Evaluating Impacts on Professional Practice

Our own or personal experiences with isms affects us and the people around us. Derman-Sparks and Edwards (2010) describe isms as institutional advantages and disadvantages people experience because they belong to certain groups. Isms can have an impact on anyone. I believe that certain children and their families may be treated a certain way if an educator may be dealing with or experiencing specific isms in their life. For example, if a low to middle class teacher works in a school district in which the majority of the children and their families are high class, that teacher might feel a certain way towards the families due to what he/she might be experiencing in their personal life. Another example would be a teacher who might be dealing with racism in his/her personal life. That teacher might treat children and their families (who are the same race as the person who might have been treating him/her a certain way due to his/her race) in a different way. One thing we, as educators, must keep in mind is that we cannot let our personal lives interfere with our professional lives. Even if the ism comes from the school environment or the children and families themselves, we still must remain neutral and professional.

       My own personal experience with this was when I experienced classism due to the fact that I did not drive an expensive, luxury car and did not carry and wear expensive, name-brand clothes and handbags. I felt some type of way because I was always overlooked by other teachers, parents, and even students. There were teachers who wore and carried the name-brand bags and clothes and drove luxury cars. Those teachers seemed to socialize together and was always complimented on what they had and how they looked. I felt down because I did not have these things, but I kept in my mind that I was there for the students and not for a fashion show. I continued to be professional and treated all children and their families the same. (even though I was not treated equally).

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).

OBSERVING COMMUNICATION

For this blog assignment, I observed a tee ball team practice. My friend’s daughter is on the team that I observed. During practice, the head coach was very hands-on with the team. As each child practiced hitting the ball off of the tee, the coach kneeled down on one knee to help each child hold the bat properly and swing at the ball. I was close enough to hear the coach explain to each child exactly what he was doing. This reminded me of the article, Communicating with Babies, when Kovach and Da Ros-Voseles (2011) discussed the importance of talking directly to each child and talking to children before touching them. I learned that there are other people besides early childhood educators who know about and implement the principles we learned about this week. I think that the coach did an outstanding job communicating effectively with each child. I also think that the way the coach communicated with the children affected each child in a positive way. I believe that the children felt safe, respected, cared for by him. I believe they all trust him due to the way he communicated with them.

Reference

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50.

 

Creating An Affirming Environment

 

If I were to create my own family child care home, I would make sure to create a very welcoming setting. I would make sure that the place is open, spacious, and bright. I always find that bright and spacious child care centers have a friendly aura. I would also make sure that I include the children and their families throughout the center. This would help create a classroom environment that is unique. “Because the physical environment begins with who children are, each early childhood classroom will have its own unique look” (Derman-Sparks & Edwards, 2010). I like how Adriana, from the media segment, had a family culture display in which she changed each month to represent all of the children in her program. I think that would be something that I would also like to do. I even like her idea of using the students within her class on the display posters. “To ensure that all children and families in a program are visible in your learning environment, you may need to supplement purchased materials by making your own” (Derman-Sparks & Edwards, 2010). Another thing I would like to do is expand the respect and understanding of diversity. Implementing the different shades of bean bags as ways to compare and contrast skin tones was a brilliant idea from Adriana (Laureate Education Inc., 2011). I would focus on creating a child-friendly, family-welcoming, diverse learning environment.

 

References

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. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author

Final Blog Post-educ 6357

• One hope that you have when you think about working with children and families who come from diverse backgrounds :

I hope that we all can work together and not let any differences whatsoever stand in our way. I also hope that we can work together bias-free!

• One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice

I would like for all of us to focus more on providing our students with an anti-bias education.

• A brief note of thanks to your colleagues

Dear colleagues,

I would like to thank all of you for all of the helpful comments and feedback. I really enjoyed working with all of you and I wish you all the best. We are almost to the finish line, so DO NOT GIVE UP! We can do this!!!

Best wishes,

Ashley T.

START SEEING DIVERSITY

 

(Anti-biases)

 

We, as teachers and parents, must feed our children the right things, especially at an early age!

 

On the Menu:

Ageism        Classism      Diversity     Prejudice

Racism         Sexism        Identity       Equity

Ableism      Religion       Respect       Family

Shhh! Don't say that!

I took two of my younger cousins with me to the store. While standing in line to pay for our things, I noticed that the family in front of us had a child who was disabled and was in a wheelchair. One of my cousins hit the other and pointed and said, “Look at that girl making those funny noises” and then they laughed. My cousins were 3 and 4 at the time. I quickly grabbed both of them by the arm and turned them around to face me. I got down to their level and angrily whispered, “Be quiet right now.” I was so embarrassed because the child’s parents heard them, but they did not say anything to us. I should have not responded this way. 

Some messages that might have been communicated to my cousins probably were:

We should not point at people

We should not laugh at people

We should keep our thoughts to ourselves

We should be quiet

An anti-bias educator might have responded to support understanding by:

Teaching a lesson on differences and similarities

Sharing a book that displays a child with disabilities

Discussing feelings and self-esteem

 

“A multicultural/anti-bias approach can help students learn to place a positive value on those differences and to treat all people with respect” (Wolpert, 2002).

Reference:

Wolpert, E. (2002). Redefining the norm: Early childhood anti-bias strategies. Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. Washington, DC: Teaching for Change. Retrieved from http://www.teachingforchange.org/wp-content/uploads/2012

 

Start Seeing Diversity Blog

Children and Diversity

 

How you would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child

If a family member or parent informed me that they did not want anyone who is homosexual or transgender to care for, teach, or interact with their child, I would mention a few things to them. I would tell them that judging a person based on their sexual preference is wrong. I would also tell them that no one should be discriminated against and not given a fair chance at teaching/working with children just because they are “different” or not what someone thinks a teacher should be or look like. I believe that if a person (no matter how “different” they might appear to others) has what it takes to effectively teach children, they should be able to do so and not be judged. In the end, if they still do not want their child to be taught by a homosexual or transgender person, I would tell them to either be more open-minded and embrace diversity or find a different center or homeschool their child. Children are exposed to many “different” things, and I believe that it is up to the parent to teach the child how to respect diversity. Derman-Sparks and Edwards (2010) discussed how children are influenced by the attitudes of others about gender behavior. If children hear these negative things towards others by their parents, they will start to believe in it and may carry it into their adulthood.

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?

I have heard each of these terms used by adults and children. I am guilty of using some of these terms in the past. For this question, I will explain an incident between some children on the playground at the childcare facility in which I work. One day, I took the children outside to play. Many of the boys and one girl started a game of football, and the other boys and girls all ran to the play systems and swings. While walking around and monitoring the children, I overheard one group of girls talking about one particular girl. They were talking about the girl being a “tomboy” because she always played with the boys. When I heard this, I asked them to tell me the definition of a “tom boy”. They gave me answers such as girls who act like boys, girls who do not do “girly” things, and girls who don’t like to wear girl clothes, but likes to wear T-shirts and jeans all of the time. I proceeded to tell them that she was not a “tom boy”, but a girl who just liked to play and be a child. I told them that it is okay for girls to do those things because everyone makes their own choices at what makes them feel comfortable. I even told them that I guess I was a “tom boy” when I was their age because I, too, enjoyed playing sports, getting dirty, and loved T-shirts and jeans. They thought I was kidding because of how I dress and appear now as a woman.
 

                                                              

References

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