Week: 8 Perspective Diversity & Equity

My Professional Hopes and Goals

Hopes

As a professional caregiver the one hope that I carry when working with children and families from diverse background, is that we all learn to appreciate each other and work together for the benefit of the success of the children.  

Going forth I hope that all educators become educated on the significance of diversity, equity, and social justice.  I hope teachers all across the world learn how to embrace each unique child and their family's cultural differences. 

Goals

My one goal as a preschool teacher is to make sure that all the children and families feel welcomed, safe, and accepted in my classroom . 

I plan to establish many meaningful relationships with the children and families in my community to help me to better understanding how I can help and support them.  

I have learned from this course that, preschool is not just about teaching children how to write their name or learn their numbers. But teaching children and families how to embrace the differences that make us who we are and accept their unique qualities.

My primary goal is to leave a legacy in my community where all children and families feel important and are supported by the Field of Early Childhood.

          

First, I would like to thank Dr. Horton and all my professional colleagues for such a meaningful course. All of your our personally experiences and stories really helped me to understand about the many diversity issues and challenges that we face as human beings.  I have learned so much about our responsibilities and obligations as preschool educators.  I now better comprehend the statement "We Are All Alike But We Are All Different" 

Thank you all again, and wish you all a Happy Holiday and Happy New Year!! :)

   

Week: 7 Perspective Diversity & Equity

Welcoming Families From Around the World

When children join a new class, they may be nervous and unsure about what to expect. Families want to know if they will be welcome and if the teachers will value their suggestions and appreciate their child.

The family's country of origin of my choice of whom will be entering my classroom is:

 Afghanistan

5 ways in which I will prepare to be culturally responsive towards this family:

1. Provide warm inviting greetings. Smile while introducing yourself and your colleagues by name. Not only are smiles contagious, but a warm face and voice help children feel safe and show the family that their child’s teachers are caring individuals.
2. Create a Welcome Area. Put out a small journal or set up a whiteboard or an easel with paper so current families can write messages to welcome newcomers. The new families can introduce themselves and their children. Add a welcome sign and other decorations that show this is a special day. Include welcome or hello in the languages of all the families in your program.
3. Follow each child’s individual schedule for feeling comfortable. Be as flexible as possible during the first few weeks so new children—and their families—can follow their own pace for getting to know the room, the routines, the teachers, and their classmates. Acknowledge children’s strong feelings about being apart from their families or their former teachers. You will be taking the first step toward building relationships based on trust.
4. Learn families’ names before the first day. It can be a challenge to memorize the names of all new family members and how they prefer to be addressed. However, it creates a welcoming atmosphere when teachers can greet everyone by name and title
5. Display photos of the children and their families. If possible, take photos during an open house or home visits before the first day of school. Or ask families to share some of their own family photos. Post photos on cubbies and at children’s eye level throughout the room. When children see the photos, they can feel connected to their families during the day.

The children and families served in early childhood programs reflect the ethnic, cultural, and linguistic diversity of the nation. 

The nation’s children all deserve an early childhood education that is responsive to their families, communities, and racial, ethnic, and cultural backgrounds.

 For young children to develop and learn optimally, the early childhood professional must be prepared to meet their diverse developmental, cultural, linguistic, and educational needs.

 Early childhood educators face the challenge of how best to respond to these needs. 

Educators must recognize that linguistically and culturally diverse children come to early childhood programs with previously acquired knowledge and learning based upon the language used in their home. 

For young children, the language of the home is the language they have used since birth, the language they use to make and establish meaningful communicative relationships, and the language they use to begin to construct their knowledge and test their learning. 

The home language is tied to children’s culture,and culture and language communicate traditions, values, and attitude. 

Parents should be encouraged to use and develop children’s home language; early childhood educators should respect children’s linguistic and cultural backgrounds and their diverse learning styles. 

In so doing, adults will learn to appreciate the many unique differences and at the same time enhance children’s learning and development. 

References:

https://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF

http://www.naeyc.org/tyc/article/welcome-children-and-families-to-your-classroom 

Week: 6 EDUC 6164

The Personal Side of Bias, Prejudice, and Oppression

While growing up in the 1980's I have experienced many incidents involving discrimination, prejudice, and bias.  However the one incident that stands out to me is the racial discrimination incident that my Aunt and Uncle endured due to having an interracial marriage. 

Interracial marriage is the term used to  describe marriages that take place between people who are from different racial or ethnic groups.

People are often biased against others outside of their own social group, showing prejudice (emotional bias), stereotypes (cognitive bias), and discrimination (behavioral bias).

I can remember when I was about 12 years old and my family and I went out to eat for my Aunt's Birthday.  I can still recall this incident like it was yesterday.  We went to Red Lobster, we laughed, and ate, and then we sang happy birthday.  My Uncle surprised my Aunt with a gift and gave her a hug and kiss in the restaurant.  We clapped and smiled and I can remember feeling very happy and excited.  I can also remember seeing people begin to stare and begin to whisper as they kissed.  

A woman yelled out "what happen you can't find a white girl?"

Someone else then yelled out loud "yuck"!  " Disgusting"! "Stick with your own kind"!  Then I heard a lady say " he cheating on his wife with a black girl"! " look at those zebra kids"!

   

In my eyes at this very incident, I begin to understand the meaning of racism.  Because my Aunt is Black and my Uncle is White, individuals were being hurtful towards my family because we are culturally different.  

That evening my Uncle begin to get upset and my Aunt begin to cry. I remember all the kids being rushed out of the restaurant into the car while the adults yelled and argued for being mistreated and unkind.  As a child I did not understand why this was happening but I knew what was happening was not right. 

I think that this incident diminish equity due to the fact that  everyday individuals are judging and insulting people because of who they are. This incident has made me very aware of the hate in the world due to a lack of understanding.  In my culture we were not raised to judge people on how they look or where they come from but how they treat you.  If more people took the time to get to know each other and understand each other we would learn to love one another.   

Week: 4 Practicing Awareness of Microaggressions EDUC 6164

Practicing Awareness of Microaggressions

One example of microaggression that I have observed this week, was when I was in line at the pharmacy and an individual made a comment about a non English speaking woman who was having trouble understanding her medication because there was no translator working at the time.  The individual stated;  

" Why can't these people learn English when they come to this country".

The context of this microaggression was a form of racism portraying micro insults.  I believe that the psychological dilemma was a clash of racial realities.

Growing up when I was a child I had experienced forms of prejudice and racism towards myself as well. 

" You are pretty for a black girl".   

"What projects did you grow up in?"

"I never see your father, is he in jail?"

" Nicole is black, she can tell you how to fry chicken." 

These brief everyday verbal indignities were insulting messages that seemed to be sometimes intentional and unintentional.  

The racism microaggression hidden messages that I interpreted was;

just because my race is black i should know that

" All Black girls are not pretty".

" All Black people come from low income housing projects."

" All Black men go to jail".

"All Black women should know how to fry chicken".      

 I am now educated enough to know that I was a victim of micro invalidation's and micro insults. I have learned that these statements form from a lack of understanding and education. 

It makes me upset to know that these behaviors happen outside the level of awareness of well-intentioned individuals.    

It makes me feel very disturbed when I observe any negativity or hatred towards people of any culture, race, gender or ability and it makes me even more displeased to realize that responding to these microaggressions will cause no positive change if individuals are not culturally educated.    

   

My experience with microaggression behaviors have affected my perception of prejudice and stereotypes, because I have learned that if people do not understand something they will tend to assume, make a presumption or believe information with out facts or prof.  

The wisdom that I have gained is do not assume things, ask meaningful questions and be kind and respectful.  

I have learned that as a preschool educator we all need to have an open mind about the many different children and families in and around our community and be willing to accept their reality, and appreciate their differences. 

    

Week: 3

Perspectives on Diversity and Culture

The first person that I asked to describe the definition of culture and diversity is my 14 year old daughter Jada Nellie Nicole Lee.  I chose to ask my daughter because I wanted to know how much she she knew about culture and diversity.  Jada's definition of culture is " where you come from and how you are raised".  Jada explained that "some of the children in her classroom are from different countries like Africa and Brazil".  Her definition of diversity is "different ethnic groups and people who come together as one". Jada states that "my school is diverse, because we are all different in one way or another, and most of the children speak more than one language".  

The second person that I had the opportunity to talk to about culture and diversity is my next door neighbor Ms. Pearlie.  Ms. Pearlie is an elderly woman who shared with me that "she thought culture was her beliefs and what her mama and papa taught her  as a little girl growing up".  She expressed that she "remember when  the girls was not allowed to wear trousers only the boys and men wore pants back when I was a kid" she said.  Mrs. Pearlie's definition of diversity " is simple that we all have differences the people who look the same are different she explained there are no two people alike in this world, we are all created to be different".

      

The last person that I an opportunity to have a conversation about culture and diversity is my co worker Soumia.  Soumia was born in the country of Morocco and has been in America for 10 years.  She expresses to me that " culture is what I was taught in my country to be educated and have a good life.  My family has a very strong culture we have traditions and believe deeply in our religion.  Soumia said  "diversity to me is America".  She explains that " I came to America because it is a free country that provides opportunities for all hardworking people.  You can find all people from all countries here in America". 

The aspects of culture and diversity that I have studied in this course are similar to the answers that I have received from family and friends. From gaining knowledge and understanding I have learned that “ a person’s cultural group is related strongly to his or her ethnicity, which reflects the place of origin and cultural background of  the person’s ancestors or relatives who lived hundreds of years ago” ( Derman- Sparks 2010).    I have learned that “the world in which you are born in just one model of reality.  Other cultures are not failed attempts at being you; they are unique manifestations of the human spirit”.  Culture is much deeper and more significant than just costumes, holidays, foods, and objects and things that are easy to see, taste, and define in everyday life” ( Derman- Sparks 2010).  We are all the same inside but we are  also all different, we should take the time to get to know each other and celebrate our differences.    

                 

Reference:

 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).   

      

  

Week:2 Perspective Diversity & Equity, EDUC 6164

My Family Culture

The three items that I would choose that, 

represent my family culture and hold dear to me are:

 Family photo album, jewelry, and an American Flag.

Each of these three items represent something special to me and my family.

The jewelry is something that I hold dear to my heart because it has been giving to me each year since my 5th birthday.  Every year on my birthday my dad would give me a gift of jewelry and after I opened it he would put it on me.  Whether it was a necklace, bracelet, or earrings I enjoyed seeing his face light up as much as he enjoyed seeing mine.  I think as a child it was not so much the jewelry but having something to carry with me that my dad had giving me.   Because my father did not live with us and I did not see him as often, I appreciated having a gift from him as special as a piece of gold.  I'm a daddy's girl and he always melted my heart. :)

   

The American Flag is dear to my family and my self because it was giving to us when my father passed away.  This American Flag represents the hard work, dedication, and sacrifice that my father gave when serving our country.  I am proud to know that my dad was a brave, and courageous man with a big heart, who was willing to give his life to help the American country. 

 The photo albums is dear to me because it is visual images of some the memories of the good times and places that my family and I have experienced.  I have pictures of weddings, birthday celebrations, holidays, family reunions, and even the birth of the babies in our family.  I love taking picture and sharing memories while looking back.  

If I were told that I had to give up two of the items and only keep one, I think I would be sad and heart broken but I would have to keep the pictures and photo albums and give up the jewelry and flag.  The pictures make me smile, laugh, and cry.  I can actually feel the moments and memories of the many different experiences of the love, and joy when looking at the pictures.     

After this exercise I gained insight that I truly love my family and even know we go through struggles and hard times I thank God that he chose these people to be in my life.  I enjoy every minute that we spend together and I look forward to making many more memories.

          

WEEK:8 Building Research Competencies 6163

When I think of Research....

When I think of research I envision research being essential for all young children, families and the people in the early childhood community.  Research gives us all a sense of what can thrive and what may not be so successful. 

I gained great insight from an article that I have read from the National Association of the Education of Young Children, when stated that “children benefit from research when it is used appropriately and thoughtfully.” 

I have learned from this course that there are “many different types 

of research”, (Mac Naughton 2010) and research can give unique 

information and knowledge about certain questions, concerns, and 

decisions that need to be made on behalf of  a study involving 

young children and their families.

Challenges that I may encounter while continuing to 

learn about research is the constant changes involving 

research studies and the evolving issues and trends.  

Staying current with valuable research is essential and can 

be challenging if the information is constantly changing.  I 

have learned that  when it comes to learning about research I 

will need to stay current with information regarding the young 

children and families in their community and 

“use research as a professional advantage to help and support others.”

I have learned that, “studying research and doing research 

encourages people to explore possibilities, to understand 

existing issues, and to reveal truths and formulate new ones” 

(Zarah 2016).  

I’ve also learned that, “without research and 

scientific investigation, other developments would have remained a fantasy. 

Reading, writing, observing, analyzing, and 

interacting with others make curious mind's quest for knowledge.  Research serves as an 

instrument to achieve that goal” (Zarah 2016).

As an early childhood teacher I have gained knowledge and wisdom about my role as a professional.  I have learned that quality teacher research is established from daily positive interactions with children and their families.  I have learned that children only benefit from research when it is used appropriately and thoughtfully.  As professional caregivers I believe that we have to stand up for all young children and families to make sure that all research studies involving the early childhood community is for the well-being of the participants in the study.

I would like to thank Dr. Todd and all my colleagues for such an interesting and informational course, I appreciate you time and dedication in helping me to gain additional wisdom knowledge  about research in the field of early childhood studies.  

   

References:

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill

Zarah, Leann. (2016). Five Reasons Why Research is Important.  Retrieved from: owlcation.com/misc/Why-Research-is-Important-Within-and-Beyond-the-Academe

Week 5: Building Research Competency

Research Around The World

The international website that I chose to further study is the Early Childhood Australia, A voice for young children. 

The current topic that I explored is titled: 

The Transition to school

Early Childhood Australia has many print and online resources to assist parents, caregivers and educators in helping children make the transition from child care to preschool, and from preschool to school.

All links and resources on transitions to school have been quality-assured by Early Childhood Australia.

Starting school can be stressful for children. The buildings are bigger, there are more children and they are the smallest in the playground. There are fewer adults and more rules which they don’t know and for many the classroom will be more formal.

A successful first year of school is the foundation for:  children’s successful learning and strong school–parent relationship.

I have learned that:

Families all around the world promote many experiences and interactions to prepare children for school, including providing a range of resources, engaging in particular routines and interactions, and creating home learning environments that support children’s engagement in school.

Starting school is a time of change for children and for families, as they experience a specific set of demands and make adjustments to meet those demands.

Three levels of change during the transition to school have been identified (Griebel & Niesel, 2009): change at the individual level; the relationships level; and the contextual level.

Each of these changes impacts on how children and families experience the transition to school. Educators who are aware of these changes are well placed to create responsive and supportive educational environments for all involved in the transition to school.

Individual changes

Often, children are very clear about what changes they have made as they start school. The major change they report is that they are ‘big’ and now at ‘big school’.This change in identity is marked by the school uniform and children’s adaptation to the routines and expectations of school.

Parents also experience changes at the individual level as they become the ‘parents of a school student’. This identity change requires parents to adjust to a range of school expectations about attendance, uniform, possible involvement at school and homework. It is also a time when parents feel they are being judged—are they ‘good’ parents? Have they prepared their children well? Do they get them to school on time and in the correct uniform? Do their children ‘fit into’ the school environment?

Everyone involved in transition to school experiences changes at the relationship level. As children leave prior-to-school settings they, and their families, may lose contact with staff, children and other families from those settings. Some children start school with friends, but their friendship groups may change considerably as they adjust to school. For children with special education needs, and their families, the changes in relationships are often major, as prior-to-school support ceases and new relationships with new resource staff need to be built.

Relationship changes  As some relationships are lost, others are built between and among children, families and school staff. Building these relationships may require new strategies—for example, communicating with teachers at school can be different from communicating with educators in prior-to-school settings. Many parents also seek avenues to build relationships through parent councils, school canteen or volunteer class support. However, for many working parents, or parents who feel uncomfortable in school settings, these options may not always be available.

Relationships within families also change as children start school. For example, children often seek greater independence to match their changed status. At the same time, they may also seek greater support as they navigate the expectations of school. Many parents report mixed feelings as their children start school: often a sense of pride and achievement, coupled with a sense of loss as children move into different worlds beyond the family.

Contextual changes

When children start school, families need to coordinate school, family and work responsibilities. Making sure that children are at school at specific times may mean that schedules for other family members need to change. This can be quite challenging if different children attend different schools, or if work, family and school schedules conflict.

Additional Information:

Links For Parents

Your child’s first year at school: Getting off to a good start is the ideal book for parents facing the often

daunting task of navigating through the first year of school.  This book talks about what parents want to know as their child starts school, to make the first year a good experience for everyone.

Going to school: Starting school
Handy step-by-step advice for parents, from preparation and the first days of school, to settling in and dealing with separation pangs.

School readiness
A practical analysis of what school readiness means, including examples of children’s social and emotional maturity.

Starting school with a smile (PDF)
Important things children, parents and teachers can do together to prepare for school.

Starting school
A helpful list of things for parents to do with their children just prior to starting school and during the first few weeks.

References

Dockett, S., Perry, B., Kearney, E., Hampshire, A., Mason, J., & Schmied, V. (2011). Facilitating children’s transition to school from families with complex support needs. Retrieved 11 January, 2012, fromwww.csu.edu.au/__data/assets/pdf_file/0009/154899/Facilitating-Childrens-Trans-School.pdf.

Griebel, W., & Niesel, R. (2009). A developmental psychology perspective in Germany: Co-construction of transitions between family and education system by the child, parents and pedagogues. Early Years, 29(1), 59–68.

Acknowledgement

This research was supported by the Australian Research Council Grant LP0669546.