Time Well Spent!

     As the end has drawn near, I feel mixed emotions.  I’m happy to be a candidate for graduation, sad (about leaving the safe environment of the university) and excited about what the future holds for me.  I have learned that before I can “fix” the early childhood field, I need to be able to recognize my own biases and make sure that I am able to fairly lend what traits I have to early childhood.  I’ve also learned from the program, that I will not know everything and should not wait to become an advocate for children and families. Start where you are! This also resonated with me; all people want the best for their children but may not have the knowledge to give it to them.  That’s where I come in.  I can be the link to assisting families help their children attain a great education and make a contribution to society.

     My long-term goal is to open a chain of anti-bias high quality early childhood centers throughout the United States and Mexico. I believe knowledge is power and I want to reach people who want to break the cycle of poverty through education.  I will write grants and seek private donations to fund the projects.   

     To my colleagues and professors, I have truly enjoyed this journey.  I will not forget the support and encouraging words of wisdom from you guys.  I feel as though I was a part of a family not an institution and you guys made it possible. I hope to one day meet my professors and colleagues in person so that I can personally thank you.  It’s been an exciting beginning and in a few years, I hope that we meet in a joint advocacy effort. 

Yolonda S. Honore’   yolondahonore40@yahoo.com

International Opportunities

     FHi has a career opportunity project in Malawi. This project is interesting to me because “it responds to the critical need for sufficient quantities of low-cost, appropriate and effective mother-tongue reading materials for primary school students in grades 1 and 2”(Academy for Educational Development, 2011). I would love to encourage students and families to produce these low cost readable materials.  These booklets are produced after hours by teachers, students and family members. 

      I also noted a position as a Temporary Assignment: Child Protection Specialist, Sittwe (P-3), Myanmar with UNICEF.  This was interesting to me because as an educator, I have always felt as though my underlying job was/is to protect children.  I have been a foster parent for about 18 years and I love children.  I feel as though I can give children their own voice.  Some of the job qualifications are fluent English, degree related to the social sciences and a minimum of 5 years of relevant work experience at national and international levels in child protection.

" A child in need is in need of everyone’s help."

      In concluding my search, I found a position as a Regional Educational Advising Coordinator on the Institute of International Education site. These are the requirements for this position,  a Bachelor’s degree required, Master’s or equivalent academic degree preferred; or a combination of experience and education; Seven years of overall experience, with a minimum 5 years of experience working within an international educational system and 2 years of management experience; Experience working within the region of hire and familiarity with the higher education systems for that region;  English required and fluency in a local language preferred; Lastly an  in depth knowledge of the U.S. higher education system. This position did not interest me but I thought it would be an exceptional resource for my colleagues.

 

References

Academy for Educational Development. (2011). Retrieved from http://www.aed.org/en/index.htm  http://www.fhi360.org/projects/malawi-timawerenga-we-can-read

http://www.unicef.org/about/employ/index_70585.html

https://iie.hua.hrsmart.com/hrsmart/ats/Posting/view/845

National and Federal Job Opportunities

This assignment has assisted me preparing and locating employment at the national and federal levels.  On the NAECY website, I noted a job as a Project Manager.   Qualifications for this position are the candidate must have a Master’s Degree in Early Childhood Education, three years working in an early childhood program, five years of international experience and three years of supervisory experience.  Also, the position requires training experience, communication and writing experience.  The requirement for the job that I was most enthused about was the having the availability to travel internationally.  That sounds like something that I would love to do. 

My search also brought me to an employment opportunity for an On-Call Early Childhood Education Specialist to work within their Education, Community & Social Programs Division (ECSP).  This specialist would work closely with military families to ensure that the services requested are delivered as sought.  Qualifications for this position are a Master’s degree in early childhood education or a related field of study, five or more years of experience working in a military early childhood setting, ten years of experience with providing content knowledge on early childhood programs, curriculum standards, assessment, proficiency with Microsoft Office software and experience working with multiple stakeholders. 

Finally, I found a position for an Education Specialist.  This government job had very broad qualifications; it appeared that most of the employment opportunities sought either educational or field experience.  All postings for this agency had similar wording for the job qualifications.  This position is described as professional work for educational related programs that improves American education. 

References

https://icfi.taleo.net/careersection/icf_prof_ext/jobdetail.ftl?job=180420&src=JB-10080

http://www.naeyc.org/about/jobs

http://jobview.edhires.ed.gov/getjob.aspx?JobID=126073976&LogGetJobChannelID=6570

 

Exploring Roles in the ECE Community: Local and State Levels

     This was an excellent assignment for this course.  I have worked in the same school district and school for 18 years.  This year, I ventured out—just a little and transferred to another school.  I’m loving it… new school, new environment, different students and a wonderful teaching experience.  I said all that to say, I did not realize how difficult it is to locate employment. 

      From my search, I located a Childcare and Preschool Administrator position. I think this would be suitable to me because I desire to be a part of a team that contributes to young children and their families.  For this position, one I would work with a team of educators who evaluate early learner’s social and educational development.   After which, we would devise a plan to construct goals and objectives that are needed to advance the child successfully through his developmental phases.  This position is no longer available because personnel have met the quota for this position.  The ad stated the interested persons must currently posses a Master’s degree (preferably in education), have worked at least one year as an administrator and have worked at least three years with young children.   

     The second position is that of an Education Program Specialist for the Department of Education.  This appeals to me because in the benefit package, the specialist will receive equal leave for volunteering.  I thought that was a nice catch because I volunteer a great deal in my community and I can view this as an asset.  Two positions are available in the Washington, D. C. area.  The skills are very general for this position.  For example, degree that can be supplemented by 24 hours of course work in a related field or a combination of education and experience is required.  This position does not specifically require a Master’s degree but judging from the salary scale it sounds like a great starting point for a person who recently graduated. 

     The third position that I identified was a Pre-school Special Education teacher.  I currently posses a Louisiana teaching certificate in Special Education M/M K-12. This position is appealing to me because I have been told that I have a gift to work with special needs students and I immensely enjoy the challenge. For this position, I need to possess a valid Arizona teaching certificate. No prior teaching experience is necessary but a teacher must be able to motivate the students and establish and maintain classroom procedures.  Also, the teacher must be able to collaborate with other agencies, direct/evaluate Para educator, and maintain a cooperative working relationship with the student and the parents.   

Reflecting on Learning!

     My most passionate hope for my future as an early childhood professional is that I learn that educating all children is vital to our progression as a people.  I feel like there is an abundance of hope for the children because of our advocacy efforts. By enrolling in and soon to graduate from this program, I feel as though I have the tools to begin to promote an anti-bias education for all children and families. As an advocate, I would like to encourage all my co-workers to research or enroll in a program that will enable them to learn about anti-bias education. Dr. Julie Edwards said, “We will never learn everything about anti-bias education because the field is still evolving (Laureate, Inc.) I just feel like she is saying, “Start now.” You see, I am confident that my love for children and the knowledge that I have acquired while focusing on anti-bias education is the foundation I need to promote these efforts. 

     To my very supportive colleagues, I commend you for continuing in the program.  You have been a pleasure to share ideas, comments and concerns with.  I appreciate what each of you brings to the table.  As we part our separate ways, I hope that the love of children will sustain you throughout this journey.  Be blessed and be a blessing!

References

Laureate, Inc.  Your Commitment to Anti-Bias Work" https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3396868_1%26url%3D

All OF GOD'S CHILDREN!

     I am drawn to Mexican people living in poverty because I spent one week on a mission trip in Matamoros, Mexico.  It was an awesome, life changing and gratifying experience.  I had the opportunity to spend days at a vacation Bible School assisting the directors of the camp. While there, I served food, taught English, played games, carried water and ice from the market and spent time with the children.  Too many times, we (Americans) take basic things for granted.  I met people so grateful to God for what little they had.  People invited us into their homes to dine for a home prepared meal.  Each meal consisted of corn tortillas and beans—my favorites.  While I was there, I observed young children carrying water in enormous jugs.  The water was used for drinking, light bathing and washing dishes.  It was scorching hot, humid and sometimes raining but no one complained, they just did what was necessary.  Before I left that trip, I felt as though I connected with the people because in actuality...We are all God's children.

     I read an article about Lucia, who struggled to manage her disease by attending hospital appointments.  She wants nothing more than to attend school and learn.  How noble of her.  She is determined to learn. She attends a  community school whose strives to build better lives for all who attend.  (http://www.unicef.org/infobycountry/mexico_62078.html)

     I also read an article which focused on the message of the President of Mexico who made light of the poor children who don’t have access to education and healthcare.  He said, "When most of us think of a poor child, we tend to picture a rural child. We don't imagine as readily a girl living in the shadow of a city school that she will never attend, nor a boy growing up only a short walk from a health clinic he will never enter, nor a family deprived of services enjoyed by those living only streets away" (http://www.unicef.org/infobycountry/mexico_61864.html ). I was personally touched by his outcry for help for those who other people probably “walk over” everyday. 

     As a parent, my heart goes out to all children who are impoverished.  As an educator, I need to be abreast on conditions of children worldwide, not just in the U. S.  I can make a difference--- one child at a time.  I will never accept that only children who are local are my concern.  Whatever small part I can contribute to reaching and changing a child’s life, I will.  Where I am in my life now, I can only educate myself so that I may begin to strategically plan how I will contribute to humanity outside of my country.  My trip this summer has taught me that I can donate my time, love and attention to poor children and that is a start to changing lives. 

Sexualization of children

     Sex is everywhere! From an early age, children are inundated with sexual images every single day. Parents are sexualizing their children at alarming rates—maybe unintentionally or maybe not. My eyes could not believe this video clip.  (Please don’t watch if you are easily offended by children acting like adults. Also, you must sign in to YouTube to view.) This is a new dance called “twerking.” My definition of twerking is gyrating your sexual organs to music imitating sexual acts with one’s clothes on.   http://www.youtube.com/watch?v=NyDiPsEgNdU&ytsession=tSSZLQx3UfttWXaN7QzIM3PAcbQa20bGi5C9e2o6EpHuVivwlAfszD7og2nKBkYNzSODi2XqR0nvOf5gNkScNtwleQnj_--URUYFj5-vCoO3WPcd3CT4LOHCNFcto1mPFulU5WVxWCoM4or_RBH4VFhQODLzhzE6mItjeV1IOl-kiqbQDCpIenXhjr98mjIBpa5TR_7A2oPbGod0UGfdTQ8d36AveWqP0_Fip1yi3ffIEdA_XYnWa4o0QMx0M7GnPdK4Jb0qTjrR6X5_W4nUqHPG43HZ4pUPXP5Pw23JE15NkE3vwO2CYFMt7U1vpSeNGrYST5Na76PUgvYHdyYiOKEWZf-ZvGrWCZXLCk9eamfWXyjbVQYsSUtmRf1Qkg5018T02zjox0RYIFxK-D5IQlX4lq2L0XiNlOiB66Y0PfjXM3aPIgCOIGm7BPUQKcqRq_KHgUnkU9ChyOLkg6StRSfnr1zmw85fsaLE_vdzZ_vnmw6Rbd5h8A8Ga39wLdzgZJpAdVrBask   I agree with the authors who say, “Children as young as four learning to gyrate to songs in ways that might have stunned grown-ups a few decades ago” (Levin & Kilbourne, 2009, p. 2). As  a child, I can remember being reprimanded for sing a song called,  “Let it Whip!” I had a strict family upbringing.  My opinion is when children are allowed to perform these types of dances or wear sexy clothing; it is putting sex on their minds, making certain body parts come alive and making them inquisitive to go the next step.   

     I think children are becoming victims of sexualization because society accepts it as normal.  For example, last semester, a kindergartener entered our school campus wearing an ill fitting uniform and red lipstick.  Yes, she wore it proudly and stated that her mom said “If anyone says something just lie and say it is lip gloss because you have dry lips.” What is really going on? Kindergarten? Should we, as educators, accept this as normal? I don’t think so!  Thanks to the administrative team at my school, the parent was called to give them the opportunity to dress the child compliant with the school districts bylines. Authors iterate, “these children are acting in ways that make perfect sense given the sexualized environment that surrounds them” (Levin & Kilbourne, 2009, p. 2).

     Have you seen the Bratz dolls?   These dolls are dressed in minis and fishnet stockings, tight jeans and skimpy tops.  Dolls are role-models for girls.  Is this the role-model we want for our young children? Do we want to dress our five year old girls like this?  I think the problem is if children commonly view these examples of fashion, they will accept this dress apparel as normal. 

     As an educator, I never equated sexualization with education.  I was never provoked to think about this subject but again, Walden University has roused my awareness and made me think outside of the box.  From this week’s subject, I have learned,  “That these stereotypes and media messages limit opportunities for children to develop as whole people and undermine the very foundation necessary for children to actualize their full potential and to value and respect themselves and others” (Levin & Kilbourne, 2009, p. 6).

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

-isms That Separate!

     Since beginning this program, I have learned so much about myself.  I have been forced to face issues and strategically problem solve resolutions to those issues.  For this assignment, I was requested to describe in detail the -ism that will be a barrier for me as an early childhood educator.  I have a BIG problem when I feel as though someone is being discriminated against because of class.  As an educator, I once witnessed a teacher not allow certain children to participate in parties because they did not bring anything to share.  What a shame! I was an inclusion teacher so I made the children a party bag which was against the  wishes of the veteran teacher.  The teacher said to me privately, “The parents need to get off their lazy welfare A** and provide for their children.” I was furious! According to Derman-Sparks and Edwards, “This belief implies that it is a result of laziness if a family is living in poverty” (Derman-Sparks & Edwards, 2010, p. 109).  All I could think of is “Why punish the children for  the predicament the parent has gotten them into?” I know this will be a challenge for me because I would like other teachers to help dispel the myth, “People are poor through their own fault” (Derman-Sparks & Edwards, 2010, p. 109). I feel as though once we, early childhood educators learn better, we should do better.  What do you think about not allowing children to participate in a class activity because they are unable to bring an item to share?

References

Derman-Sparks & Edwards, J. (2010). Anti-Bias education for young children and ourselves. Washington, D.C. ,National Association for the Education of Young Children (NAEYC).

Persona Dolls

Persona Dolls   

     In this observation, the adult is Mrs. Emile, the persona doll is Maria, and the two other students are Joey and his best friend Jill.  Maria, Joey and Jill are all 4 year old white students of Mrs. Emile.

     The setting of this observation is a beach.  Mrs. Emile introduces Maria a four year old white student to two other four year old students.  The problem in this observation is that Jill is afraid of going in the water on the beach.  Maria, with the help of Mrs. Emile, is going to help Jill feel more comfortable about getting into the water.  Joey is her best friend and he has been trying to encourage her to not be afraid of the water.  Mrs. Emile is the teacher that is facilitating the communication with the persona doll.

   Good evening friends, we have Maria joining us today on our swimming adventure.   She is a 4 year old student little girl that loves spending time with her friends and eating snowballs.  Persona dolls are dolls but not toys. These dolls are made and dressed as real people with a real-life history. Each one has a name, gender, race, and personality. (Laureate Inc.) Last year Maria was afraid of the water.  However, this year Maria is doing much better.  She is not afraid of the water like she was before.  Maria has spent several months with me overcoming her fear of the water. It is a lot like introducing a new student to the class, because each doll comes with a complete identity, including abilities and perhaps a problem or challenge (Laureate Inc.).  After Maria was introduced to the kids and during the conversation, Jill admits that she is afraid of the water also.  She continues  to share that she thinks the water will swallow her up.  While Jill is sharing her fears, Maria tells Jill how she became comfortable in the water a little at a time.  Maria told Jill that she could do the same thing.  Jill’s friend, Joey tells her that he could hold her hand and help her while she becomes more comfortable in the water.  In the video Strategies for Working with Diverse Children “Persona Dolls”,  Eric Hoffman Instructor, Cabrillo College Early Childhood Educator; indicates that it helps when the students in the group see that the persona dolls are brought to life and are a part of the group. Eric Hoffman further states “That when a persona doll is used, a sense of interest and inclusion as a whole person addressing a need are important in the scheme of things”.

     As stated in the article ‘Communicating with Babies’, babies should be included in the communication. The goes on to say, “maybe it has not occurred to you to use language to include the babies in communication. When you ignore babies, you tell them they are not valued. When you do not talk to babies, they are unlikely to understand what is happening with them.” (Talking about babies instead of to babies discounts them as individuals. Babies need to be part of the communication process. (Laureate Inc.)The article goes on to state that “Language provides a model for babies about how to communicate, and it serves as a vehicle to convey thoughts and feelings.”

     In order to make the communication more effective and affirming, Mrs.  Emile could have included more children with the same fear and explanations how they overcame those fears.  In addition, Mrs. Emile could have asked all of the kids to get in the water together with Jill so she would feel she wasn’t alone. While reflecting on the use of persona dolls, the article states that persona dolls are creative, interactive tools that allow children to productively express their emotions and solve the problems that come up in everyday life. Teachers can use persona dolls to help a timid child speak up or to explore diversity. Early interventions such as the use of persona dolls may bring about changes that will benefit young learners for a lifetime. (Laureate Inc.)

     In my opinion, the communication was relatively successful in that Jill felt like she could try to get in the water a little at a time with the help of her friend.  

     As it relates to the adult-child communication that I am more familiar with, this method is really effective because it includes the kids in the conversation. 

     From the information I learned this week, there are more effective methods that can be used to communicate with children that will help them participate in the discussion more freely.  I learned that the method that I am accustomed to can be more effective with the use of persona dolls.

References

     Laureate Media Presentation, Communicating with young children. https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3396868_1%26url%3D

    Laureate Media Presentation, Persona dolls. https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3396868_1%26url%3D

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

           Pierce, J., & Johnson, C. (2010). Problem Solving with Young Children Using Persona Dolls.  

                      YC: Young Children, 65(6), 106-108.

 

 

Auntie Do Bee's Place!

     My learning center focuses on an anti- bias curriculum.  Here, we welcome all children ages 12 months to 4 years old.  This cozy environment assimilates the home setting so that the child may feel comfortable and explore the many learning centers. Adrianna’s center provided a cozy area for families to separate. In one of the centers, there will be pictures of every student holding their arms open. This expresses that all is invited into Auntie Do Bee’s Place.  The centers are multi-cultural not duplicating any ethnic origin. We have a home center, a mechanic’s shop, an art expo, a mini gym, barber/beauty shop, a puppet theatre and a library.   Adrianna’s centers were varied. Our large gated outside yard has both natural and manufactured play areas.  We even have a small vegetable garden on the property.   All areas of our environments are handicap accessible.  We welcome diversity; our staff is comprised of degreed professionals from Africa, India, Japan and the United States.  Each teacher’s picture, diploma, and family portrait are displayed near their teaching area.  Adrianna posted her credentials. Our teacher student ratio is one to five.  Additionally, our staff has a three cafeteria workers lead by “Ma Maw.” Ma Maw is a spunky sixty-eight year old lady who has dedicated forty-five years of service to the children of our community through food service. 

     The pictures on the walls of the center represent many nationalities.  The books in our library are recommended by NAECY.  The books and pictures represent variety of family structures, ethnicities, racial identities, economic circumstances, physical and/or mental abilities. This week’s media presentation encouraged me to make sure many nationalities were represented because Adrianna’s skin type pillows replicated natural skin tones. 

     Children learn the value of communities by learning at tables where supplies are shared.  No individual desks are used.  Children are taught to compliment their classmates.  Each day a child is chosen to be a “Star” of the day.  At circle time, the other classmates say something positive about the star.   Adrianna used circle time to welcome children and initiate the learning environment.  Children are randomly praised by any staff member for exhibiting good citizenship characteristics. 

Reference

Laureate Multimedia Presentation. 2011. Welcome to an Anti-Bias Learning Community. https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3396868_1%26url%3D

My Goals!

     My hope and goal for working with children and families that come from diverse backgrounds is that we—early childhood educators- continually educate ourselves so that we can meet the needs of the population. I think this falls in line with the Goals for the Anti-Bias Teacher.  “You will increase your awareness and understanding of your own social identity in its many facets (gender, racial, ethnicity, economic class, family structure, sexual orientation, abilities/disabilities) and your own cultural contexts, both childhood and current” (ABE Goals 1& 2) (Derman-Sparks & Edwards, 2010, p. 21).

     To my very supportive colleagues, I appreciate your encouragement and responses throughout this course and program.  You are truly amazing! I wish you much success in the future. In the event that I could ever be of assistance to you, please contact me via my personal e-mail. (yolondahonore40@yahoo.com) Best Wishes!

References

Derman-Sparks & Olsen Edwards. Anti-bias Education For Young Children and Ourselves. 2010. NAEYC. Washington D.C.

Creating Art!

For this assignment I chose to create a photo collage!

In this course, I did have to rethink Early Childhood Education.  There were many topics  I had not considered before this academic journey.  I first had to observe the bias within myself before I could continue in this course.  I asked myself questions like: How would I respond to a child and their family with same-sex parents?  Am I  partial to traditional families?  Am I a fair educator? How do I view the poor? The handicap? Is using the retarded acceptable? Are the class materials that I read to my students favoring one group of people and isolating another? Do I present the world to my students?  Am I portraying a narrow view of the world to my students?  Am I accepting of other cultures?  Do I accommodate students who do not speak English? This course was excellent for me because it had a mirror effect.. I saw myself.  Now I am able to admit my biases and work on it for the greater good of my profession,  student and their families.  Did this course assist you in finding your stance as an early childhood educator?  Are you diverse or are you willing to become diverse? 

Shhhh! We Don’t Say Those Words Here!

Shhhh! We Don’t Say Those Words Here!

Setting: Two 6 year olds were engaged in a conversation in the corner of the class about their teacher who had just sent them into “Time Out” for misbehaving. 

Student 1: Hey Man, did you see those?

Student 2: It was ginormous!

Student 1: What fool?

Student 2: Mrs. Lilly’s cups.

Student 1: Man, I don’t know what you talkin about.

Student 2: Mrs. Lilly got da biggest butter cups I eva seen. (While cupping his hands into his chest area)

(Both students look at each other and start to laugh.)

     I overheard this conversation while I was a junior camp counselor at the district recreation department summer camp.  I was fifteen years old and I told the boys I would tell Mrs. Lilly if they were not quiet.  I had no idea of what to do because I didn’t want to get them into more trouble.

     With the knowledge I have gained from this course, I could have approached the boys without reprimand and could be objective.  I now would say, “Guys, people come in all shapes and sizes. I have friends who have large body parts and some friends who have smaller body parts.”  Look at you two, Harry is taller than you Sam but you guys are still nice guys even though you are in punishment now.  “Do you know of people who have different shapes, maybe a different color, or talk different?” I would try to provoke the children to think about themselves and how they are different from others.  Then I would explain to them that it is all right to be different.  From the Resource video, Start Seeing Diversity Race/ Ethnicity, the author says, “The best pictures are those that encourage children to make comparisons then make connections.”  I would use this as an opportunity to compare and connect. 

    

Resource

Start Seeing Diversity Race/ Ethnicity https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819641_1%26url%3D