Evaluating Impacts on Professional Practice

Working with children and families so have challenges as well as rewards. The “isms” I want to focus on are racism and classism. I have had the opportunity to work at different public schools over the course of almost 12 years. The school where I am currently employed has been the most challenging of them all.

The school is majority African American and has been stereotyped as a “ghetto” school because of this and the behavior problems of some of the children. I have heard some people say “I do not want to work there” or “I do not want my child to go to that school”.  Comments like these amongst others, bothers me. There was an issue where a mixed race student (African American and Caucasian) had been suspended several times because of his behavior. The grandmother of this student came to the school and blamed the school for her grandchild’s behavior. The grandmother swore at the principal and called the principal a racist. The principal is an African American female and the grandmother is Caucasian. After the last incident the mother and grandmother have been coming to school with the student and observing his behavior during the day. The grandmother came into the cafeteria with him for breakfast and lunch. I felt uncomfortable when she entered the kitchen area. She was not very friendly and her facial expression was unpleasant.

The school does have children with many behavior issues, but I will not let that deter me from wanting to educate these children. It does not matter what area a school is located, all children deserve a chance at education. If everyone felt this way what will happen to our future generation.

Observing Communication

I observed two teachers communicating with a child who had started two fights with two different students. All the students involved were in the 1^st grade. I walked into the cafeteria to put some condiments on the cart. As I was entering the cafeteria I noticed a student arguing with another student. I heard the teacher tell him to sit down and leave the other student alone. They were sitting at separate tables. The other student accused him of taking something from him. Another student said they saw him take it. When the student who started the fight heard this he walked over to that student and tried to pull him out the seat. Another teacher intervened by telling him to stop and grabbing his arms. Both teachers were yelling at him. The student continued to try and fight the other student. After trying to stop him several times, one of the teachers took him to the principal’s office.

Although this student was defiant, the teachers did not use effective communication skills with him. To make this communication more effective the teachers could have talked to all the students to find out exactly what happened. Yelling was also not an effective communication strategy. Teacher’s words and the way they are used are meaningful for children (Rainer & Durden, 2010).

I found out later that the student did in fact take something that belonged to the other student. Although he was guilty, yelling is not a way of communicating to him that he did something wrong. I think yelling made him angrier. This also may make him feel it is okay to yell at someone when they have done something wrong. When the teacher grabbed his arms this may make him feel as though it is okay to use violence.

The adult-child communication I observed does not compare to the ways I communicate with children. I would not yell or grab a child. I will always use the non-violence approach and communicate in a way that promotes understanding. The child needed to know what he did was wrong, but he should have been talked to.

 

Reference

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group

activities. YC: Young Children, 65(1), 74-81. Retrieved from

http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site

 

 

Creating Affirming Environments

I will want to have a Family Childcare Home that is located between a middle class and lower class neighborhood. I think this will benefit all children and families. To help me have a Family Child Care Home where all children and families feel welcomed I will start by having an area where each child can have a piece of home or their culture (Laureate Education, Inc., 2010). This will include pictures, fabrics, paintings, and anything that will make the child feel comfortable. Other areas in my Family Childcare Home will include:

Books: These books will be about diverse families, different cultures, varying abilities, genders, and elderly people. These books will allow children to experience people who are different and the same as them (Derman-Sparks & Edwards, 2010).

Pictures: Classroom pictures, family pictures, and pictures from diverse families (Derman-Sparks & Edwards, 2010).

Music: Music from different cultures. Each child can experience the music people of different cultures and diversity listen to (Derman-Sparks & Edwards, 2010).

Dolls: Every doll will be different. They will be a different age, race, and gender. Boys and girls will experience playing with dolls of different races and genders than they are.

Puzzle: Puzzles will be diverse people in a variety of roles (Derman-Sparks & Edwards, 2010). .

DVDs: They will be diverse and have people who speak different languages (Derman-Sparks & Edwards, 2010).

Blocks: The blocks will be different colors and any child could play with them (Derman-Sparks & Edwards, 2010).

Dramatic Play Area: This area will have a kitchen, washer and dryer, iron and ironing board, clothing items from different cultures and roles (Derman-Sparks & Edwards, 2010).

As I move forward I’m sure there will much more to add to my Family Child Care Home. It won’t be perfect, but I will learn as I go. “The important thing is to let children know through your actions that diversity and acceptance of others are good, and prejudice is not”, Derman-Sparks & 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. (n.d.). Welcome to an anti-bias learning community. (Video webcast).

            Retrieved from

            https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_4775481_1%26url%3D

What I Have Learned

One hope that I have is that all children and families will come be accepting if one another and not judge. I hope the children can be a positive influence on their parents by sharing with them what they’ve learned about anti-bias education. Sometimes children have a way of reaching adults in a different way than other adults.

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is for no educators to have hidden biases and discomforts. When this happens it can make it difficult for educators to teach children about anti-bias education when they themselves have biases. I know it is difficult, but I don’t think it’s impossible. Our children are depending on us.

I would like to thank all my colleagues for sharing their stories and thoughts during discussion posts and for the comments on my discussion posts. I wish everyone well as they move forward and hope we all become great anti-bias educators.

Creating Art

A Poem About Diversity

Whether Caucasian, Mexican, Asian, or Black

In this diverse world we live in, no one should care about that

Short, tall, big, or small

There are only basic differences between us all

Our insides are the same

All of our hearts beat too

Who’s to say the differences give us light to judge who’s who

Another factor of today’s time is that of age

Age means nothing but how far you’ve come

We should cherish our elders

And hope to say that one day we’ve become one

 

 

 

"We Don't Say Those Words in Class!"

I want to share a story that is not totally stereotyping but it was something said about someone that was different. When my granddaughter was 3 years old (she is now 4) we were in Wal-Mart and this lady walked past us. My granddaughter looked at her and said “she got a big stomach.” My daughter and I could not believe what we had just heard. Both of us said be quiet do not say that. My granddaughter said “she having a baby.” My daughter and I told her that everyone who has a big stomach is not having a baby.

Our response probably made her feel as though she said something wrong. We all notice differences, but children are quick to point them out. It took us by surprise, so our first instinct was to tell her to be quiet. We did not want the lady to hear her say that. I also did not want the lady to think we teach her disrespect.

As an anti-bias educator I would teach her that everyone is different. I would tell her we do not all look alike. I would also tell her it is ok to ask questions about differences. I have been teaching her about differences. My mother is in a wheelchair, but she has never asked why. I will continue to teach her about diversity until she understands. She does understand some of it.

"Start Seeing Diversity Video" Blog: Gender, Gender Identity, and Sexual Orientation

These are the two statements I chose to respond to:

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 parent was biased against a homosexual or transgender, I would inform them that because a person is homosexual or transgender does not mean their child won’t receive a good education. I will go on to explain that each person is unique in his or her own way, and we are an anti-bias center.  I would also inform the parent or family member the educator has a right to employment lf their choice as anyone else.

 

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? (Note: if you have not had a personal experience, ask a family member, friend, or colleague)

I have heard all these terms throughout my life. I heard them as a child, but did not really know what they meant until I heard other children and adults speak about it. I remember when I was in high school and this boy was in our class. The children said he was gay because of the way he carried himself and spoke. His voice was real soft and he walked differently than the other males in the class. I said I don’t think he’s gay because he likes girls. The other classmates said he’s just pretending he does so we won’t know he’s gay. I never found out if he was gay or not, it really didn’t matter to me. I always talked to him in class and he was always nice to me.