-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

Gender, Gender Identity, and Sexual Orientation

     As a teacher in a high poverty school district, I hear young children interact with each other inappropriately quite frequently.  The window to my class faces the playground and I am able to hear many conversations from children.   I can recall hearing a high pitch scream coming from a group of children. I quickly ran to assist but much to my surprise it was only a group of children acting out being cheerleaders.  Right in the middle of the girls cheering was a little boy—he was the “head cheerleader.”  Without success, I tried to get in the middle of the circle to investigate. So I decided to just watch from the outer circumference.  The “head cheerleader” had all the dance moves, timing and flips of a real cheerleader. I was amazed at the ability of that child.  I started to clap at the end of his routine.  Another child approached me and said, “Mrs. Honore’ why you clapping for that faggot?” I was appalled that a Kindergartener knew that derogatory term. So I asked, “You didn’t think he was good?” He replied, “I hate gays cuz they always trying to act a girl.  And my big brother said he likes to punch them in the nuts!”  These types of comments were from an influential person in that child’s life. The authors of a text say, “Children are influenced by others’ attitudes about gender behavior” (Derman-Sparks & Edwards, 2010, p. 92).  I felt sad because he is being taught to discriminate against homosexuals at an early age.  This child has the power to influence other kids because he puts credibility to his comments when he said his big brother said this.  Negativity perpetuates at an alarming rate. 

     I would respond to a family member who is opposed to a homosexual caring for and /or educating his child by first trying to understand their rationale behind their decision.  I would attempt to encourage the family member to judge the person by his or her merits and not their sexuality.  I would make sure the family member has some facts and statistics related to homosexuality and teaching. Also, I would make sure my families know facts about sexual identity. Additionally,   I would even allow the misinformed group to have an open forum with a lesbian, a gay and a transgender.  I think people are afraid of the unknown. 

Resources

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