Reflecting on Learning

Reflecting on Learning

            My most passionate hope for the future as an early childhood professional would be to continue growing as an anti-bias educator.  I am amazed how much I have learned about myself and early childhood education since my very first course at Walden.  I am most grateful for my fellow students and instructors.   Engaging in thoughtful dialogue, sharing insights, and asking for feedback, I truly have strengthened the bonds of a collaborative learning community that has been established throughout this program.  I was blessed by our interactions on the Discussion board each week.  I have been given a gift of an amazing resource group, as well as, new friends.  Each one of you has helped me grow professionally and personally.  I have gained knowledge and self-confidence.  My classroom has evolved and my students have and will continue to benefit from this experience.  Thank you for everything!  Congratulations, best wishes, and many blessings to each of you!  May God bless you with a very Merry Christmas and a happy, successful New Year in 2014!  Cindy Rube

Impacts on Early Emotional Development

Impacts on Early Emotional Development

Many challenges are faced by children around the world which have an impact on children’s well-being and development.  The issues include poverty, war, terrorism, abuse, and other forms of trauma.

            I chose to explore challenges of children from Yemen to view a completely different region of the world and what they are confronting.  Many children have been affected by the 2011 crisis.  Two major factors include struggles with malnutrition and the tragedies of war.  Children were recruited in the armed forces as soldiers where the witnessed death and killed for the cause.  At the times, school was not the safe have it should have been.  Today, the schools are offering psychosocial programs offering recreational activities and follow-up by trained teachers which offers the students an attractive alternative to recruitment, and broader opportunities for the future (UNICEF, 2012).

The violence last year led to a fight against malnutrition in Yemen which requires urgent large-scale investments in almost all sectors to improve people’s access to food, drinking water, sanitation, hygiene education, social protection, livelihoods, and quality health services (UNICEF, 2012).

Both of the above concerns definitely contribute to the well-being and development of these children in a negative manner.  Fortunately, the actions of UNICEF are helping to make positive changes in both areas.  All children should be afforded the basic rights of an education in a safe atmosphere.  All children should have access to food, clean water, and medicines as needed.  As I reflect on these innocent children and their circumstances, I remember how blessed are little ones are in the United States.  Even some of our hardest struggles cannot compare to the problems in other countries.  I am so grateful that my child has everything she needs.  As an educator, I am able to provide a positive, safe classroom for my students.  I desire this for “all” the children around the world.

Reference

UNICEF (2012).  Articles:  Make malnutrition the first priority for Yemen.  Children affected by

the 2011 crisis in Yemen slowly return to normalcy through the classroom.  Retrieved

from http://www.unicef.org/infobycountry/index.html

The Sexualization of Early Childhood

The Sexualization of Early Childhood    

Paying attention to the diversity creates a strong foundation for children to succeed in school and life-and to fully become who they can be which becomes a vital part of anti-bias education (Derman-Sparks & Edwards, 2010).  One topic deals with gender identity and fairness.  Building strong partnerships with families becomes essential to finding ways to create gender-equitable learning environments that are also culturally sensitive (Derman-Sparks & Edwards).  I fear having to deal with the topic of sexualization among children.  I was more or less kept in the dark as a child having to deal with my identity and feelings on my own.  However, I don’t want that to be the case for my daughter.  My hopes have always been that she would feel comfortable talking with me about anything.  With that being said, I will need to be well-informed and at ease in order for this to happen.   

After reading the book excerpt, I admit feeling shocked and uncomfortable.  I do believe our children have knowledge of sexualization far too young.  Unfortunately, this becomes another issue an educator may encounter.  As a teacher and a mother of an eight-year old girl, I am very concerned about what my children are seeing and learning. 

Young children are being exposed to highly sexual environments in the following ways:  television/movies, magazines/books, video games, and finally their surrounding environment.  Many times children are allowed many hours of unsupervised time with these elements.  However, even children that are raised in a very controlled environment may be exposed on an everyday basis.  They can simply pass by a rack of magazines in the grocery store, watch a supposedly appropriate cartoon, or even hear stories on the playground.  In addition, our society deals with this much more openly than in the past.  We have to be educated and willing to help our children maneuver through these sensitive and sometimes overwhelming topics.  Children encounter these issues at much younger ages than in the past, long before they have the ability to understand or deal with them (Levin & Kilbourne, 2009).

 As parents and educators, we need more resources available on these topics.  We need to be ready and willing to discuss issues with our children.  Teachers, families, and community leaders need to work together on these topics.  As a community, we are responsible for making our children aware and giving them the skills and tools to gain knowledge, be safe, and ultimately successful.  From this assignment, I have realized how uneasy I feel and how unprepared I truly am on dealing with today’s issues.  I need to become much more informed.      

References

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

ourselves.  Washington, DC: NAEYC.

Levin, D. E., & Kilbourne, J. (2009).  Introduction:  So sexy so soon: The new sexualized

childhood and what parents can do to protect their kid.  Pages 1-8.  New York: Ballantine Books.  Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating Impacts on Professional Practice

Evaluating Impacts on Professional Practice

I understand my personal-life factors may impact the emotional, intellectual, and social development of the young children and families in my classroom.  I considered several situations.  One aspect that I anticipate experiencing relates to gender stereotyping and sexism.  I have never had a child from a lesbian or gay family.  Recently, a new student enrolled in another kindergarten classroom.  This young man has a lesbian mom that includes her partner living together.  This family structure does not personally bother me.  However, this family dynamic is very unfamiliar to me.  In addition, I feel pressure from my Church and the Christian beliefs I have been taught.  This has been a topic of several sermons over the past several months.  I do not agree with judging others and dismissing them for their beliefs as some Churches believe.  If I was unwilling to be accepting of differences, my children would suffer.  This risk of hurting them is great.  Their self-esteem and self-confidence could be harmed.  They would feel isolated and unworthy.  I would never want to be guilty of making a child feel this way.  I try to treat them with the love and care I would expect for my own child.  It is not always easy, but it is so important.   

As an educator, it becomes imperative to set aside my personal feelings in order to accommodate the needs of my children.  We live in a culturally diverse world with no room for prejudice.  Our children need to be taught awareness and tolerance.  It is our responsibility as teachers and parents to educate our students.  In this scenario, I would research gay or lesbian families and issues using course materials and internet research.  I would visit with members of local organizations that represent these families.  Foremost, I would take the initiative to communicate with the family about their experiences and expectations.  Taking their needs and lifestyle into account will help me incorporate stories and activities that help children understand family differences.  Children and families are similar to snowflakes – each one is unique in its own way.        

Observing Communication

Observing Communication

            I observed teacher communicating with a kindergarten student during recess.  One of the bilingual students went to a teacher on duty to tell her someone had pushed her on the slide.  This teacher did not realize the child spoke limited English.  Unfortunately, the teacher did not take the time to listen or even try to understand the situation.  The little girl walked off with a sad look on her face. 

            I have noticed that this happens more often than not.  I am even guilty of quickly trying to resolve problems and move on.  I have learned throughout my Walden courses that this form of communication or lack thereof becomes very ineffective.  An educators need to take the time to listen and be respectful to our little ones.  They need to be heard.  We need to be a role model for proper communication in order to build a child’s self-confidence and self-worth.

            In the above interaction, this child most likely felt as if their problem was not important.  In addition, she may have felt that the adults she trusts did not want to help her.  As a mom myself, I have learned children are very perceptive.  Our tones and reactions with children leave an impression – positive or negative.  As a result, children will learn to act they way they have observed the adults around them.

            I believe this teacher should have taken a moment to find a student or teacher that could interpreted for the little girl.  This information would have helped the teacher be more empathetic with this child.  She could have reassured her that she understood and help her feel better.  Furthermore, the teacher probably should have taken the time to visit with both students and help them resolve the pushing issue.  Over the past year, I have noticed I tend to do the same thing – “fix” the problem and move.  Unfortunately, I am not truly correcting the issue.  I am just pushing it aside.  This reaction may have shown my students that I do not care.  On the contrary, I care a great deal, but I have been ineffective. 

            In conclusion, I think this would be a great topic to discuss with my students using persona dolls.  Persona dolls help children in the following ways:  they help children consider feelings, ways to help others feel better about themselves, and dealing with conflicting opinions;  they support children in considering fair ways to share and get on with each other; the dolls help children to learn positive attitudes and challenge negative attitudes and stereotypes; and they are a fantastic way to help young children develop empathy for others, be inclusive and to think critically (Persona Doll Training, 2009).  I hope to begin including persona dolls in my classroom.  I use a panda bear named K.B. (short for Kinder Bear).  The children love when I use him for instructional purposes.  I need to expand my collection.

Reference

Personal Doll Training (2009).  Retrieved from

 http://www.persona-doll-training.org/ukhome.html