Gender, Gender Identity, & Sexual Orientation

In my personal opinion I feel that homosexuality is still something that is not spoken about in families and is not explained to children at a young age. I feel that adults/parents don’t think this is something that should be discussed with children/ something children need to learn about. My concern is what happens when a child enrolled in a school program, or early childhood center, does have two mommies or two daddies; how will this be brought up to the children so that negative comments/phrases are not being directed towards said child. There are so many different types of families that we have learned about so far in these courses and we, as early childhood professionals need to be aware of the; these families each need to be recognized and spoken about in the classrooms so that all children/families feel welcomed and respected. There are not too many books that depict homosexual families or even manipulatives/toys to have in the classrooms. To be completely honest, I have worked in many early childhood centers/programs and have never seen one poster hung up or one book in the classroom library that depicts homosexual families. Not once have I ever heard a teacher discuss this topic with children or even bring it up to receive information on what children actually know about this topic. I know there are still many adults that do not believe homosexuality is right and this is how you should live your life. If heterosexual couples have the right to be happy than why don’t homosexual couples have this same right?

Every child has the right to see their families honored in their classroom so that they are proud of who they are and where they come from. We need to respect the way others choose to live and conduct their families even if it may not be a way in which we believe or agree in. All we should want is individuals to live healthy, happy, fulfilling, lives in ways in which they choose to best fit their wants and needs. With this being said, heterosexual families should welcome homosexual families or life partners in the fact that they all want what is best for their children. It is important that children receive the correct information when it comes to a homosexual lifestyle and the words in which are derogatory towards same sex individuals. Using and understanding the correct or should I say appropriate terminology, when speaking about homosexual individuals is important so that children do not offend or hurt others when talking to children that may have same sex parents. Having books, poster, and other resources in the classroom will do just this. We need to understand that we live in such a diverse world where there are new cultures, traditions, and beliefs that are introduced to us sometimes on a daily basis. This in turn gives us as early childhood professionals the need to make sure these cultures, traditions, and beliefs are being recognized so that children can develop a positive self-identity that they are proud of and where their families are treated the same as everyone else. As Derman-Sparks and Edwards (2010, p.3) state when speaking about “only a handful of toys, pictures, songs, posters, and the like, depict the full range of family structures” this “invisibility or visibility in the classroom’s physical environment undermines some young children’s positive sense of self, while teaching other children that they are specially deserving”.

Reference

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

Reflecting on Learning

Being an early childhood educator and professional, I have come to meet many challenges, adventures, and stresses, all that have kept me striving to grow and develop into an individual that meets the professional and personal goals I have kept for myself. With the growth I have had within myself during these courses and the wealth of knowledge I have come to absorb, along with the strengths and biases I have come to realize about myself, I feel I am better equipped in educating the students as well as the families in the diversity in others and the uniqueness it brings to our school. One of the goals I set for myself during this class was to create a space where academic and social-emotional goals are accomplished side by side. This course has helped me to find a balance in teaching anti-bias education alongside of an academic curriculum with success. Bringing in new curriculum can always be difficult to fit into the already packed day that is planned, but working toward respect and fairness in the classroom is worth making the room and time for. Viewing parents and families as partners in education is crucial in the growth and development of the children and ensuring that every family feels welcomed and comfortable. I strive to continue to have open communication with my families where conversations are always honest and respectful and sharing of thoughts and ideas is always apparent.  

Without the support and guidance from my colleagues and Dr. Kien I would not have been able to work through the unforeseen challenges and the biases I never knew I possessed. I truly enjoy reading responses and suggestions by others so I can work on and expand my knowledge of early childhood education. I may not have all the correct answers to questions or strategies to take on the obstacles I come across, but with the effort put forth by all of you I feel more confident in my journey I have decided to walk. I wish all of you a wonderful and fulfilling journey in the field of early childhood education and I thank you for all of your amazing insight and support. Wishing you all the best in your future endeavors. 

Impacts on Early Emotional Development

For this assignment I chose to research the area of Latin America and the Caribbean. I chose this area because I have always been fascinated with Costa Rica especially, the wildlife is just amazing. Although I do know a bit about the overall general area I do not know anything about the education or child living situation here. I have to say when I did research this further I found disturbing facts and news that made my heart sink. According to UNICEF (2011) there are “serious situations of inequality and violence affecting Latin America and the Caribbean, where children are highly vulnerable and are among the most disadvantaged of populations”. Education for children in this region, specifically Costa Rica start at age 6 which means many of the children newborn to 5 either stay home or attend one of the few day care settings in the area. Child Labor in this region is a big challenge where girls are forced to stay home and clean their home and others. Another huge challenge that children face on a daily basis in this region is violence; “daily living situations of violence in their closest environment” (UNICEF, 2011). “Indigenous children are the most exposed to violence, where girls and adolescents are still the main victims of sexual violence” (UNICEF, 2011). In Latin America and the Caribbean there is a huge problem and presence of human trafficking, exploitation, and sexual abuse of children and adolescents. UNICEF (2014) is “developing projects and programs to assist in reducing commercial sexual exploitation of children in all countries of the region”.

These challenges that children face on a daily basis will surely effect their social and emotional development and well-being. The children living in Latin America and the Caribbean are being exposed to violence in all areas of their living environment and this can take a very big toll on them emotionally. At such a young age they are not able to comprehend what is going on around them and why. Females are being exploited and abused and are not living the childhood that they should be. A safe and secure living and learning environment is non-existent where they are being exposed to caring and respectful individuals that meet all their needs.

Reading about all these challenges make me feel bad that I sometimes complain about not having extra money in my budget for more art supplies or manipulatives for different classrooms. You don’t realize what is going on in other countries around the world when your world is consumed by what is going on in your location. My main focus is working with and taking care of the children I see on a daily basis, but I don’t realize the horrible conditions that children are living with around the world. I take for granted the funds and means we have here in the U.S. for education for our young children and the care they receive from their teachers on a daily basis.

Reference

 UNICEF (2011). Retrieved from: http://www.unicef.org/infobycountry/

The Sexualization of Early Childhood

I have believed for a long time now that children are exposed to sex and sexual relationships at too young of an age. I do believe that what children see, read, and hear in media and popular culture has much to do with children’s unhealthy attitudes towards themselves and the symbols they see themselves as. According to Levin and Kilbourne (2009) “children encounter these issues at much younger ages than in the past, long before they have the ability to understand or deal with them.” I feel that the discussions that need to be had with children regarding sex, relationships, and self-image in general is non-existent to where children learn what they carry with them through adulthood from the media. Parents as well as early childhood professionals need to be comfortable and confident in the information they provide children in regards to these issues and what they see on tv or hear in songs because they know it needs to be done in order for healthy development of children. Levin and Kilbourne (2010) state that “as children struggle to understand what they see and hear, they learn lessons that can frighten and confuse them; these lessons can seriously harm their ability to grow up to have healthy attitudes about themselves and their bodies and to have caring relationships in which sex is an important part.” This is why “these days’ children need to also be able to talk with trusted adults about the relationships and sexual images that they see in the media and popular culture” (Levin and Kilbourne, 2009).

“According to the most reliable studies, as many as one in three girls and one in seven boys will be sexually abused at some point during their childhood” (Levin and Kilbourne, 2009). I have friends who currently are fostering 4 children and have adopted 1, ranging from ages 1-7. Three out of the five children, boys and girls, have been sexually abused in the previous families. Hearing my friends explain how heart wrenching it is when these young children speak about the abuse they have endured at such a young age brought tears to my eyes and a pain in my heart. These are children no older than 7 years old that have to deal with this kind of abuse and hurt, most likely from individuals that they know. “Almost 90 percent of the time, the abuser is someone known, and often loved and trusted, by the child” (Levin and Kilbourne, 2009). These are alarming numbers, but as Levin and Kilbourne (2009) stated “while child abuse is beyond the scope of the book, the sexualized climate we describe most likely contributes to it”.

It just so happens that I was on the phone last night talking to a friend who is a preschool teacher in another state. She told me an appalling situation that happened at nap time earlier that day in her classroom. My friend had left for the day right after her co-teacher came back from lunch and was not there to witness this in person, although she was called to be informed about it.  Her co-teacher informed her that “joey” pulled down his pants while lying on the cot at nap time. The little girl lying across from him a few feet away noticed this action by “joey” and proceeded to pull her skirt up. The co-teacher said as she was proceeding to approach the situation “joey” got up and started walking over to the little girl, with his pants still pulled down. To not make a big scene at the moment, especially during nap time, she redirected “joey” to the bathroom for that moment. As soon as she told him to go into the bathroom he turned to the little girl and said “come on let’s go into the bathroom”. Her co-teacher said her jaw hit the floor and could not get a word out; she was shocked at what had just happened by two 4 year olds. Not only but a few months ago during summer camp did she talk to me about a little girl in her classroom pulling up her shirt for all the boys outside on the playground. Levine and Kilbourne (2009) state that “a narrow definition of femininity and sexuality encourages girls to focus heavily on appearance and sex appeal”.

It is a shame that young children are growing up way faster than they should be. Children don’t get to be children anymore, playing outside with friends or deciding what dessert they want that night after dinner. Girls are more concerned about what boys think of them and boys and girls are worrying about when they can have a boyfriend/girlfriend instead of concentrating on their school work or just being a child in general. Conversations about sex, relationships, and self-image can be challenging and uncomfortable at times but it needs to be done in order for children to learn the positive lessons that will “shape their gender identity, sexual attitudes, and values, and their capacity for relationships, love and connection, that they take into adulthood” (Levin and Kilbourne, 2009).

References

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

My first teaching job after graduating college was a preschool position that provided me practice, knowledge, and great memories, although it took me a while to build a rapport with some of my parents because I was not wealthy like them, drove an older car, and didn't live close to the school. The day school I worked at was located in one of the richest areas of New Jersey where many of my mothers were fortunate enough not to work and provided their children with many experiences and material items that many other children did not get to have. Some of my families were not in this position financially and were much more open to conversing with myself not just about their children but life in general. These wealthier families made it hard to communicate with them because when I would approach them about their child whether it be regarding their strengths and or challenges, I would get a cold shoulder or an attitude that suggested I do not know what was best for their child. All I basically wanted to do was update them on their child’s education and try to get some information to start to work together as a team. These families wanted nothing to do with working with me and I felt not good enough to be their teacher the way they would speak to me or pretty much not speak to me. I did confront some others teachers that had their child/children previously and they experienced a very similar reaction but it started to die down just as they were moving to a different classroom. Teachers have been trying to work with these families and include them in their children’s educational journey for years and have been unsuccessful. Due to the parent’s attitudes to the teachers unfortunately the children have received mixed messages on how to communicate with others, adults and children. I can honestly say that because of the behaviors and attitudes of the parent’s my overall thought of the children was not as positive as they should have been. It became harder to work with the children because I received no help outside of school by the parents and to be honest their attitudes mimicked their parent’s, where communication became a challenge. What I had also noticed about these children is that they were not immersed in any other cultures other than the dominant culture which they belonged to. It was very difficult to accept others differences and often made fun of children that were not like them and didn’t have the fancy toys they had at home.

Due to the behaviors and attitudes of the children’s parents my overall assumption and outlook of them was not the best it should have been. But also due to the similar attitudes by the children working with them on improving their knowledge of educational information as well as their behavior towards others became a challenge. I do not feel that these children received what they needed educationally and emotionally due to the wall that was kept between the parent’s and the teachers. Because of the way the parents felt about individuals that were of a different culture and whom had less means than they had their children were not accepting of others who were different and didn’t get the opportunity to learn and share from others who were diverse. It was apparent that the parent’s didn’t want their child/children to socialize with children of different races, because of the handful of ethnic families we had in our school, mainly we were all Caucasian, they kept their distance from them and pulled their children away from them if they happened to be playing when they picked them up.  As Derman-Sparks and Edwards (2010) state “In everything they do, families communicate their culture’s values, beliefs, rules, and expectations to their children”. These children are not receiving the correct messages of others because they are getting no adult guidance at home and what is taught in school most likely is forgotten when they hear certain conversations by the adults at home. “By preschool age, children begin to absorb stereotypes and attitudes about other ethnic/cultural groups from their family and the larger society” (Derman-Sparks & Edwards, 2010). To this day I wish I would have been able to put aside some of my feelings and biases and break down the wall that stood between us. Since then I have had my share of parents that have rejected communication with me, and some that have come through slowly but made it, and I’m sure these encounters won’t be my last. But I will say I am a firm believer in parent interaction and participation in their child’s educational path in order for success and I will always try my best to make their journey a team effort between all of us.

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

It just so happens that last weekend I was visiting friends and a question was asked by a little girl that was at their house, and because of the nature of the question I thought it would be perfect for this assignment. The friends that I was visiting were two married men that had just adopted a baby girl. There were a few other friends that I knew and some that I did not, but we were all together to celebrate the new baby. One couple had a 4 year old girl named Ava who loved the baby and wanted to help anyway she could. Well, when it was time to feed baby Grace, one of the dad’s grabbed the bottle and started to give it to her. Without hesitation Ava stood up and said “wait, the mommy’s supposed to feed the baby. Where’s the mommy?” There was a bit of silence for a second, I don’t think the parent’s knew how to respond at that moment. Well one of Grace’s dad’s said to Ava, “Ava, some children don’t have mommies just like some children don’t have daddies; but there are some children that are lucky enough to have two mommies or two daddies”. She responded by saying, “wow they sure are lucky. So that means Grace is very lucky because she has two daddies right?  But I am lucky too because I have a mommy and a daddy right?” Ava’s dad spoke up right away and said, “Yes honey you are very lucky just like Grace. We can talk more at home, OK? Here’s your goldfish, do you want a snack?” You can tell they just wanted to gracefully end the conversation without having it go any further and continue on. 

I really liked how Grace’s dad spoke up since it seemed as if Ava’s parents were at a loss for words. I’ve actually come in contact with many parents that have confessed to me that they do not know how to respond to some of the questions their children ask them, especially when it is aimed toward any type of diversity or difference in race or ethnicity. I feel it is so important to be able to feel comfortable in speaking with your children regarding issues on diversity because they see so much, not just in school but all around them. Without the proper information they come up with their own conclusions or answers to questions they may have, and sometimes this can be harmful. You can tell that Ava was trying to make sense of being told Grace does not have a mommy, although at the end of her statements she kept asking “right?” as if she was trying to get some more information or validation that she was correct in her thinking.

I would have loved to have seen more interaction between Ava and her parents in this situation. I think they were more embarrassed than anything from her comment and didn’t know how to respond without offending anyone. I was interested in how Ava was really comprehending what she was told and what she had seen for the first time and would have been curious to see what she would have said if she was asked more questions on the issue and other questions she would have for the daddies. Dangel and Durden (2010) state that “questions that promotes children’s thinking require children to think beyond one-word responses to make connections, compare, and hypothesize.”  I almost wanted to be a fly on the wall at their home in order to see what the conversation would be like if and when she brought this topic up again at home. The importance in listening to children when they speak is crucial in order to really understand what it is they are saying and what it is they are really trying to get across and comprehend themselves. I liked what Stephenson (2009) said about listening when she spoke about the strategies she used in speaking to children;  she said “listening is paramount” and she found that how she listened governed what she heard. Stephenson (2009) also said that “when I consciously stepped back from the interaction,  from my own expectations of what I might hear, and listened with an attitude of respect, with openness, and in the anticipation that I might hear answers to questions that have not been asked, I was sometimes rewarded with insights”.  I feel that the rewards can be endless when we truly listen and respect what it is children say. Stepping back, as explained by Stephenson (2009) is a great way to “consider conversations from other perspectives, relinquish your own narrow agenda, and allow you to hear other messages”.

References

Rainer Dangel, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=37131016&site=ehost-live&scope=site

Creating Affirming Environments

Being a child care director I have had the opportunity to put together a center but using the materials that were bought for me by my superiors. Not having the chance to purchase the items that I thought were necessary for the classrooms was a disappointment and I knew we were missing some key items. Getting the chance now to think how I would design a Home Center gives me that opportunity to list the items that I knew were missing from my own school’s first purchase. Derman-Sparks and Edwards (2010, p. 43) states “an environment rich in anti-bias materials invites exploration and discovery and supports children’s play and conversations in both emergent and planned activities”. I feel that not only can conversations be built by children between their teachers and other children but also between the children and their parents which is very important as well.

My center will have many areas for exploration and discovery such as a dramatic play/dress up, kitchen, library/quiet area, art/sensory, building/blocks, and a manipulative/puzzle area. I feel many different areas gives children options and a chance to accomplish what it is they want to do at that time. Throughout all of these areas of the center will be pictures of them, whether it be playing and working together with a friend or working alone on a project. My students always love seeing themselves on the walls and always point them out to parents or family when they come into the classroom. Again, this gives the children and families another chance to communicate about school and their achievements. Along with pictures of the students will be pictures of our families so the children can feel the sense of home when at school by seeing their families with them daily. I would have parents bring in pictures of all kinds, not just of family photos but pictures that have meaning in the respect of their culture and items that are important to their family. All children apart of the center them gets the chance to learn about the cultures of their friends and the differences and similarities of us all. “In programs the serve the children whose lives are too often made invisible by the dominant culture (children of color, children from poor families, etc.), plentiful images of themselves, their families, and their communities- in all of their diversity- help to counter the harm of invisibility” (Derman-Sparks and Edwards, 2010, p. 44). I enjoyed the “family share area” that Adriana Castillo (Laureate Education, 2010) incorporated into her home center that allowed families to share with everyone a part of their culture. This also gives the children a confidence seeing a part of their family when they walk into school every day and a chance for them to share with their friends why they are proud of whom they are.   

The materials that occupy these certain areas will show the diversity of our whole school and not just focus on one culture and will have many different themes incorporated based on our themes according to the curriculum. Within all books, dolls, puzzles, clothes, paint colors and paper, food, and learning games all ethnicities will be apparent so no one has the chance to feel invisible. According to Derman-Sparks and Edwards (2010, pg. 44) “one of the best  tools you can have for anti-bias work is a camera, which will permit you to make books, posters, class bulletin boards, and learning materials specific to the families and children in your program”. This also pertains to what I was saying earlier about having pictures up around the classroom for all to enjoy throughout the day. I noticed one of the games that was introduced to us during Adriana’s tour (Laureate Education, 2010) showed individuals of many different ethnicities as well as the puzzle that was on the shelf.

I have come to the realization throughout my years of working with children that it does not become easier watching a crying child separate from their mom or dad in the mornings. I loved Adriana’s idea of the “nap room” which gives the children who are having a hard time saying goodbye in the morning a chance to express their feelings and emotions and get themselves together in a sense in order to learn and grow during the day while at school (Laureate Education, 2010). She provides a comfy couch and pillows along with a song that they sing once they have made it through the second step of trying to calm down. This sounds like it would be a great are for those children that need a few extra minutes to get settled down in the morning before they join the group. I would also love for the parents to join our circle times or any other times throughout the day that they can in order to be a partner in their child’s learning and get to know the other families of other children in order to create a sense of community. “Relationships and interactions with children and families, the visual and material environment, and the daily curriculum all come together to create the anti-bias learning community” (Derman-Sparks and Edwards, 2010, p. 51).

References

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

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).