Evaluating Impact on Professional Practice

Evaluating Impact on Professional Practice

Describe in detail the consequences you might expect for children and families with whom you work while you experience specific “-ism(s)” in your own life. In specific examples either those you have and /or are experiencing or ones you would anticipate.

As early childhood educators experience “-ism(s)” particularly; racism, and discrimination in our daily lives the consequences can be positive as well as negative. 

 Positively, there is a greater opportunity to open the minds and hearts of children and families to equality that necessitates our building classrooms and schools in which change is empowering, where work is meaningful, and where community is genuine. Then children and parents can know, through the teacher’s experience, that alternatives are possible to what society offers people today.  The teacher sharing first hand experiences of racism and discrimination can provide opportunities for children and families to talk about their lives, struggles, and what they are willing to do to break those barriers.  This opportunity will empower children and families to understand and work to change their lives and the world around them (Shneidewind,  & Davidson, 2006).

Also, the first hand experience of discrimination can be used to help young children and families learn about ways in which discrimination affects people different from themselves and how inequality is perpetuated in society. They can discover how people work together to promote equity and social justice. Children’s experiences in the classrooms where teachers strive to create fair relationships and equitable structures enable them to envision what a just society could be (Sparks, & Edwards, 2010).

Negatively, let us take for example a Caribbean immigrant teacher living in a white neighborhood as a minority there may be a denial of personal identity to avoid those racial attacks. Therefore, he/she may not want to model and discuss behaviors that value diversity. Also, if I am not proud of my identity how can I teach children and families to be proud of their identities and secure in their own culture and have positive acceptance of others? Another negative consequence is ignoring differences in class. A teacher who experience issues of classism may have to leave to find better paying jobs. Thus, this puts at risk deep bonds and consistent relationships with children and families; ongoing, integrated curriculum, and strong family-school relationships (Sparks, & Edwards, 2010, p. 110).

References
Shneidewind, N. & Davidson, E. (2006). Rethinking schools: Open minds to equality. Retrieved from http://www.rethinkingschools.org/publication/omte/OmteIntro.shtml

Sparks, L. D., & Edwards, J. O. (2010). Anti-Bias education for young children and ourselves. NAEYC Washington, DC 20005-4101

OBSERVING COMMUNICATION 

During the week I observed many communications between adults and children; some positive, others negative. I stood in the hallway of the building overlooking the playground and I overheard a parent screaming, “Come over here!" This caught my attention so I moved closer to get the gist of the communication.

The parent just had a Parent Teachers’ Conference together with the child and was talking to another teacher in the hallway. The child tried talking to the parent by tapping her thigh but was cut off each time and ignored. The child not waiting on the parent walked away and ended up in the playground. The parent not seeing the child around was concerned. Another teacher mentioned that the child went out the back door. Now the parent and other teachers walked out to find the child and there she was; on the playground.

The parent walked up to the child and yelled, “What the heck is wrong with you?” The child replied, “I was just here, just here.”  The parent screamed again, “Be quiet, be quiet!” “You were talking too long.” The child continued. “Just shut up! Do you know what you did?” The parent asked. “Well you will do nothing when you get home. You are grounded.” The parent continued. Each time the child tried answering she was cut off. The child cried, and cried as the parent grabbed onto her left hand. Then the child screamed, “Leave me alone, I hate you!” The parent paid no attention to her as she screamed louder. "I hate you!" The parent with child’s hand held tightly walked out the building. 

Children have needs and we should look beyond our own needs and focus on the child’s individual needs. I learned that it is important to pay attention to children’s safety in and around us and this should be communicated to our children.  Also it is important to listen to our children and not interrupt (Laureate Education, Inc., 2012).   Simultaneously, it is important to communicate to children in soft tone of voice and not express anger. The communication brought out fear in the child and showed the child that it is okay to communicate in this way. Our choice of words is very important. It is critical that we use words to support children’s learning and development (Rainer, & Durden, 2010). All in all, stepping back; that is; listening with openness, focusing on what the child said, and understanding the child’s perspectives, may have helped the parent to hear and consider the unexpected message (Stephenson, 2009). The unexpected message may have been, “I need to communicate more effectively with my child.”

To make the communication more affirming the parent could have spoken in a softer tone and not scream. Screaming can bring out fear in children and hamper communication.  Also, going down to the child’s level when communication; asking the child questions could have helped the child in thinking; “Oh I did something that was not okay.” Listening to the child before she went to the playground is sign of showing respect and appreciation of what the child had to say. The communication on the part of the parent was embarrassing and this may affect the child’s self-esteem/concept.  The parent should at the same time have mutual communication; shared power, taking turns with the child in solving the problem by asking open ended questions and providing opportunities for the child to learn by that mistake and to learn social as well as communication skills.

There were very little connections to the way the parent communicated and the way I communicate with the children.  The parent was very aggressive and loud while communicating her displeasure to her child and was not able to see beyond her own feelings.  I am very aware of children's feelings and understand that whatever we communicate positive or negative can have an impact on them and on us. The only incident I can honestly testify to is screaming out when it comes to safety issues so as to help children not harm one another and themselves. This is not really a regular practice.

I can improve this communication by using the Personal Doll to review safety rules at all times.

References

Laureate Education, Inc., (2012). Communicating with Young Children. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6488776&Survey=1&47=8295579&ClientNodeID=984650&coursenav=1&bhcp=1

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 

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90–95. 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=37131016&site=ehost-live&scope=site 

Creating Affirming Environments

Creating Affirming Environments

 Setting: The idea about having a walkway from Adriana Castillo from our video resource would be applicable for my setting(Laureate Education, Inc., 2012). There would be a walkway as the entry to the main door so we can see who in coming in and out and as a safety net for crossing and transportation. The indoor and outdoor environments would be safe, clean, attractive, and spacious. The floors would be carpeted of course. There would be a little room where parents can communicate with staff as well as to observe the children at work and play.  In the doorway there would be a bulletin board with signs welcoming families in different languages. On entering the classroom, there would be children’s sign in sheet as well as parents’ volunteering sheet to be completed before and after class dismissal. There would be an area for quiet time with pillows, stuffed toys and books to provide opportunity for privacy and solitude. There would be a multipurpose room for physical activities as well family time activity like dad’s night or family night or cultural night. The amount of indoor space would vary according to the number of children in the program. More space than the minimum would be preferred, although too much space can be a problem if not properly arranged. The key word is usable--space that would cater for interactions between children and involvement of children in activities. The environment would be attractive, colorful, and have children's work and other pictures displayed at children's eye level. Individual spaces for children to hang their clothing and store their personal belongings would be provided in a variety of ways.

The outdoor environment would have child-sized play things like; basketballs, bats, hoopla hoops, low spinners, and jungle gym to cater for all children including those who are physically challenged. There would be chalk boards, paint boards, and an outer sand pit for outdoor interactions and play.

Elements: Activity areas would be defined clearly by spatial arrangement. Space would be arranged so that children can work individually, together in small groups, or in a large group and self-regulate. Space is arranged to provide clear pathways for children to move from one area to another and to minimize distractions. The defined areas would include; block building, socio-dramatic play, art, music, science, math, manipulative, and quiet book reading. A great way to implement anti-bias materials into your program is using a variety of books, puzzles, dolls, games, and music (Sparks, & Edwards, 2010). Other activities such as sand/water play and woodworking would also be available on occasions. Children would be provided separate space arranged to facilitate a variety of age-appropriate activities and permit sustained work on projects. Children who are physically challenged would have resources available for use at all times. Sturdy child-sized furniture would be made available in defined areas. Materials for each area would cater for individual differences, culture, diversity and social justice. Books from different cultures would be included in all areas and there would be music from all over the world. Age-appropriate materials and equipment of sufficient quantity, variety, and durability would be made readily accessible to children and arranged on low, open shelves to promote independent use by children. Materials would be  rotated and adapted to maintain children's interest and to provide continuity and visibility in children’s culture. There would be cultural consistency for the children and families (Sparks, & Edwards, 2010).

 Feelings of Respect: On the first home visit with families I would establish family partnership. This would help me in learning about different children and their families’ home culture. There would special celebrations where children and families can bring in images from their culture to share and discuss with other families. This would help with the avoidance of bias, stereotypes and prejudice. I would like to have cultural nights where children and families can share their culture in food preparation, music, dance, dress, language and artifacts. Children and families need to feel respected and thus the environment as well as the activities should be able to make children and families feel respected and a have a sense of belonging.  It is vital to children’s healthy developments and the future life success to develop healthy and respectful relationships and interactions with all kinds of people (Sparks, & Edwards, 2010).

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

Laureate Education, Inc. (Producer) 2011. Welcome to anti-bias learning community.