get perspectives from other leaders, educators and future advocates. My long term goal is to continue to put the needs of children and families first and to share resources, insight and knowledge to everyone that encounter. I would like to send a farewell message to Dr. Teri and my colleagues by saying continue to support, motivate and inspire all educators, children and families, advocates and leaders who help shape the lives of every child in the early childhood field. I wish all of you the best and full of success in the present and in your future.

 

Thanks for all of your time, support, feedback and encouragement.

 

Tammie Marion Images that reflect my learning experience in the course

 

Being attentive to every child                                 Equality
 

Understanding Diversity                                                   Collaboration

 

 

 

Jobs/Roles in the ECE Community: Internationally

As I explore international career opportunities, I researched the Academy for Educational Development. The reason that I chose the Academy for Educational Development is because we share the same values and mission of allowing all people and children of all cultures, ages, and genders, abilities, capabilities or disabilities a chance to prosper and grow to their highest level possible. The mission we share is to improve the lifestyles of children and families development through integrated solutions (Academy for Educational Development, 2011). The career path that I would like to conquer within the Academy for Educational Development is a senior technical officer, social and behavior change communication, Jordan Health Communication Program in Jordan Amman. The candidate Provides social and behavior change communication (SBCC) technical assistance to a USAID-funded, 5-year, multi-million dollar health communication program in Jordan. The responsibilities is to provide technical oversight and assistance to the project in the areas of social and behavior change communication (SBCC), capacity strengthening, community mobilization, and advocacy. Leads and contributes to the development of SBCC strategies for a variety of focal audiences. Leads and contributes to the planning, design, and implementation of SBCC activities at community and institutional levels. Develops and tests materials; working with, and providing technical direction to creative agencies. Designs, drafts, tests, finalize, places, and monitors mass and other media in support of program activities. Develops and improves upon tailored training curriculums for a variety of focal groups and implementation of cascade trainings with partners. Serves as a technical resource in SBCC for staff, partners/grantees/subcontractors. Provides training, support, and direction to strengthen approaches, materials, and activities. Oversees and provides technical support toward the process of documentation of best practices and develops and distributes case studies and project briefs to highlight SBCC activities. Drives and provides assistance toward the development of project deliverables, work plans, and reports. The qualifications for the position is Bachelor’s degree or its international equivalent in International Communication, Social and Behavior Change Communication; Social Marketing; Public Health, Health Communication; or Social Sciences. Masters degree or PhD preferred; Minimum 8+ years relevant experience in designing and managing health communication campaigns and activities; or, an equivalent combination of education and experience; Experience and knowledge of family planning programs preferred; Experience working in a USAID or other donor-funded project preferred; A solid understanding and appreciation of USAID and USAID project processes, procedures, rules and regulations; Strong written and verbal communication skills; Strong intercultural supervisory and team building skills and experience; Ability to work independently with initiative to manage high volume work flow; Relevant computer software skills (including, at a minimum, the standard applications in MS Office) (Association for Educational Development, 2011). I chose this position because I will be able to utilize my education, leadership skills, work experience in healthcare and knowledge of effective communication to be able to help lead and contribute to the development, implantation, planning and strategies to build a stronger technical system that will help the community.    My second choice on international career opportunities is with Save The Children. I chose Save The Children because of the values to work as a team, motivation to protect the children, improving the quality of life for children, integrity, being accountable for children and themselves and collaboration to work together globally to build strength and relationship to make a difference for all children (Save The Children, 2011). The career choice for me within Save The Children is Coordinator, Billing and Donor Reporting in WestPort, Connecticut. The reason that I chose this career is because of my twelve years experience as a medical biller within a children’s hospital setting. I would be able to help with the coordination of finances within the revenue cycle, assist with billing issues, review contractual adjustments and obligations, communicate and build a relationship with the clients, coordinate records and the different process that is needed to keep the billing cycle flowing. The position responsibilities are Prepare financial reports and invoices accurately and timely on a monthly basis. Ensure internal controls in the billing and contract/grant setup processes. Liaise with Contract/Grant, Program, and Finance (i.e., Manager, Accounts Receivable) staffs to effectively resolve cost/billing/reporting issues. Ensure reconciliations and adjustments for agency’s awards are processed monthly, Communicate effectively with internal and external clients, Maintain grant reporting format and frequency in various automated and manual systems, and Maintain paid invoice files relevant to the portfolio, and other job-related tasks as assigned (Save The Children, 2011). The required skills needed for the position is a Bachelor’s degree in one of the following or related fields: Accounting, Business Administration, and Finance, or equivalent combination of education and work experience. Three to five years’ billing and grant reporting experience, Excellent communication and organizational skills with a customer service orientation, Analytical thinker and mathematically oriented, Strong problem solving skills and writing skills, Knowledgeable of revenue accounting and an understanding of its impact on financial statements (Save The Children, 2011).   My third choice is the United Nations Children's Fund. I chose the United Nations Children’s Fund because of their commitment and dedication to early childhood education, nutrition, poverty prevention, child protection, HIV/AIDS awareness, gender equality and policy advocates (United Nations Children’s Fund, n.d.). I want to explore career opportunities within the United Nations Children’s Fund as a Health Specialist in Assam, India. The reason that I chose this career is because I want to give back and provide support to children and families who face socioeconomic issues, disease prevention, lack of nutrition, inequality issues, children and family protection, and early childhood education funding. The responsibilities of a Health Specialist is to contribute to the overall effort of Country Programme implementation providing technical, strategic and policy advice to Government counterparts at the state-level within the framework of the National Rural Health Mission (NRHM)’s Reproductive and Child Health Programme Phase 2 (RCH II). He/ She will also be responsible for technical assistance in planning, implementation, and monitoring of high impact interventions for improved child survival, maternal health, systems strengthening, at state-level and in focus districts, with particular reference to the vulnerable and hard-to-reach (United Nations Children’s Fund, n.d.). The qualifications for the position is MBBS with an advanced degree in any of the following disciplines: Public Health, Medicine, Health Research, International Health, Health Policy & Management, Environmental Health Sciences, Family Health, Biostatistics, Socio-medical Sciences, Epidemiology, Health Education, Health Promotion and Disease Prevention, Educational Interventions in Health Care, Nursing or a field relevant to international development assistance in Health. Five (5) years of professional work experience at the State/National level in policy-cum-programme development, monitoring & implementation of primary health care programmes including experience in field-based management and implementation of young child survival and development as well as maternal health initiatives. . Knowledge of the technical support required in health related emergencies and humanitarian preparedness. Demonstrated experience in Health Policy analysis and influencing is mandatory. Managerial and analytical skills are essential attributes. Experience of working in the UN or other international development organization will be an asset (United Nations Children’s Fund, n.d.).

 

References

Academy for Educational Development. (2011). Retrieved from http://www.aed.org/en/index.htm 

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

United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from http://www.unicef.org/

 

 

 

 

 

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

The three national/federal organizations or communities of practice that appealed to me are as follows:

 

National Association for the education of young children.

http://www.naeyc.org/resources/research/overview 

I chose the National Association for the Education of Young Children because of the applied research to make a stronger connection between early childhood research, practice, and policy. The research will assist with a variety of communication resources for educators, policy makers, and students. The research will help support the development, access and interpretation of certain knowledge that will enhance their lifestyles. The job opportunity that I would like to explore at the National Association for the Education of Young Children is Communications and Information Manager. The skills and experience that I would need to be a successful candidate and employee is B.A. in Communications or related field and 3-5 years experience in developing and writing communications is required. Experience in the field of education, early childhood education, human service, and/or association experience a plus. Candidates must have effective oral and written communications skills, the ability to identify, analyze and resolve problems, must be able to multi-task, work in a fast–paced environment, have strong MS Office computer and database management skills (National Association for the education of young children, 2013).

 

National Education Association 2003-2013

http://www.nea.org/home/18163.htm 

I chose the National Education Association because of the dedication, commitment and promoting the purpose of early childhood education. The National Education Association brings together many state affiliates to provide the tools and resources as well as funding to help promote growth opportunities, quality education, teaching and diversity, cultural responsive teaching, bullying prevention, rights for children and no child left behind act. The job opportunity that I would like to explore at National Education Association is a Senior Research Analyst. The position will require that I have Extensive knowledge and practical experience in conceptualizing, designing and conducting survey-based and secondary analyses on topics pertaining to K-12 and higher education. Training and experience in advanced statistical methods, such as demographic modeling, economic estimation techniques, forecasting, multi-level regression analysis, discrete data analysis, meta-analysis, etc. Training and/or experience in designing complex samples and computing appropriate tests of significance for complex designs. Extensive knowledge of key education policy issues, research literature and data sources relevant to public K-12 and higher education. Expertise in analyzing large data sets using SAS, STATA, or SPSS. Proven project management skills and ability to allocate time and resources toward the completion of multiple projects with overlapping timelines. Demonstrated ability to synthesize and interpret quantitative research documents for professional and lay audiences. Proven oral and written communications skills. Minimum Education Requirement: Ph.D. in Sociology, Economics, Statistics or related discipline, including advanced graduate studies that provide a solid foundation in research methodology and statistics. Minimum Qualifications: Five years of progressively responsible experience in education research involving the application of advanced statistical techniques in the analysis of complex data sets; experience in heading major research projects; experience writing for professional and scholarly journals and in public speaking, with proven ability to communicate complex ideas to professional and lay audiences (National Education Association 2003-2013).

 

National Association of Early Childhood Specialists in State Departments of Education

https://sites.google.com/a/naecs-sde.org/www/aboutus

I chose the National Association of Early Childhood Specialist because of the advancement in improving instruction, curriculum, and administration of programs to meet high quality standards. I also chose this organization due to the collaboration and shared ideas to overcome the issues and trends in early childhood education. The organization supports policies and legislation that can have a negative impact on the education, health, and welfare of children and their families. The employment opportunities that I would like to obtain within the National Association of Early Childhood Specialists in State Departments of Education is State Early Childhood Specialists. The reason that I chose this position is to assist children and families at state levels and to devote my time, passion and be committed to diversity, collaboration and inspiration to all children around the world. This position holds a wide variety of positions within their respective state education agencies. These positions typically include fiscal responsibility, programmatic decision making, and assuring program compliance with state policy. Among these responsibilities are many programs with federal ties: Title I, Even Start, Head Start Collaboration, Federal Class Size, Special Education, Homeless, and Schools of the 21st Century. Additional responsibilities often include state-funded preschool programs; at-risk programming; school-age child care; school administration and improvement; curriculum and assessment in the early grades; and data collection about the health, education, and well-being of the young children in the state. There are no special job requirements for this position (National Association of Early Childhood Specialists in State Departments of Education, n.d.).

.

 

 

Exploring Roles in the ECE Community: Local and State Levels

The three local and state agencies that I chose to explore opportunities are

 

Division of family and children services

http://dfcs.dhs.georgia.gov/

The position that I would like to hold at Division of family and children services is a

 Social Services Protect and Placement Specialist.  The reason that I would like to be a

 Social Services Protect and Placement Specialist because there are so many families and children in need of protection, a voice, housing, families, food, and clothing. I want to protect and assist children and families in anyway. I also want to be part of saving some of the families and children that are being abused and neglected. The skills that I would need to be successful and competent in this role is Case management experience in child welfare of foster care,

Case management experience that involves working with individuals, families, groups, organizations and/or communication of the goal of behavioral changes,  and law enforcement experience in areas related to DFCS (e.g., family/domestic violence, investigations or interventions involving children or substance abuse.

Master’s degree in social work from a School of Social Work accredited by the Council on Social Work (www.cswe.orgbased ) in an approved accredited college or university

‐or‐

Bachelor’s degree in social work from a School of Social Work accredited by the Council on Social Work (www.cswe.org) based in an approved accredited college or university

‐or‐

Behavioral Science degree (any level) from an educational institution accredited by the Council for Higher Education Accreditation (www.chea.org) and/or the US Department of Education and one (1) year of social services work experience or a DFCS internship that involved a caseload

‐or‐

Behavioral Science degree from an educational institution accredited by the Council for Higher Education Accreditation (www.chea.org) and/or the US Department of Education  

 

Georgia department of education

http://www.doe.k12.ga.us/Pages/Home.aspx

 

The position that I would like to hold at the Georgia Department of Human Services is Family Engagement Specialist because I would like to provide learning and technical support and resources to families, school staff, children and the community. I would like to be in partnerships at local, regional, state and national levels to support family engagement activities. The qualifications I would need for this role is Bachelor’s degree in education, communication, management, planning, public administration, business management, or a field directly related to the area of assignment and four years of experience in providing family engagement professional learning and technical support activities. Experience working with public and/or private agencies/organizations to incorporate family engagement in activities, services, or programs. Excellent oral and written communications skills and excellent presentation skills.

 

Children's Advocacy Centers of Georgia 

http://www.cacga.org/

 

The position that I would like to be in at Children’s Advocacy Centers of Georgia is a children and family advocate to be a part of the healing process of so many innocent victimized children and families due to sex trafficking and sex exploitation. The reason that I want to help is because this is an issue that have been going on for so many years and many young children are being taken advantage of due to being trustworthy, vulnerable, homeless, and not having a support system. The qualifications that is required for a children’s and family advocate is Two or more years experience working with families. Bachelor’s degree in social service or related field, from an accredited college or university. Knowledge in family systems and child development and experience with crisis intervention.

 

 

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