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.