Evaluating Impacts on Professional Practice

This week in class we discussed working with immigrant and transnational families, learning strategies to overcome the challenges faced in and out of the classroom when working with children and families of this caliber. The idea that partnering with parents and families resurfaced and showed just how important it is to formulate a strong bond and relationship with both the children and families to make a positive impact on the child. Continuing on with this topic, in our blogs this week, we need to review isms and the impact they can have on us, as well as the children and families we work with. We need to identify an ism that has or will potentially impact us and how that can play into our work with children and families, effecting and impacting them in some way.


First, it is important to identify and understand what exactly an ism is. Derman-Sparks & Edwards (2010) define isms as "the many forms of institutionalized prejudice and discrimination based on social identities such as ability/disability, culture/ethnicity, economic class, gender, sexual orientation, racial identity, and others. (The resultant isms are ableism, ethnocentrism, classism, sexism, racism, and the like)" (p. xii). In my experiences, I could relate most to ableism and sexism in my personal and professional life. These two isms are ones that make me feel as if I have to constantly prove myself, always pushing myself to a higher level and becoming disappointed if I feel things did not go according to plan, as if I am going to be judged based on such things. For example, I have always been treated indifferently by certain male individuals I encounter because I am a sports fanatic which translates into playing, watching, and knowing a good deal of information about sports, albeit more than such male individuals at times. Due to this, I have been called "a lesbian", treated as if I do not know what I am talking about because "I am just a woman", or expected to "get hurt" or "not keep up" with the guys when playing a sport for fun. This is extremely frustrating and causes me to become overly eager and sometimes very competitive to prove them wrong, to prove I can handle it, I know what I am saying, and it is even better because I AM A WOMAN. This would be an example of sexism or gender bias I have encountered on a personal level.


Another example of such isms I have experienced could be in the work place. I have always been and always will be a team player. I even utilize a sports and teamwork theme in my fourth grade classroom to encourage acceptance, support, working together, and learning from our "wins and losses" so to speak. Therefore, I embrace every moment in school with my co-workers as chances to work together and support each other. It is very unnerving and challenging when this is not reciprocated or necessarily welcomed. For instance, I strive to learn more and do better with each passing day. I am always trying to find new and exciting ways to connect and work with the kids on the content they need to learn. I try to incorporate technology and address all kinds of learners through a variety of activities. This year, I was considered "the veteran teacher" as I am in my 4th year teaching 4th grade and am trying my best to reach out to my counter parts who are a second year teacher in fourth grade and a first year teacher in fourth grade in our building (but this teacher has actually been teaching in a variety of grade levels in a variety of states for 10 years). However, at times it is not welcomed, in which I receive comments of being "an overachiever" or "annoying". It is difficult to swallow as I feel I am trying to help and be a team player, especially when I watch the other two share and work well together. This is challenging and constantly reminds me of my abilities, at times leaving me to doubt myself and if I am doing the right thing. I feel as though this backlash I am receiving is borderline ableism as if my abilities and willingness to learn and help is rejected and seen negatively.


Considering such experiences of isms in my personal and professional life, I would have to think on whether or not this could impact my own interactions with children and families. From my own personal experience and belief, I have always been an individual who will put up with more from others when it is directed at me than if it was directed at someone else. In other words, I have always been the bystander who will readily stand up for the victim in a situation before I would stand up for myself. This is not to say I do not defend myself, but I am more tolerant of instances happening to me than to others. Therefore, I think I would, especially with all of the learning and knowledge gained in regards to anti-bias education over the past courses, be very observant and readily acknowledge and broach the subject as issues arise within my classroom. Learning about anti-bias education has taught me to avoid the "sweep it under the rug technique" of saying "that is not nice, apologize" and rather use the discussion technique of saying "let's think about this for a minute. Why did you say that? Why do you feel this way? And how does this make you feel when he/she says it?"


I think these experiences in my own life would help to remind me to focus on the possibility of isms and prejudice arising in the classroom or between children and families and myself. However, it could also implicate that I will be looking out or responding differently to the similar experiences (such as sexism or ableism) I have had because it is a sensitive subject for me and I understand how it feels to be in such situations. If that is the case, I am not properly serving all children and families with equitable educational opportunities; rather I am shortchanging some and supporting others. This is unacceptable and could be extremely detrimental to the children and families I am working with. All situations need to be handled with proper anti-bias educational practices and responses. As educators, in order to properly utilize anti-bias education and provide equitable opportunities for all children and families, we must keep in mind that "when teachers welcome these conflicts as an opportunity to learn with and from others, the positive connections and respect that can result are long-lasting and strong" (Derman-Sparks & Edwards, 2010, p. 30).


In order to continue on this journey of anti-bias education, every individual in this program and in education as a whole needs to examine and analyze our beliefs, perspectives, biases, and prejudices. Our experiences tend to give us a tainted outlook on the world and as an educator this could be detrimental to the children and families you work with on a daily basis. While they have done nothing to act out an ism against you, you could be unconsciously acting out and holding bias against them for something they have said, done, or believe in. This cannot be and the only way to change is to analyze your own experiences and perspectives on this anti-bias education journey. When working in the field of education, most will agree they they believe in the following words: "One of the finest hopes we can have for our children is to give them a just world - a world that recognizes all people for the unique, fully human beings they are; a world where every child has equal access to the opportunities to become all he or she can be" (Derman-Sparks & Edwards, 2010, p. 30). Without this hope, we will not succeed. Without this opportunity to truly understand ourselves to provide a better opportunity for them, we will not have hope. It is all connected.


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).

Observing Communication

Welcome back!

In class this week we have been discussing the importance of communicating with the children we are working with effectively. Our resources have provided reasoning for communicating with the children effectively and strategies to use in the classroom. As we know at this point, communication is not just about speaking; it is comprised of many different components to be effective and appropriate, including speaking, listening, and other nonverbal cues. As O'Hair & Wiemann (2012) explain, "Communication is the process by which individuals use symbols, signs, and behaviors to exchange information...Successful communication allows us to satisfy out most basic human needs, from finding food and shelter to functioning in our communities and developing meaningful relationships with others,” (p. 4). 

Understanding the importance of communication, I recall an observed interaction between an adult and child this week at school during a practice evacuation drill. As per safety requirements, our district has to practice an evacuation drill two times per school year. All students and staff from preschool through fourth grade must participate. While completing the drill, my fourth graders and I were walking side by side with a preschool classroom. During this time, I was able to observe interactions between the children and between the children and teachers. The preschool class observed is a full day inclusion classroom for four year old children. This classroom has one teacher and two paraprofessional assistants. I noticed that each adult was walking hand in hand with one or two children while the others were walking in a line. They were turning this drill into a major event….a fall themed nature walk! Each child was able to pick a leaf, pine cone, or acorn to carry and keep for a follow up discussion in the classroom. They were able to pick up and replace with a new item along the way if they found something more intriguing. I loved this idea!

For this observation, I focused on the interaction taking place between the teacher and the young girl with whom she was walking and holding hands with. The child was extremely curious and asking so many questions of Mrs. Snyder. The teacher, Mrs. Snyder, was listening so intently, nodding along, questioning back and responding with prompting, questions, and answers. As Stephenson (2009) states, "I found that many children were eager to spend time with an adult who was keen to listen to them," (p. 91). This is exactly what was taking place. As Mrs. Snyder was communicating with this young girl, many other children were taking notice and attempting to participate in the conversation or get her attention so they could hold such an important an in-depth conversation, too. She responded so well, reminding them we needed to be careful and calm to stay in line but still taking time to discuss with each of them along the way and reminding all of her students that their questions and concerns will be followed up on in the classroom when examining their discoveries and discussing further. 

It seems to me that this was highly effective communication! Mrs. Snyder has been teaching preschool in our district for many years and she is always so effective, influential, and awe-inspiring to the children, families, and her fellow staff. Most of the learning from this week's resources highlight and recommend things I noticed in this and many other observations of Mrs. Snyder interacting with her students. This communication builds a child's self-confidence to know they are listened to, they are respected, they are appreciated, and they are valued. It helps them in positive ways to impact their development and identity. As Lisa Kolbeck explains, "My first job is to help children communicate with each other. And to do that, they have to feel listened to and seen," (Laureate Education, Inc., 2011). 

Observing Mrs. Snyder's communication techniques and strategies used with the children is inspiring. It opens my eyes to see the true impact such communicative efforts can have on a child's identity and development. It truly showcases the positive impact educators can have on children from a very young age. This is admirable and inspiring, showing me that I am passionate and excited for an opportunity to work in the ECE field moving forward. I have always worked on my communication skills as I feel they are extremely important, especially with the children you are working with. I feel that I have learned so much from the resource's, as well as Mrs. Snyder, on the impact such communication can have. It will stay with me in my communication journeys in the ECE field moving forward.



References:
Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Laureate Education, Inc.

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's.

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95.

Creating Affirming Environments

Welcome, welcome, welcome! Once again, we are embarking on a new journey with another new course in our Master's Degree program at Walden University, entitled Strategies for Working with Diverse Children. It is hard to believe we are in our final leg of the journey here at Walden, with just one class remaining after the completion of this course! What an exciting, emotional, overwhelming journey it has been!

For our week 2 blog assignment this week, we needed to describe our ideal setting for a Family Child Care Home as if we were to open one in our homes currently. We need to include what the setting would look like, what elements would be included and why, and the ways in which you will make every child and family feel welcomed and appreciated in your home care center.

To start, I believe in the words of Bj Richards as stated, "I believe that our world would be a better place if all children grow up in anti-bias homes and child care settings. Children must feel safe, loved, and nurtured to develop the basic trust they need for healthy development," (Derman-Sparks & Edwards, 2010, p. 52). These words paint the picture of what I want and wish for the field of ECE and children in our society. By creating a family child care home setting, I would plan to emphasize the importance of the aforementioned information and focus on providing children with the tools, strategies, and opportunities to "develop a strong and positive self-concept and empathy for others through healthy intellectual, physical, social, emotional, and more development," (Derman-Sparks & Edwards, 2010, p. 52). The focuses or goals of my program would be on the aforementioned important factors, as well as fostering and maintaing positive teamwork relationships with children AND families. Additionally, the program would set a goal to create a welcoming and nurturing community of learners for all children and families of varying diverse backgrounds.

The setting itself would take place inside my home, creating a cozy, welcoming, nurturing environment in which children can feel comfortable and safe to learn, play, and grow. There would be a welcoming area in which the parents can check in or check out and the children can store their belongings and play with others to socialize and start their day. This would be a welcoming area in which everyone, parent and child, feels comfortable to begin the day on a positive note. From there, we would enter into the living room area in which we could host a circle time or morning meeting to welcome one another to a new day of learning together. Connected to the living room would be a spare room which would be a rest area and a comfort area to go to when a child is having a difficult time. I am modeling this after my Aunt's family child care home setting in which I assisted for many summers growing up, as well as from this week's example from Adrianna Castillo. There would be rooms and areas for play and exploration, as well as resting and peaceful areas when the child needs time to calm down and start fresh.

Adrianna Castillo created a wonderful home care environment in which she fostered positive and nurturing relationships with all children and parents. She shared that "families are so important to your program," (Laureate Education, Inc., 2011). In regards to my setting, I would set up, design, and maintain it so that it will be warm and welcoming, inviting all to partake in our activities and events taking place. Families will feel welcome to participate in various activities taking place during our daily routines, as well as for special events. Additionally, families will be able to share traditions and materials or information about their language, traditions, culture, and more with our center. Items can be shared and placed on display; traditions can be discussed and celebrated; language can be utilized and learned. Every single child and every single family will feel equally as welcome as the next, regardless of their diverse background or ability.

In regards to materials and resources utilized at my family child care home, I would follow the belief and understanding that "all child care environments, including family child care homes, can provide excellent anti-bias education materials," (Derman-Sparks & Edwards, 2010, p. 52). Moreover, it is imperative to utilize diverse materials and resources in this child care setting, even if it is not taking place in a public center or school building. Derman-Sparks and Edwards (2010) explain, "An environment rich in anti-bias materials invites exploration and discovery and supports children's play and conversations in both emergent and planned activities. It alerts children to which issues and people the teacher thinks are important and unimportant. What children do not see in the classroom teaches children as much as what they do see," (p. 43). Therefore, multicultural dolls, varying food and kitchen materials from many different countries and cultures, and much more would be represented in this setting for play, exploration, literature, and discussion. Families would be invited to come in and partake in lessons and the curriculum in ways that share about their cultures and beliefs for children to continue to learn more and grow. We would ensure the concepts of acceptance, tolerance, and understanding through multiple diverse texts, pictures, videos, songs, discussions, and more.

Lastly, the family child care home would be a place in which the parents felt like family. Our relationships would form a foundation to model for the children how nurturing and supportive relationships for an individual can be. Families are important to the effectiveness of a program and without their support, you will not be able to function effectively or appropriately. As Janis Keyser explains, "We cannot figure out what's going on with children without that partner of the family…teacher cannot do the quality care that we want without that input," (Laureate Education, Inc., 2011).




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

Laureate Education, Inc. (2011b). Strategies for working with diverse children: Building on children’s strengths. Baltimore, MD: Laureate Education, Inc.