EDUC 6990 - CAPSTONE

Hello and welcome to my blog for EDUC 6990 :)

week 8- Hopes, Goals, Thank you

My most passionate hope for the future as an early childhood professional is to have continued [local, state, federal] support in funding and advocacy to push for best practice in all early childhood settings.

My goal for the children and families I work for is to provide them with a safe and nurturing environment where the activities and experiences are rich in language, literacy, social-emotional and physical development, and is anti-bias.

I would like to thank all of my colleagues from this course.  You have provided me with support and also opened my eyes to anti- bias education through your personal experiences, discussions, and blogs.  We really have an amazing support group with in the early childhood field and I appreciate getting to know each of you and wish you all of the best in your next steps as an early childhood educator.  Thank you!

No way. The hundred is there.
The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and at Christmas.
They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nine.
They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.

-Loris Malaguzzi (translated by Lella Gandini)
Founder of the Reggio Emilia Approach

Week 7 Children around the world

I chose the Middle East and North Africa region because of it’s current status in the news with all of the war and turmoil happening in this region. I am interested to learn what children are experiencing in these nations. 

The nations in this region are:

Algeria Bahrain Djibouti Egypt Iran (Islamic Republic of) Iraq Jordan Kuwait Lebanon Libya

Morocco Oman Qatar Saudi Arabia State of Palestine Sudan Syrian Arab Republic Tunisia United Arab Emirates Yemen

Challenges children in this region are confronting:

Clean drinking water and other sanitation needs

HIV (Aids) Epidemics

Low birth weights

Anemia

Lack of fresh foods

Chronic Malnutrition

Access to education Or Children refusing education for the need to work to earn money for the family

Refugee camps

Family’s separation

Families in transitional housing

Teachers being trained on psychosocial support

Emotional Distress of children following emergencies

Lack of vaccinations - Polio epidemic, Measles

Unsafe living conditions (homes that are in rubble)

Female genital cutting

Child labor (All of the above learned from UNICEF, 2011) .

These challenges affect children in this region in many ways. Negative early experiences can impair children’s mental health and effect their cognitive, behavioral, social-emotional development (Trustees of Columbia University, 2010).  Children in the Middle East are experiencing many of these risk factors all at the same time.  When a child has lost a parent to death or displacement, they could have attachment disorders.  “Attachment is an important marker for social-emotional development. Poor attachment, especially maternal attachment, can negatively impact children’s social-emotional health, and development (Trustees of Columbia University, 2010). Children in this region are in the fight or flight mode.  Some are fighting to stay alive the best they can and some are fleeing to where they think they will have a better life – both are delaying physical, cognitive, and social growth the children need and gain from having a stable home life. 
 

My heart aches for these children and all of the turmoil they have experienced at such a young age.  As a mother, reading the things these children go through puts my children’s life into perspective. Just today I was frustrated with my son ignoring some of my requests and my daughter was over-emotional about everything today.  I snapped a few times and I feel terrible about it. My children are loved, they have two adoring parents, they have more food than they could ever want, they have a nice warm/cool home, they have age appropriate toys to challenge them, they have clothing, technology, and “peace” in their world. 

 

When I think about the students  I work with, they come from homes with turmoil – different than what the children of the middle east are experience, but still turmoil.  My children are experiencing divorce, homelessness, hunger (not to this extreme but…), fear in their safety as well as their mothers/siblings etc.  The children I teach are living in states of turmoil and this activity has definitely made me step back and realize that they need the basics before I can help them. They need to feel safe and loved first and then learning can occur. 

 

References

 

Trustees of Columbia University, The. (2010). National Center Center for Children Children in PovertyPoverty (NCCP). Retrieved from: http://www.nccp.org/publications/pub_882.html

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

Week 6 - The sexualization of early childhood

On the topic of sexualization of early childhood – my reaction is yes – it does happen way too soon! I have talked about this for several years (before I had children and even more now that I do have children of my own).  It is very disturbing to see what children are willing to do at such young ages – and then to think about when (age) I actually learned about some of the topics/behaviors. I am 32 years old – so I don’t feel like I am that out of touch!

1) Just this past school year, I was bent over helping a student.  A feel student of mine walked up behind me and “smacked” my bottom quite hard.  Stunned I shot up expecting to see a young boy and much to my surprise, one of my sweetest little girls! When I overcame my initial shock, I asked my little girl, why she would do that? Her response was, “That is what my dad does to my mom when she bends over!” I didn’t discipline her for this action but did speak with her privately that it’s not really appropriate to touch someone’s backside like that at school. I did say, if that is a fun game you play at home, ok! I also spoke with her mom about it and she apologized but did say they are very playful in the home with things like that and the girls think it’s funny to catch someone bent over…  Although this behavior is overly offensive, I think that it gives this young girl and her siblings, ideas that slapping is fun and playful in a sexual way – even though she thought the behavior was funny.  She could internalize this as I like someone and the way to let them know is to slap them.  “They learn that sex is the defining activity in relationships, to the exclusion of love and friendship. They learn that sex is often linked to violence” (Levin & Kilbourne , 2009). 

2) Children that doll play sometimes do some strange things.  This past year, I also had a student who used our classroom puppets to make kissing noises and had the puppets pretending to kiss each other.  Kissing in preschool was shocking to me. I decided to sit in on this play and see what I could learn from it and her.  I tried redirecting the play by asking her puppets to play with me and each time she refused, reverting back to the kissing.  Later in the day, I asked the child, when we were playing puppets earlier, what made you decide that they should kiss. Her response was that is what boys and girls do.  This was a new behavior for this child and highly concerning for me because during the school year, she went from one foster home, transferred to another foster home, and then released back to the care of her mother.  Because the behavior was new, it was frightening to me, wondering which environment triggered this behavior and was she witnessing age appropriate sexual behavior at home? The other implication I have for this behavior with this child, is that if someone did abuse her, would she know and understand that this behavior is not appropriate? She very much thought that is how you show someone you like them. I fear for her being taken advantage of. 

3)Lastly, I notice the over sexualization of children in the clothing that they wear or what is available or trendy in stores or what is seen out and about.  Little girls shorts are SHORT. Tanks and dresses are tight and revealing.  Little girls can buy shoes with heels on them.  Boys clothing is becoming very “fitted”. Shorts and shirts are a tighter fit and reveal more of the male body also.  Tween girls wear things I would never have been let out of the house wearing. It is often hard to find adult clothes that I feel are appropriate as a mother, teacher, and ones I feel comfortable in!  Implications of sexualizing the way children dress – are obvious. Children are exploring with sex at younger and younger ages.  Children are also internalizing what is appropriate based on what is trendy and available to them.  If a parent were to make their child wear clothing that weren’t as revealing as some, a child would most likely be made fun of for the choice.  Children and tweens need to be shown more of this http://www.ted.com/talks/cameron_russell_looks_aren_t_everything_believe_me_i_m_a_model?utm_campaign=&awesm=on.ted.com_CameronRussell&utm_content=awesm-publisher&utm_source=l.facebook.com&utm_medium=on.ted.com-static and less of what we see each day. 

My awareness of the sexualization of things and children in early childhood has been heightened this week.  I have been aware for a while, but I feel more empowered to address behaviors and issues as they arrive and definitely do not ignore them.  Creating conversation about them with parents will open their eyes too.  Many of the families I work with are younger parents and I don’t know if they know when things are not ok.

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

 

http://www.ted.com/talks/cameron_russell_looks_aren_t_everything_believe_me_i_m_a_model?utm_campaign=&awesm=on.ted.com_CameronRussell&utm_content=awesm-publisher&utm_source=l.facebook.com&utm_medium=on.ted.com-static

Wk5 Evaluating Isms on professional practice

The “ism” I am describing is classism.  People think that teachers are wealthy or make great money because they only work 9 months on average, have great hours, and get holidays off.  They often make statements about the great benefits and such that we receive and how “rich” we are.  This is very much not accurate, especially for early childhood teachers who get paid significantly less than k-12 school teachers.  Most people/families do not realize the amount of money each teacher spends on her/his own classroom – taking money away from his/her own family.  Not to mention all of the donated time they don’t get paid for…

This attitude towards teachers affects his/her own temperament towards people that make these statements and therefore gets overheard/seen by children either in school or in the home. Parents often complain of buying supplies for schools – children hear this and think, why doesn’t my teacher just buy them? “Children receive messages that material things are proof of love and approval” (Derman-Sparks & Olsen Edwards, 2010, p103). 

Also, if a teacher is stressed about money (either for school or home because of school) that can have a negative effect on his/her teaching and professionalism, possibly taking it out on the children or not feeling successful at what he/she is doing because of lack of feeling supported. 

I think that most teachers try to educate other people when a comment is made but often we also just smile and “grin and bear it”.  I would just want parents to donate if and when they can and for schools to be able to supply teachers with what they NEED not anything outrageous.  I am lucky in my early childhood position to have a decent budget each year, but it is still never enough and I spend hundreds of my own money (which my husband gets very upset about).  It’s not that I shouldn’t purchase the things, it is the mentality that most other professions do not require people to buy their own supplies for things like tape, staples, paper etc. 

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 - Wk 3

This week, I observed a father and his children playing at the park.  His daughter was a young toddler I would say around 1 year old and son around 4 years old.  The 4 year old was interested in going onto all of the play equipment available while the daughter was mobile, was only interested in the swings. (Can you see the father’s predicament?) The father was very attentive to both children – as much as he could be.  For the daughter, he would say things like, “You want to go on the swing? Say swing” She would respond with something I couldn’t hear/understand. The son was running about climbing, sliding etc. Occasionally he would yell, “Look at me dad!” and the father would look and smile, or say “WOW!”.  Eventually both children ended up on the swings.  The son kept asking for “big Pushes” or “under dogs”. The dad would respond with, “ready – one, two, three, GO!” While pushing his daughter, he would say “ready” she would say “go”.

I noticed that the dad was very attentive and engaged. He was aware of both of his children even when they weren’t right next to each other.  He never checked his phone – I personally felt like this was a big deal! The children were responsive to him. There wasn’t a lot of conversation, but a lot of nonverbal communication and short utterances between the three of them. 

I noticed the father was talking directly to his children and really listening to the daughter. “Telling the baby what you are doing together during caregiving times is another important way to communicate” (Kovach & Da-Ros-Voseles, 2011).

I feel like for the space and separation of children, the communication was really good. The only thing I could suggest is that the father could have dug deeper with some of his responses. Maybe saying things like, ___ likes to swing! ___ How high do you want to go? Was that high enough? What could you do to get higher? “Questions that promote children's thinking require children to think beyond one-word responses to make connections, compare, and hypothesize” (Rainer Dangei & Durden, 2010).

When reflecting on how the communication could have affected the children’s feelings, the dad was very in tune to the younger child and validated her babbles, points, giggles. The older child could have been validated more with things like – look how high you climbed! I am so proud of you!

I definitely learned that I need to slow down, step back and really listen to what children are saying.  If I do this, then my responses won’t be the short one-word utterances and I can really take an opportunity to value what the children are saying. I feel like I do get overloaded with the day-to-day with my children and the children I teach during the school year and it is so easy to be passive and ignore things.  “As teachers we need to question our language in terms of the context it provides for children's thinking” (Rainer Dangei & Durden, 2010).

 

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50. 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=60001533&site=ehost-live&scope=site

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 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

 

 

Creating Affirming Environments

This week’s blog as us to describe how a family/home child care would look and run! As a preschool teacher and mom of young children, I have often thought “why don’t I stay home with my own children and take on others instead of sending mine off to daycare” so this assignment excites me a little. (And just so you know, my husband and I talk about me staying home almost monthly during the school year and now that it is summer, I am aching to go back to school – the best of both worlds!)

While watching the video with Adriana Castillo, I really like the “the napping room” where children and parents could go to at drop off time to say good bye, read a story etc. (Laureate Education, 2011). I think along with this, a hello/good bye window could be very helpful for children of all ages.   
I would like to have a separate space for the main portion of childcare if I ran it from home – either a finished basement with large play areas or a bonus room etc.  I prefer this because then I can really transform that space to reflect the children and families in my care – just like I would do in a classroom. I would most definitely post a daily schedule so parents are aware of what we do, lots of pictures of the children and their families, space divided into interest areas for play.  Visually, the space would be exciting and inviting for the children coming to my home. I would like to have lots of windows or mirrors in the room for explorative play.  “An anti-bias environment is culturally consistent for the children and families it currently serves” (Derman-Sparks & Olsen Edwards, 2010, p43).  I would also use as much non-stereotypical pictures/posters and materials as possible.  As an educator (and parent), I really try to stay away from the commercialized toys that are available.  Much of what is sold in stores can be gender specific – My little Ponies are found in the “girl aisle” while Super Hero toys in the “boy”.  I would much rather use regular farm horses that look like real animals and people figures. 

Derman-Sparks & Olsen Edwards (2010) suggest “invite families to participate in the classroom”(p.42).  A way that I do this already and could transfer to a home daycare would be ask the families to donate something to our classroom from their home culture – maybe it is an item from where mom or dad work, something important to their home life etc.  I have had some children make a small book about their family for our library area, dads donate real tools from their jobs, moms send in scrubs, bandages, and other tools from their job.  What I love, is that most of the items are non-gender specific and each year, it is something different and new to talk about.  We talk about who brought it in and what their parent does, but the children love to use these items in their own way.  It is a good way to learn about each other and to include the family.  Other suggestions for family involvement include “bring in something red that represents your family, what are your families three favorite foods” (Derman-Sparks & Olsen Edwards, 2010 p43). 

I think the hardest part of a home daycare would be to not push my own culture onto the children as in tourist curriculum.  My cultural celebrations would surely be present in my home as I usually decorate for Halloween, Christmas etc.  I would have to work really hard to include much more meaningful connections to my home culture as well as the children’s cultures in my care.

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