Dear fellow classmates, colleagues, Dr. Embree, family and friends,
Today marks the completion of my Master's program in Teaching & Diversity in Early Childhood Studies at Walden University. Taking this path is one that I had never dreamed of, and now that I am at completion, I dream of many more that I would have never thought possible before now. My experience in this program has taught me that I not only have a voice that can make a difference in this world, but I also can join with many other voices in the ECE field to bring creative, collaborative, solutions that can potentially make the lives of every child richer. For many years, I struggled find my place in this world and fully realize my calling. I struggled financially, lost confidence and self-esteem, and almost walked away from my passion and the profession. I am here today to tell you how glad I am that a friend introduced me to this program. The knowledge, validation, support, self-reflective experience and connections that I have gained through this process is invaluable to my life and my future as a human being and an early childhood professional. When I thought I was buried, this process has taught me that I was only planted. Now is my time to grow and blossom. In doing so, I hope to bring love and light to the lives of the many young children and families I hope to serve.
My goals now are to travel around the country seeking professional development opportunities in which to provide Anti-Bias trainings to preschool programs, parents and professionals. To my colleagues in this program, I hope that we can continue to connect and collaborate in various ways to share our experience and expand our outreach to serving young children through best practices and the sharing of innovative and creative ideas that lead to optimal outcomes for their lives and education. Individually and collectively, we are making a difference everyday. I am both proud and grateful to also have been a part of your journey and wish you all the best in all of your future endeavors.
A special thanks to Dr. Embree and all of her hard work and commitment to helping her students shine and bring light to the world through their works. I will continue to blog often as I have loved taking on this format to share ideas and connect, so please follow me and keep in touch. Hopefully, one day, our paths will cross again!
Thank you--and Congratulations to ALL!
Angela Oliver
Saturday, October 24, 2015
Thursday, October 8, 2015
Professional Opportunities with International Children's Organizations
Through my research this week on identifying my community of practice in the ECE field, I was able to identify three different international agencies that have job opportunities that would appeal to me.
1. UNICEF is one of the leading international organizations advocating for and protecting children's rights by working to ensure equal access to the services and care needed to help them thrive within their communities in 190 countries around the world. According to their website, they are "the world’s largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS." They offer a number of ways to become involved including volunteering, internships, short-term field work, and fundraising work. However, the most exciting discoveries for me was their virtual job fair, their call for education professionals, and consultancy assignments listed on their employment board. One job that interested me was Education Specialist P-3 in which I would be assigned to design, plan, implement and manage an education program in a specific region. Requirements for this position include an advanced degree, 5 years work experience in education and international development, and English fluency. The list is long and requires more knowledge of international contexts than I currently possess, but I am encouraged to think how I might strive to be a part of this organization in the future.
2. International Step by Step Association (ISSA) is an organization that was unfamiliar to me. They connect professionals and non-profit organizations in more than 40 countries mostly centered around Europe and Asia. According to their website, "ISSA aims to ensure equal access to quality care and education for all young children from birth to 10 years old. This mission is implemented through three main pillars of action: equal access for all children; promoting high-quality and professionalism in early years services and empowering parents and communities to be part of children’s development and learning. They have an open call for professionals who want to join their efforts. One specific area they want to recruit is promoting social justice and respect for diversity in early care systems with "transformative trainings" and "inspiring resources". Through my anti-bias education in this program, my TEFL experience teaching in Czech Republic and Japan, and my professional interest in becoming and educational consultant providing trainings and workshops for teachers and caregivers, I believe I would be qualified for this job. I will require excellent interpersonal skills, communication skills, public speaking skills, and an ability to see things from different perspective to creatively solve issues, problems or hurdles.
3. Save the Children is another leading international children's organization. They provide a myriad of great services to ensure the best outcomes for the world's most disadvantaged children--including those in the United States. Their pleas for donations and child sponsorship through media ads have always touched my heart, but I had never thought of job opportunities through this entity. They offer a job board for international and U. S. jobs, and I was surprised by the need for Head Start and Early Head Start teachers in my home state of Arkansas. The job that was most interesting to me was Early Childhood Development Program Specialist. Job requirements include training, monitoring and evaluating early childhood programs in collaboration with their other partners. A Master's degree is preferred and the position requires excellent interpersonal and communication skills, a proven ability to perform relationship-based work. It also requires experience as a trainer, mentor or coach, experience with home visits including rural and low-income communities, and a minimum of 3 years experience working with infants and toddlers. Although it is not an international job, it is with an international organization, and I'm pleased to find new ways to use the knowledge I've gained in this program with my experience to explore many new types of professional opportunities I'd never before considered.
References
United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from http://www.unicef.org/
International Step By Step Association. (n.d.). Retrieved November 28, 2011, from http://www.issa.nl/index.html
Save the Children. (2011). Retrieved fromhttp://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm
1. UNICEF is one of the leading international organizations advocating for and protecting children's rights by working to ensure equal access to the services and care needed to help them thrive within their communities in 190 countries around the world. According to their website, they are "the world’s largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS." They offer a number of ways to become involved including volunteering, internships, short-term field work, and fundraising work. However, the most exciting discoveries for me was their virtual job fair, their call for education professionals, and consultancy assignments listed on their employment board. One job that interested me was Education Specialist P-3 in which I would be assigned to design, plan, implement and manage an education program in a specific region. Requirements for this position include an advanced degree, 5 years work experience in education and international development, and English fluency. The list is long and requires more knowledge of international contexts than I currently possess, but I am encouraged to think how I might strive to be a part of this organization in the future.
2. International Step by Step Association (ISSA) is an organization that was unfamiliar to me. They connect professionals and non-profit organizations in more than 40 countries mostly centered around Europe and Asia. According to their website, "ISSA aims to ensure equal access to quality care and education for all young children from birth to 10 years old. This mission is implemented through three main pillars of action: equal access for all children; promoting high-quality and professionalism in early years services and empowering parents and communities to be part of children’s development and learning. They have an open call for professionals who want to join their efforts. One specific area they want to recruit is promoting social justice and respect for diversity in early care systems with "transformative trainings" and "inspiring resources". Through my anti-bias education in this program, my TEFL experience teaching in Czech Republic and Japan, and my professional interest in becoming and educational consultant providing trainings and workshops for teachers and caregivers, I believe I would be qualified for this job. I will require excellent interpersonal skills, communication skills, public speaking skills, and an ability to see things from different perspective to creatively solve issues, problems or hurdles.
3. Save the Children is another leading international children's organization. They provide a myriad of great services to ensure the best outcomes for the world's most disadvantaged children--including those in the United States. Their pleas for donations and child sponsorship through media ads have always touched my heart, but I had never thought of job opportunities through this entity. They offer a job board for international and U. S. jobs, and I was surprised by the need for Head Start and Early Head Start teachers in my home state of Arkansas. The job that was most interesting to me was Early Childhood Development Program Specialist. Job requirements include training, monitoring and evaluating early childhood programs in collaboration with their other partners. A Master's degree is preferred and the position requires excellent interpersonal and communication skills, a proven ability to perform relationship-based work. It also requires experience as a trainer, mentor or coach, experience with home visits including rural and low-income communities, and a minimum of 3 years experience working with infants and toddlers. Although it is not an international job, it is with an international organization, and I'm pleased to find new ways to use the knowledge I've gained in this program with my experience to explore many new types of professional opportunities I'd never before considered.
References
United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from http://www.unicef.org/
International Step By Step Association. (n.d.). Retrieved November 28, 2011, from http://www.issa.nl/index.html
Save the Children. (2011). Retrieved fromhttp://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm
Saturday, September 26, 2015
A National/Federal ECE Dream Team
As part of my Capstone Project, I was given the opportunity this week to imagine a national/federal dream team as part of my exploration of jobs and roles that peek my professional growth and inspire me in the ECE field. There are three national organizations that I would like to involve in my community of practice, or my dream team as I work to support preschool teachers in responding to rapidly changing demographics and families with multiple languages and ability needs in their programs. The research this week only solidified my goals to work with and along side these organizations to provide teacher training, professional development, and the best possible opportunities for all young children and their families living in the United States and beyond. We all deserve the dreams that high-quality early childhood education offers for ourselves, our children, our communities, our countries and our planet.
At the top of my list is NAEYC, National Association for the Education of Young Children http://www.naeyc.org/. They are at the forefront of connecting practice, policy and research in this country. They not only reach the most preschools and childcare centers in the nation to provide accreditation, assessments, as guidance of DAP and best practices for young children, they also provide family support through connections with other national and federal agencies. As well, they also provide many professional development opportunities and an Early Childhood Career Center on their website. Of the jobs I found posted, many appealed to me including Early Learning Support Specialist and National Early Childhood Coordinator for The Sciencenter Discovery Museum. Although I am interested in working with NAEYC especially through presenting at their national conference, the other two jobs would also involve professional development and preschool teacher trainings.
Second on my dream team list is Zero to Three, National Center for Infants, Toddlers and Families http://www.zerotothree.org/. Their mission is to give all young children a strong start through nurturing relationships that provide optimal development. They support parents, professionals and policymakers in making educated decisions and following best practices for infants and toddlers. They offer education and support for behavior and development, maltreatment, care and education and public policy. They also offer a Career Center, professional development and hold an annual conference in its 30th year through the National Training Institute. If we're going for our dreams, I would love to someday be the keynote speaker one day.
The third is Early Head Start http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc as they are serving low income, immigrant and multi-cultural families by providing care in the education and development of infants and toddlers. I would love to be able to partner with federal government through this agency to provide professional development, training and support to Early Head Start teachers who face considerable challenges as they respond to the needs of many different types of children and families. I would like to design a professional development opportunity for these teachers and caregivers to introduce practical strategies, such as incorporating Baby Signing into their programs, to aid in the development of cognitive, social/emotional relations and behavioral, and linguistic/literacy skills for infants and toddlers in both their home and school environments and transitions between the two. There is currently no conference listed for this entity of Head Start, and I think that makes a valid point as to the need to recruit more professionals to aid in trainings, seminars, and other professional development opportunities centered around the needs of those serving this specific age group.
Others I would also like to include are The United Way, The REACH Center, The Children's Learning Institute, and The National Center for Learning Disabilities.
At the top of my list is NAEYC, National Association for the Education of Young Children http://www.naeyc.org/. They are at the forefront of connecting practice, policy and research in this country. They not only reach the most preschools and childcare centers in the nation to provide accreditation, assessments, as guidance of DAP and best practices for young children, they also provide family support through connections with other national and federal agencies. As well, they also provide many professional development opportunities and an Early Childhood Career Center on their website. Of the jobs I found posted, many appealed to me including Early Learning Support Specialist and National Early Childhood Coordinator for The Sciencenter Discovery Museum. Although I am interested in working with NAEYC especially through presenting at their national conference, the other two jobs would also involve professional development and preschool teacher trainings.
Second on my dream team list is Zero to Three, National Center for Infants, Toddlers and Families http://www.zerotothree.org/. Their mission is to give all young children a strong start through nurturing relationships that provide optimal development. They support parents, professionals and policymakers in making educated decisions and following best practices for infants and toddlers. They offer education and support for behavior and development, maltreatment, care and education and public policy. They also offer a Career Center, professional development and hold an annual conference in its 30th year through the National Training Institute. If we're going for our dreams, I would love to someday be the keynote speaker one day.
The third is Early Head Start http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc as they are serving low income, immigrant and multi-cultural families by providing care in the education and development of infants and toddlers. I would love to be able to partner with federal government through this agency to provide professional development, training and support to Early Head Start teachers who face considerable challenges as they respond to the needs of many different types of children and families. I would like to design a professional development opportunity for these teachers and caregivers to introduce practical strategies, such as incorporating Baby Signing into their programs, to aid in the development of cognitive, social/emotional relations and behavioral, and linguistic/literacy skills for infants and toddlers in both their home and school environments and transitions between the two. There is currently no conference listed for this entity of Head Start, and I think that makes a valid point as to the need to recruit more professionals to aid in trainings, seminars, and other professional development opportunities centered around the needs of those serving this specific age group.
Others I would also like to include are The United Way, The REACH Center, The Children's Learning Institute, and The National Center for Learning Disabilities.
Saturday, September 12, 2015
Carpooling: Combining Our Talents & Efforts in ECE Through Communities of Practice
"No one can go it alone" --Grace Gil Olibvarez, Mexican American social activist attorney.
Not one child, one parent, one family, one teacher, one program, or one agency can successfully function alone, in isolation from others, and achieve optimal results in the early childhood field. In ECE, we recognize the strength in numbers, the importance of sharing, and the need for collaboration within communities of practice. The following is a list of communities of practice within my own city and state that appeal to me and my future goals in becoming a successful early childhood consultant.
1. Texas Association for the Education of Young Children (TAEYC)
The TAEYC in connection with the NAEYC is the leading, most influential agency in the ECE field. From licensing standards, public policy making and T.E.A.C.H. programs, they are "committed to promoting professional development and evidence-based best practices in early childhood education" (TAEYC, (2015)). Each year, the TAEYC holds a statewide conference to provide professional development, networking and empowerment to ECE professionals. One possible job opportunity for me would be to become a presenter at one of these conferences or (if I'm dreaming big) a keynote speaker. I would likely present a presentation on increasing social/emotional intelligence for infants and toddlers or a presentation on incorporating anti-bias work into your classroom. To be successful, I must possess an aptitude for public speaking, a specialized knowledge base in these areas, and confidently display an attitude of appreciation, encouragement and empowerment for other preschool teachers.
2. Texas Head Start State Collaboration Office
According to their website (CLI, (2015), "Texas is the first state in the nation to formally house and pair up nationally recognized experts in early childhood education with the Head Start program". The Children's Learning Institute and The University of Texas Health Science Center at Houston have combined efforts to house this entity. "The Head Start State and National Collaboration Offices (HSSNCOs) exist 'to facilitate collaboration among Head agencies...and entities that carry out activities designed to benefit low income children from birth to school entry, and their families'" (CLI, 2015). Their areas of emphasis include early childhood development, Pre-K -school entry, language and literacy, neurological development, public policy, parent education and special needs among others. Several programs that appeal to me within this organization are professional development opportunities and teacher training opportunities through CIRCLE CDA Training, Developing Talkers/Hablemos Juntos and Training, and Texas School Ready (TSR). This appeals to me because I want to help provide affordable, accessible, quality teacher training and professional development workshops to empower and improve the teaching practices of those working with the most disadvantages groups in society. Through the Texas Head Start Collaboration Office, I can learn about opportunities to become a presenter at different state and local conferences. The special skills I would need include a more complete understanding of the Head Start and Early Head Start programs and the challenges their teachers face.
3. The South Austin Rotary Club
After reading the recommendation of the Rotary Club as a community of practice from another colleague's blog, I began to research this entity locally. I was delighted to find that next week a lecture will be given on Project Schoolhouse. Project Schoolhouse focuses on community partnerships to school and water systems in rural Nicaragua. According to their website, "Many children have neither school nor water, but one without the other is an incomplete solution. A quality learning environment can make the difference between learning and not learning. 443 million school days are lost each year due to water-related illness" (Project Schoolhouse, 2015). There are opportunities to volunteer, donate, and advocate for the program. This appeals to me because of my experience traveling in under-developed countries and because I also have a friend in Nicaragua seeking to improve financial opportunities for tribal women through women's art co-ops. Currently, Project Schoolhouse is looking for volunteers to assist in a PR/social media campaign, and I feel that with my current contacts, could assist them in disseminating information and recruiting other donors and volunteers.
According to Goble and Horm (2010), "The quality of an early childhood program is directly related to an individual teacher’s professional development". Not all teachers have the opportunity or interest to seek graduate levels of education in early childhood education. However, all teachers must seek to improve their teaching knowledge, practice, skills, awareness, and relations to their students, families, and coworkers. It is my goal to assist and empower these teachers to be their best and to serve young children and families in the best possible ways. By combining my interests, experience and efforts with other communities of practice such as the entities listed above, I hope to be able to reach my own professional goals in early childhood consulting while at the same time helping others to achieve theirs. We're in this together--let's coordinate and share the ride!
References:
Texas Association for the Education of Young Children (TAEYC)
http://www.texasaeyc.org/index.htm/
Texas Head Start State Collaboration Office
https://www.childrenslearninginstitute.org/programs/texas-head-start-state-collaboration-office/
Project Schoolhouse
http://www.projectschoolhouse.org/
Goble, C.B., & Horm, D.M., (2010), "Take Charge of Your Personal and Professional Development, National Association for the Education of Young Children (NAEYC)
Not one child, one parent, one family, one teacher, one program, or one agency can successfully function alone, in isolation from others, and achieve optimal results in the early childhood field. In ECE, we recognize the strength in numbers, the importance of sharing, and the need for collaboration within communities of practice. The following is a list of communities of practice within my own city and state that appeal to me and my future goals in becoming a successful early childhood consultant.
1. Texas Association for the Education of Young Children (TAEYC)
The TAEYC in connection with the NAEYC is the leading, most influential agency in the ECE field. From licensing standards, public policy making and T.E.A.C.H. programs, they are "committed to promoting professional development and evidence-based best practices in early childhood education" (TAEYC, (2015)). Each year, the TAEYC holds a statewide conference to provide professional development, networking and empowerment to ECE professionals. One possible job opportunity for me would be to become a presenter at one of these conferences or (if I'm dreaming big) a keynote speaker. I would likely present a presentation on increasing social/emotional intelligence for infants and toddlers or a presentation on incorporating anti-bias work into your classroom. To be successful, I must possess an aptitude for public speaking, a specialized knowledge base in these areas, and confidently display an attitude of appreciation, encouragement and empowerment for other preschool teachers.
2. Texas Head Start State Collaboration Office
According to their website (CLI, (2015), "Texas is the first state in the nation to formally house and pair up nationally recognized experts in early childhood education with the Head Start program". The Children's Learning Institute and The University of Texas Health Science Center at Houston have combined efforts to house this entity. "The Head Start State and National Collaboration Offices (HSSNCOs) exist 'to facilitate collaboration among Head agencies...and entities that carry out activities designed to benefit low income children from birth to school entry, and their families'" (CLI, 2015). Their areas of emphasis include early childhood development, Pre-K -school entry, language and literacy, neurological development, public policy, parent education and special needs among others. Several programs that appeal to me within this organization are professional development opportunities and teacher training opportunities through CIRCLE CDA Training, Developing Talkers/Hablemos Juntos and Training, and Texas School Ready (TSR). This appeals to me because I want to help provide affordable, accessible, quality teacher training and professional development workshops to empower and improve the teaching practices of those working with the most disadvantages groups in society. Through the Texas Head Start Collaboration Office, I can learn about opportunities to become a presenter at different state and local conferences. The special skills I would need include a more complete understanding of the Head Start and Early Head Start programs and the challenges their teachers face.
3. The South Austin Rotary Club
After reading the recommendation of the Rotary Club as a community of practice from another colleague's blog, I began to research this entity locally. I was delighted to find that next week a lecture will be given on Project Schoolhouse. Project Schoolhouse focuses on community partnerships to school and water systems in rural Nicaragua. According to their website, "Many children have neither school nor water, but one without the other is an incomplete solution. A quality learning environment can make the difference between learning and not learning. 443 million school days are lost each year due to water-related illness" (Project Schoolhouse, 2015). There are opportunities to volunteer, donate, and advocate for the program. This appeals to me because of my experience traveling in under-developed countries and because I also have a friend in Nicaragua seeking to improve financial opportunities for tribal women through women's art co-ops. Currently, Project Schoolhouse is looking for volunteers to assist in a PR/social media campaign, and I feel that with my current contacts, could assist them in disseminating information and recruiting other donors and volunteers.
According to Goble and Horm (2010), "The quality of an early childhood program is directly related to an individual teacher’s professional development". Not all teachers have the opportunity or interest to seek graduate levels of education in early childhood education. However, all teachers must seek to improve their teaching knowledge, practice, skills, awareness, and relations to their students, families, and coworkers. It is my goal to assist and empower these teachers to be their best and to serve young children and families in the best possible ways. By combining my interests, experience and efforts with other communities of practice such as the entities listed above, I hope to be able to reach my own professional goals in early childhood consulting while at the same time helping others to achieve theirs. We're in this together--let's coordinate and share the ride!
References:
Texas Association for the Education of Young Children (TAEYC)
http://www.texasaeyc.org/index.htm/
Texas Head Start State Collaboration Office
https://www.childrenslearninginstitute.org/programs/texas-head-start-state-collaboration-office/
Project Schoolhouse
http://www.projectschoolhouse.org/
Goble, C.B., & Horm, D.M., (2010), "Take Charge of Your Personal and Professional Development, National Association for the Education of Young Children (NAEYC)
Saturday, August 22, 2015
Filling the Tank with Hope for the Long Haul
By not having children of my own, I always imagined that I would be able to help more. And over the past 25 years, I have helped many children and families through transitioning into preschool programs, coping with changing family dynamics, adjusting to new social, emotional, academic and care needs, overcoming their challenges and celebrating their milestones and triumphs. However, it has been through my education in anti-bias work with young children that I truly feel I have found my calling.
The road to get here has been long and winding, and I'll admit there were more than a few detours along the way. That's life, I guess--never a straight line. Yet, it's all brought me to this point in life and my professional career as an Early Childhood Educator. Now, I can see the path unfolding in front of me. Whether I take it one step at a time or one step forward and two steps back is irrelevant, because I finally feel like I know where I'm going, and I'm excited about the journey. I am filling my tank with my most passionate hope for the future which is to share what I have learned about diversity and anti-bias education with as many as possible. By conducting teacher training workshops, parent coaching, program consulting, and openly advocating for early childhood education that includes anti-bias work, I hope to travel far and wide spreading optimism and excitement about the future of early childhood education as well as the positive outcomes it can render for children, families, and communities toward a peaceful, global society.
I would also like to extend a special thanks to Dr. Kien and all of my colleagues in the Walden University Early Childhood Studies Master's program. Your words, experience, diverse perspectives, learning process and response to my own have been greatly appreciated, tremendously supportive, and have certainly helped me grow to be a better person and teacher. I wish you all the best in your future endeavors and hope that our paths cross many times down the road. I will be continuing my blog and invite you all to click to follow me on your regular email. Please keep checking back and posting to share your own exciting experiences as together we learn to write our own Roadmaps to Wonderland. Happy travels!
The road to get here has been long and winding, and I'll admit there were more than a few detours along the way. That's life, I guess--never a straight line. Yet, it's all brought me to this point in life and my professional career as an Early Childhood Educator. Now, I can see the path unfolding in front of me. Whether I take it one step at a time or one step forward and two steps back is irrelevant, because I finally feel like I know where I'm going, and I'm excited about the journey. I am filling my tank with my most passionate hope for the future which is to share what I have learned about diversity and anti-bias education with as many as possible. By conducting teacher training workshops, parent coaching, program consulting, and openly advocating for early childhood education that includes anti-bias work, I hope to travel far and wide spreading optimism and excitement about the future of early childhood education as well as the positive outcomes it can render for children, families, and communities toward a peaceful, global society.
I would also like to extend a special thanks to Dr. Kien and all of my colleagues in the Walden University Early Childhood Studies Master's program. Your words, experience, diverse perspectives, learning process and response to my own have been greatly appreciated, tremendously supportive, and have certainly helped me grow to be a better person and teacher. I wish you all the best in your future endeavors and hope that our paths cross many times down the road. I will be continuing my blog and invite you all to click to follow me on your regular email. Please keep checking back and posting to share your own exciting experiences as together we learn to write our own Roadmaps to Wonderland. Happy travels!
Saturday, August 15, 2015
Stranded: Dominican Children of Haitian Decent
While I look forward to graduating with a Master's in Teaching and
Diversity, my knowledge and skills in anti-bias education will truly be tested
in March when I plan to travel to the Dominican Republic and visit a small,
rural village on the Haitian Border to assist a friend in the Peace Corp with
preschool teacher training. As many of you may have read recently in the
news, the Dominican Republic is currently ripe with racial tensions based on
historical as well as current social and political issues. According to a
statement issues by UNICEF (2013),
“The ruling by the Constitutional Court of the
Dominican Republic depriving Dominican-born persons of Haitian descent of
their right to citizenship could have a devastating impact on thousands of
children. Without a nationality, stateless children can be denied access to basic social protection
programmes, cannot earn education certificates or graduate, or obtain an identity card or a passport. Without these basic protections and
opportunities, these children are more vulnerable to exploitation and
abuse".
As a result of this ruling
and a massive Haitian deportation program, racial tensions have escalated
through "rogue" military intimidation, racial profiling, public controversy,
fear, and a racially biased distribution of resources due to the new
citizenship law. The Guardian (2015), reports that while the government denies
implementing arbitrary deportation and racially motivated actions with the
claim that they are simply trying to register undocumented residents to ensure vital social services, darker skinned people are experiencing racial profiling, targeting,
persecution and inhumane treatment in these uncertain times. Add to that
"the fact that 80% of Dominicans are black or mulattos and that they are only deporting people without
papers" (The Guardian, 2015), puts all Dominicans, Haitians, and mixed
race people at risk of racism with or without proof of citizenship especially
in the poor, rural communities where births are not always documented with the
government. What's more is that many of the children being targeted for
deportation are Haitian refugees who fled to the Dominican Republic after the
massive earthquake that recently devastated much of Haiti; these children have already
suffered trauma, loss, poverty, and sickness--must their pride and spirits be
stripped by racism as well?
These children are at
severe risk, as we know. Toxic stress in children's lives effects their well being
by disrupting their social, emotional, cognitive and physical development.
According to the Center on the Developing Child through Harvard
University (2015), "This kind of
prolonged activation of the stress response systems can disrupt the development
of brain architecture and other organ systems, and increase the risk for
stress-related disease and cognitive impairment, well into the adult years. In addition, "hearing and absorbing disparaging messages about any aspect of
their physical appearance and racial identity is toxic to young children's
evolving self-concept and confidence" (Derman- Sparks & Olsen Edwards, 2010, p. 83).
While
the situation seems overwhelming for an outsider to enter, I am determined to
do what I can to help a small community deal with race relations in a peaceful way
through the introduction of an anti-bias curriculum within the village
preschool. I will be living with a host
family and training preschool teachers for only a few short weeks, which means
I must be delicate and concise with my approach as well as open and respectful
of the local culture, and conscious of efficient teaching practices, limited child development knowledge, and
limited access to materials. I must
really think outside the box for strategies, games and activities to promote
anti-bias attitudes that are sustainable for this community as well as
overcoming a language barrier to a localized Spanish, Haitian Creole mix. Luckily, my TEFL training will come in handy
for this scenario.
Thus
my action plans include introducing a persona doll to help them engage in
conversations about same and different as well as fair and unfair as it relates
to the children’s lives; designing social/emotional games that require little
to no resources to implement and reinforce cooperation; providing multi-toned
bean bags for skin tone comparison and use in structured group activities; incorporating
families into the preschool program to promote positive race relations; as well
as to begin to cultivate a new anti-bias attitude among the preschool teachers
to help them learn how to think in prosocial attitudes that meet anti-bias goals, understand how to react to
prejudice and injustice in the classroom, and develop their own emergent
anti-bias curriculum, peace education and supportive materials based on the
specific mixed cultural needs of the area.
I
would like to take this opportunity to seek the advice of my colleagues in this
program to share any thoughts or ideas you think might be valuable to take with
me and introduce to the village. With
limited materials to work with, I need all the creative, resourceful ideas and
action plans I can get. Any thoughts,
ideas or support you would like to offer will be greatly appreciated. So many of you have made valuable
contributions to discussions, offered wonderful insights into race relations,
and are already implementing anti-bias curriculum in your classrooms, so I'm seeking your expertise and asking, “What would you do?”
In
addition, if anyone is interested in following my friend’s experience, her
blog is both inspiring, educational and printable to make a book for your own
classroom and teaching activities.
Follow Sarah Cook at: sarahdrawsthedr.tumblr.com
References:
Derman-Sparks,
L., & Olsen Edwards, J., (2010), Anti-bias
Education for Young
Children and Ourselves,
NAEYC: Washington, D.C.
http://developingchild.harvard.edu/key_concepts/toxic_stress_response/
Saturday, August 8, 2015
Too sexy Too soon: Protecting Children Against the Sexualization of Childhood.
As a young girl, I remember singing the catchy jingle, "I don't want to grow up; I'm a ToysRUs kid". I can almost recite the whole song in adulthood even though I haven't heard it in two decades. But, have you heard what young girls are singing today? "If you like it, then you better put a ring on it" and "I'm too sexy for my shirt, sooo sexy". If you think I'm a prude, you're wrong. If you don't think this is a problem, you're also wrong. Next time you walk down the aisles of a toy store, take a moment to observe all the sexualized and sexist messages available to children packaged as toys. Or, spend 30 minutes watching a kid sit-com and count the sexualized messages bombarding our children. Many industries make many executives rich using sex and violence to market products; today's child gets overt exposure to highly publicized adult sexual messages, ads, entertainment, music, billboards, video games, commercials and street slang references to pop culture. We can't have our children walking around covering their eyes and closing their ears all day to their everyday environments, so what are we to do to combat the over-sexualization of our children?
"We want to be clear that sexualization is not the same as sexuality or sex. According to the Report of the APA Task Force on the Sexualization of Girls published by the American Psychological Association in 2007, sexualization has to do with treating other people (and sometimes oneself) as “objects of sexual desire . . . as things rather than as people with legitimate sexual feelings of their own.” (Levin & Kilbourne, 2009, p. 4). If you take a moment to study the toy aisles, you will notice all sorts of sexualized messages actually printed on toy boxes. They stereotype children, send powerful messages, and discourage children from necessary developmental experimentation with gender roles such as few pictures of military women or men in domestic roles. "A narrow definition of femininity and sexuality encourages girls to focus heavily on appearance and sex appeal. They learn at a very young age that their value is determined by how beautiful, thin, “hot,” and sexy they are. And boys, who get a very narrow definition of masculinity that promotes insensitivity and macho behavior, are taught to judge girls based on how close they come to an artificial, impossible, and shallow ideal" (Levin & Kilbourne, 2009, p. 2). This is damaging material for young minds. These lessons can affect children's ability to develop healthy attitudes about body image, self-esteem and caring relationships now and into their future.
To be clear, sex is not the problem. We are all born sexual creatures and meant to be sexual creatures. However, "sex in commercial culture has far more to do with trivializing and objectifying sex than with promoting it, more to do with consuming than with connecting. The problem is not that sex as portrayed in the media is sinful, but that it is synthetic and cynical. The exploitation of our children’s sexuality is in many ways designed to promote consumerism, not just in childhood but throughout their lives" (Levin & Kilbourne, 2009, p. 5).
To many, this seems like more of a tween and teen issue and, somehow, an inappropriate discussion for early childhood. However, if corporations are going to target our young children to "hook" them into buying these images, then we must start very early preparing them by countering these messages. "When children are young, long before they can fully understand the meaning of sex and sexual relationships, the foundation is being laid for the kind of sexual relationships they will have when they grow up" (Levin & Kilbourne, 2009, p. 4).
So, what can we do? We can quit ignoring the fact that our children are absorbing an over sexualized environment and distorted, sexist messages. We can quit blaming them for acting out in sexualized ways when they are only imitating what they see around them. We can quit laughing at these exploits allowing children the thrill of attention for the wrong reasons. We can monitor what our children watch, and by watching with them begin to help them question and think critically about the characters and situations they see. We can counter all these negative messages with an abundance of positive ones related to their characters, personalities, and spiritual nature. We can have discussions with children to help them think more critically, deeply, building character, and celebrating their connections with themselves, each other and groups. We can build their self-esteem, self-respect, and self-worth like a fortress around them to shield from dark forces distorting their souls for another buck. We can accomplish this and more through anti-bias education in early childhood.
Recently, a four-year-old girl told me that she was going to break out her secret weapon--her nakedness. I want her to break out her super secret weapon, her intellect. It's never too early to begin to teach young children how to look past the wrapper and go deep to discover the treasures of the mind, body and soul and to use these tools properly to connect in positive ways with themselves and others. The commercial world will spend a lifetime trying to wear them down. Let's do all we can as early as possible to lay a strong foundation in young children to appreciate humanity not Barbie. Let's build them up in ways that truly give them weapons to battle dark consumer forces and fortitude to win!
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
"We want to be clear that sexualization is not the same as sexuality or sex. According to the Report of the APA Task Force on the Sexualization of Girls published by the American Psychological Association in 2007, sexualization has to do with treating other people (and sometimes oneself) as “objects of sexual desire . . . as things rather than as people with legitimate sexual feelings of their own.” (Levin & Kilbourne, 2009, p. 4). If you take a moment to study the toy aisles, you will notice all sorts of sexualized messages actually printed on toy boxes. They stereotype children, send powerful messages, and discourage children from necessary developmental experimentation with gender roles such as few pictures of military women or men in domestic roles. "A narrow definition of femininity and sexuality encourages girls to focus heavily on appearance and sex appeal. They learn at a very young age that their value is determined by how beautiful, thin, “hot,” and sexy they are. And boys, who get a very narrow definition of masculinity that promotes insensitivity and macho behavior, are taught to judge girls based on how close they come to an artificial, impossible, and shallow ideal" (Levin & Kilbourne, 2009, p. 2). This is damaging material for young minds. These lessons can affect children's ability to develop healthy attitudes about body image, self-esteem and caring relationships now and into their future.
To be clear, sex is not the problem. We are all born sexual creatures and meant to be sexual creatures. However, "sex in commercial culture has far more to do with trivializing and objectifying sex than with promoting it, more to do with consuming than with connecting. The problem is not that sex as portrayed in the media is sinful, but that it is synthetic and cynical. The exploitation of our children’s sexuality is in many ways designed to promote consumerism, not just in childhood but throughout their lives" (Levin & Kilbourne, 2009, p. 5).
To many, this seems like more of a tween and teen issue and, somehow, an inappropriate discussion for early childhood. However, if corporations are going to target our young children to "hook" them into buying these images, then we must start very early preparing them by countering these messages. "When children are young, long before they can fully understand the meaning of sex and sexual relationships, the foundation is being laid for the kind of sexual relationships they will have when they grow up" (Levin & Kilbourne, 2009, p. 4).
So, what can we do? We can quit ignoring the fact that our children are absorbing an over sexualized environment and distorted, sexist messages. We can quit blaming them for acting out in sexualized ways when they are only imitating what they see around them. We can quit laughing at these exploits allowing children the thrill of attention for the wrong reasons. We can monitor what our children watch, and by watching with them begin to help them question and think critically about the characters and situations they see. We can counter all these negative messages with an abundance of positive ones related to their characters, personalities, and spiritual nature. We can have discussions with children to help them think more critically, deeply, building character, and celebrating their connections with themselves, each other and groups. We can build their self-esteem, self-respect, and self-worth like a fortress around them to shield from dark forces distorting their souls for another buck. We can accomplish this and more through anti-bias education in early childhood.
Recently, a four-year-old girl told me that she was going to break out her secret weapon--her nakedness. I want her to break out her super secret weapon, her intellect. It's never too early to begin to teach young children how to look past the wrapper and go deep to discover the treasures of the mind, body and soul and to use these tools properly to connect in positive ways with themselves and others. The commercial world will spend a lifetime trying to wear them down. Let's do all we can as early as possible to lay a strong foundation in young children to appreciate humanity not Barbie. Let's build them up in ways that truly give them weapons to battle dark consumer forces and fortitude to win!
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
Saturday, August 1, 2015
Evaluating Impacts on Professional Practice
Studying anti-bias education and curriculum has opened my mind and heart to understanding and dealing with the many -isms in our society including racism, classism, LGBTism, ableism, etc. I am learning many new strategies and teaching techniques to combat the impact of these real world realities on the young children I serve. However, I am not only an early childhood professional, I am also an individual who has been impacted by these social mentalities. And yet, I had never fully thought about how my experience as an individual specifically battling with classism might have an effect upon the children I serve. Because our personal and professional identities are intertwined, it is important for us to take a step back to uncover how we fit socially and emotionally into the lessons we are trying to facilitate through anti-bias curriculum/work.
I began working with young children and families in high school as a respected and coveted babysitter. In college, I expanded my work into more preschool settings. As I began to grow as a human, I sought out more diverse and philosophic work in International, Montessori, and Waldorf preschools. Yet, no matter which program I was involved with, I struggled to make ends meet and resorted to supplementing my income as a waitress on the weekends and evenings. Soon, I realized that I could make higher wages working privately with families as a nanny. I excelled at this under many different work and family dynamics including cultural and language diversity, live-in situations, co-op/family share scenarios and traveling nanny excursions to foreign countries. Working privately improved some of my working conditions and provided some perks, yet I was still earning poverty level wages and often considered as more of a servant than respected teacher in the home. This lack of respect began chipping away at my own self-esteem by continually being reminded that I was considered a second class citizen even if I was the most valued outsider in the home; I always knew I was family one minute and furniture the next.
While I have always valued my work and considered myself successful by the lasting and impactful relationships I have formed with children, it seemed society did not value my work in the same way. Hugs and kisses don't pay the rent, apparently. This realization, as well as the fatigue that results from continually living in survival mode and covering it up with a bright smile, almost caused me to make the heart-wrenching decision to leave the field altogether. Even with a strong passion for working with children, I was never sure that I could afford to stay at work in the field and adequately support myself financially, physically or emotionally.
Unsurprisingly, I am not alone. "Inadequate wages, lack of benefits such as health care, and the low societal respect given to the field all have a negative impact despite the best intentions of the early childhood teachers" (Derman-Sparks & Olsen Edwards, 2010, p. 110). While this remains true, I had never considered how many of the issues I was experiencing with classism were also affecting the children I served. "When staff leave because they cannot afford to stay, it puts at risk deep bonds and consistent relationships with children; ongoing, integrated curriculum; and strong family-school and inter-staff relationships" (Derman-Sparks & Olsen Edwards, 2010, p. 110). As I stated earlier, in many ways I felt I was improving my working conditions and pay grade by working privately as a nanny for wealthier families, however this did not improve levels of respect, social status, or effect to my own sense of self-esteem and self-worth. Yet, I never thought about how this dynamic might also be affecting the children I served. "In some cases, higher income families may reflect social attitudes about income and professionalism and may not treat the staff with the respect or recognize their educational background or their high level skills" (Derman-Sparks & Olsen Edwards, 2010, p. 110).
Therefore, advocating for higher wages, health benefits and respected social status is not only in the interest of early childhood professionals, but in the interest of all children, families and community members. "While public spending in early childhood education has substantially increased in recent years, it has mainly fueled expansion, not quality enhancement to help programs attract, compensate, and retain well-educated teachers and administrators" (French, 2010, p. 62). If we allow this well of passionate, committed, educated early childhood professional to dry up, then we will all go thirsty--our children, our workforce, our communities, our economy, our society, and our great nation. By believing in the importance of our work in the early childhood field; continually advocating for fairness and equality in wages and benefits; and speaking out against social mentalities the demean or discriminate against our work, passion and profession, we begin to not only preserve our own dignity, but build a stronger foundation for the field and fuel a sustainable resource for the benefit of all children and families. Therefore, in the end, improving my own self-esteem and societal value, advocating for fairness and equality for myself and others in the field, and honoring my passion and commitment to the importance of early childhood education in our society has been my biggest payoff and had the greatest impact on my professional practice. As a special note to myself and others in the field: Thank you for continuing to believe in the importance of who you are and what you do in the face of adversity and challenge...and continuing to provide free hugs in spite of it all!
References:
Derman-Sparks, L., & Olsen Edwards, J., (2010), Anti-bias Education for Young Children and Ourselves. National Association for the Education of Young Children (NAEYC): Washington, D.C.
French, R. (2010). The best of times, the worst of times: Rising standards and declining staff qualifications in early childhood educations. YC: Young Children, 65(2), 62-66.
I began working with young children and families in high school as a respected and coveted babysitter. In college, I expanded my work into more preschool settings. As I began to grow as a human, I sought out more diverse and philosophic work in International, Montessori, and Waldorf preschools. Yet, no matter which program I was involved with, I struggled to make ends meet and resorted to supplementing my income as a waitress on the weekends and evenings. Soon, I realized that I could make higher wages working privately with families as a nanny. I excelled at this under many different work and family dynamics including cultural and language diversity, live-in situations, co-op/family share scenarios and traveling nanny excursions to foreign countries. Working privately improved some of my working conditions and provided some perks, yet I was still earning poverty level wages and often considered as more of a servant than respected teacher in the home. This lack of respect began chipping away at my own self-esteem by continually being reminded that I was considered a second class citizen even if I was the most valued outsider in the home; I always knew I was family one minute and furniture the next.
While I have always valued my work and considered myself successful by the lasting and impactful relationships I have formed with children, it seemed society did not value my work in the same way. Hugs and kisses don't pay the rent, apparently. This realization, as well as the fatigue that results from continually living in survival mode and covering it up with a bright smile, almost caused me to make the heart-wrenching decision to leave the field altogether. Even with a strong passion for working with children, I was never sure that I could afford to stay at work in the field and adequately support myself financially, physically or emotionally.
Unsurprisingly, I am not alone. "Inadequate wages, lack of benefits such as health care, and the low societal respect given to the field all have a negative impact despite the best intentions of the early childhood teachers" (Derman-Sparks & Olsen Edwards, 2010, p. 110). While this remains true, I had never considered how many of the issues I was experiencing with classism were also affecting the children I served. "When staff leave because they cannot afford to stay, it puts at risk deep bonds and consistent relationships with children; ongoing, integrated curriculum; and strong family-school and inter-staff relationships" (Derman-Sparks & Olsen Edwards, 2010, p. 110). As I stated earlier, in many ways I felt I was improving my working conditions and pay grade by working privately as a nanny for wealthier families, however this did not improve levels of respect, social status, or effect to my own sense of self-esteem and self-worth. Yet, I never thought about how this dynamic might also be affecting the children I served. "In some cases, higher income families may reflect social attitudes about income and professionalism and may not treat the staff with the respect or recognize their educational background or their high level skills" (Derman-Sparks & Olsen Edwards, 2010, p. 110).
Therefore, advocating for higher wages, health benefits and respected social status is not only in the interest of early childhood professionals, but in the interest of all children, families and community members. "While public spending in early childhood education has substantially increased in recent years, it has mainly fueled expansion, not quality enhancement to help programs attract, compensate, and retain well-educated teachers and administrators" (French, 2010, p. 62). If we allow this well of passionate, committed, educated early childhood professional to dry up, then we will all go thirsty--our children, our workforce, our communities, our economy, our society, and our great nation. By believing in the importance of our work in the early childhood field; continually advocating for fairness and equality in wages and benefits; and speaking out against social mentalities the demean or discriminate against our work, passion and profession, we begin to not only preserve our own dignity, but build a stronger foundation for the field and fuel a sustainable resource for the benefit of all children and families. Therefore, in the end, improving my own self-esteem and societal value, advocating for fairness and equality for myself and others in the field, and honoring my passion and commitment to the importance of early childhood education in our society has been my biggest payoff and had the greatest impact on my professional practice. As a special note to myself and others in the field: Thank you for continuing to believe in the importance of who you are and what you do in the face of adversity and challenge...and continuing to provide free hugs in spite of it all!
References:
Derman-Sparks, L., & Olsen Edwards, J., (2010), Anti-bias Education for Young Children and Ourselves. National Association for the Education of Young Children (NAEYC): Washington, D.C.
French, R. (2010). The best of times, the worst of times: Rising standards and declining staff qualifications in early childhood educations. YC: Young Children, 65(2), 62-66.
Sunday, July 19, 2015
Wrong Way VS Right of Way--Observing Communication with Children
So many times we get stuck on what others are doing wrong--especially when it comes to communicating and interacting with children. We do this because it hurts to watch a child being mistreated and we instinctively want to defend them or "call out" the adult treating them unfairly. Unfortunately, examples of negative adult/child interaction and communication can be found everyday at your local grocery stores, WalMarts, Targets, and such. Adults often become so focused on the task (or multi-task) at hand, that they forget their children's agenda is much different. As a teacher, I often have to fight the need to stand up for the rights of the child and help the parent correct the problem in a more positive way.
However, I would like to take an opportunity highlight an example of the "right way" I observed a parent communicating with her child. In a local clothing boutique, a mother was busily scouring a "sale" rack when her 5 yr. old entered the area speaking very loudly in a British accent. "Mummy, while you are busy shopping, the wee one and I will be very busy in the book area having tea and bickies". The mother responded, "Ok, love". The child continued to stay in the area and speak in her British accent as if she were an equal part of the shopping experience pointing out patterns she likes or thought would be nice for her mom. She turned to me and commented on a piece of clothing in my hand. Then she explained in a whisper, "I'm not really British; I'm just pretending", and she went right back into character full volume. It wasn't what her mother said or did that caught my attention, it's what she did not do. Her mother simply responded with a smile and no words. How awesome; how affirming for the child, I thought.
What I realized is how confident the child was with her mother and herself to allow her to engage in this play scenario in public and to include adult strangers in the game. She was "trying on" something new in the world, and her mother completely accepted and supported this. She did not make apologies, excuses or explain to the other adults; she did not tell the child she was being "silly" nor responded in the same accent, but instead accepted her child's dramatization as an active part of play in the world. Children learn a great deal from pretend and dramatic play, however it does not always take place at a certain "free play" time everyday or in a "dress up" area of the home or classroom. Children are happily engaged in dramatic play scenarios in the world with or without props, and this is an important part of their learning about the ways of our world, the ways of their world, and the ways of their world in comparison to others. Kuddos to this mom for allowing her child to be just who she is, and pretend to be whomever she wants to support her growth and development.
Adult-child communication is often tricky. Many times adults dismiss and shut down play scenarios or take them over by directing. But, there are some things adults can bring to the interaction that improves communication, expression, and the development of the child's own voice/personality. The key is a positive mindset and a little distance to help observe what the child is actually trying to say or work out through action, pretend, or words. According to Lisa Kolbeck (2011), "It's almost like children have a play being and a real being. And they're both real, of course, but children's play being is like a metaphor for their real being". Being aware of how fast and noisy the adult world is, it's important to remember to go slow with them, be receptive to not only what children are saying but how they are saying it without taking words out of their mouth and discrediting the play experience. "Let them feel what the flower of their idea was, letting it come out of them" (Laureate Education, 2011).
I am learning to do the same-- to slow down, be with children in the world as they experience and express it in creative ways, and to remember that my agenda is different from theirs. If I am to truly serve them and aid in their healthy development, then I must allow them to be my guide. Reminding other adults of the depth of learning that takes place during these positive adult-child communications will be a focus for me in future parent/teacher education workshops, as well as doling out compliments to parents in public who are allowing their children the "right of way" in discovery of who they want to be in the world by learning to express themselves and communicate with others in their own unique ways (respectfully, of course). I invite you to also challenge yourselves to catch another adult in positive communication with a child and compliment them. We all need positive reinforcement sometimes!
Reference:
Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Author
Adult-child communication is often tricky. Many times adults dismiss and shut down play scenarios or take them over by directing. But, there are some things adults can bring to the interaction that improves communication, expression, and the development of the child's own voice/personality. The key is a positive mindset and a little distance to help observe what the child is actually trying to say or work out through action, pretend, or words. According to Lisa Kolbeck (2011), "It's almost like children have a play being and a real being. And they're both real, of course, but children's play being is like a metaphor for their real being". Being aware of how fast and noisy the adult world is, it's important to remember to go slow with them, be receptive to not only what children are saying but how they are saying it without taking words out of their mouth and discrediting the play experience. "Let them feel what the flower of their idea was, letting it come out of them" (Laureate Education, 2011).
I am learning to do the same-- to slow down, be with children in the world as they experience and express it in creative ways, and to remember that my agenda is different from theirs. If I am to truly serve them and aid in their healthy development, then I must allow them to be my guide. Reminding other adults of the depth of learning that takes place during these positive adult-child communications will be a focus for me in future parent/teacher education workshops, as well as doling out compliments to parents in public who are allowing their children the "right of way" in discovery of who they want to be in the world by learning to express themselves and communicate with others in their own unique ways (respectfully, of course). I invite you to also challenge yourselves to catch another adult in positive communication with a child and compliment them. We all need positive reinforcement sometimes!
Reference:
Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Author
Saturday, July 11, 2015
Classrooms = Wide Open Spaces for Anti-Bias Education
"What children do not see in the classroom teaches children as much as what they do see. The toys, materials, and equipment you put out for children; the posters, pictures, and art objects you hang on the wall; and the types of furniture and how you arrange them all influence what children learn" (Derman-Sparks & Olsen Edwards, 2010, p. 161). Let's take a look at how we can surround children and families with positive images and reflections of diversity to create an affirming learning environment.
One special note: creating an anti-bias classroom is an ongoing process in which the teacher must continually reassess and rearrange to continually reflect the students and families served as well as to incorporate new images of diversity from the larger society. The materials can be made, revised, donated or purchased depending on the budget. However, "Consider purchasing flexible, open-ended materials that you can use in many ways. For example, one of the best tools you can have for anti-bias work is a camera, which will permit you to make books, posters, classroom bulletin boards, and learning materials specific to the families and children in your program...Besides, no commercial product has the power that photographs and images of children's own families do" (Derman-Sparks & Olsen Edwards, 2010, p. 44-45). Designing your own materials out of photographs helps to avoid the pitfalls of "tourist curriculum"--tokenism, trivializing, misinforming/misrepresenting and stereotyping" (Derman-Sparks & Olsen Edwards, 2010, p. 45) that does not accurately reflect the children and families you serve. Diversity is not about holidays or a vacation from the norm; it is about real reflections of real people doing what they do everyday in similar, different and unique ways. Let's take a look center by center:
Decorations and Wall Hangings:
Posters, signs, photographs, bulletin boards, art work, shelving should all authentically reflect the diversity of the families served in the program including family structures, economic class, physical appearances, physical abilities, and language.
--Tip 1: Make sure photographs of each family are displayed in your classroom either by dedicating a special section of wall space or a "family culture" shelf that rotates each week/month.
--Tip 2: There should be a balanced representation of men and women doing all different kinds of work in and outside of the home including "white collar" professionals (doctors/scientists/business people), "blue collar" roles (construction workers/mechanics/grocery store workers), "domestic" activities (homemaking, house cleaning, child care), and community roles (firefighters/teachers/police persons).
--Tip 3: When creating a "cozy corner" for quiet reading or emotional regulation, consider asking parents to bring in a small pillow that represents their family. This will be a warm representation of home to the children and help them stay connected and comforted by their own family familiarity at school.
Dramatic Play Center:
This section of the classroom is rich in cultural diversity and should reflect a variety of ways to care for a family, cook and eat, keep house, dress, and child & bodily care/ appreciation techniques. However, most importantly, it should include dolls that represent various skin tones and ethnic features as well as different abilities (glasses, wheelchairs, etc) and age groups (including elderly). Remember, this is often children's first opportunity to care for others who are both similar and different from themselves. This type experience creates many opportunities for learning empathy and compassion as well as equity and appreciation of all types of people.
--Tip 1: Ask parents to donate empty food containers and kitchen utensils that represent their family/ethnic culture. Children especially enjoy playing with real world items.
--Tip 2: Include a mirror so that children can view themselves in different roles, clothing, activities and admire themselves. This includes expressions of emotions, self-care routines (such as brushing/combing/drying hair), and see themselves as they "try on" many different roles.
--Tip 3: Consider including a shallow tray or box in which generic miniature figures live (Laureate Education, 2011). You can use wooden, cloth or other materials to create your own. When using figures without any representation such as clothing, hair/eye/skin color, gender specification or facial expression, children are required to "fill in the blanks" with their own imagination or experience. Pay attention to these play scenarios as they can often provide clues as to what children are working on socially and emotionally.
--Tip 4: Consider introducing "persona dolls" through short dramatizations that address issues of diversity or equity that you are working on with your students. Persona dolls are a great resource to help children understand issues of bullying, aggression, teasing and such by making it one person removed and allowing them to develop empathy for the characters. The lessons are then extended to real world events in the classroom without singling out any one child. This way, children are more equipped and empowered to deal with them in a positive manner.
Language/Literacy Center:
This center should include elements of every home language represented by families included in the program. They should see, hear, sing and experience language in a variety of ways including American Sign Language or Baby Signs to create concrete connections between multiple languages.
--Tip 1: Include signs, labels and picture clues (art or photographic) to represent different aspects of your classroom. For example, if you have a welcome board, it should depict text from each home language in the classroom with a single visual presentation. This helps children make connections between languages.
--Tip 2: Use music and movement to increase language and literacy. Sing songs in all languages represented in the classroom. While CD's are great resources, consider using this as an opportunity to connect to the family; ask the family to come and teach their favorite children's song to the class in their home language. This creates family pride, assures that all families are equally represented, and expands language and awareness of all students. By making up motions, hand gestures, including ASL or baby signs, or various musical instruments to keep the rhythm, children's brains will become more focused, actively engage creating more concrete learning experiences, and longer memory retention.
--Tip 3: Make sure all books in your classroom (even infant and toddler board books) represent diversity and are inclusive of all children in the classroom. (*refer to the first line of this post). Scan books for stereotypes and if you choose to still use them, do so as a learning opportunity to identify stereotypes. Photographic books of children's homes, environments, culture, neighborhoods and communities make the most effective learning materials for language and literacy because children find then relevant to their own lives. Also consider including books that represent a range of physical abilities, age groups (i.e. elderly/grandparents), occupations/income levels, family structures, and gender roles as well as cultural/ethnic diversity.
Art Center
This center should provide children with art materials that represent who they are and their unique diversity and perspectives. Think about how these materials can be used for individual or group art.
--Tip 1: Provide colors, paint, markers, clay, construction paper that represent diverse skin tones
--Tip 2: Collect collage materials that depict images of diverse people and lifestyles. Use photographs of the children and their families to create art. Ask parents to donate magazines from home or ask your local library to donate. Collect newspapers in different languages to use in various projects.
--Tip 3: Consider art projects that utilize special techniques related to culture such as pinatas, Japanese flower arrangements, or batik as opportunities to talk about cultural differences. Food can also represent art using different fruits to make designs or fruit faces (just remember that many people believe that food should not be wasted, so do the art project at snack time, photograph it and eat it up after you finish.
Manipulative Center
This center may include blocks, puzzles, memory games, number literacy games and other small toys such as cars/trucks.
--Tip 1: Create small bean or rice bags using material that represents a range of skin tones to allow the children to compare (Laureate Education, 2011). These can then be used in many other games and activities.
--Tip 2: Pick an item and hide it in the room. Give each child 10 seconds to find the item while the group counts to 10. The child searching can pick which language they want the group to count in while they search. The game continues if the item is not found, and the next child gets to choose the language while they search.
--Tip 3: Provide photographs that depict different types of housing, urban and rural elements, handicapped access, street signs, and signs in different languages. Use photographs to create memory games and puzzles.
Science Center
Many preschool classrooms do not think about including a science center. However, according to Dr. Mike Longoria, PhD, Early Childhood Consultant, having a science center is an non-negotiable. Children need a special place in the classroom dedicated to science. It creates so many opportunities for children to discover the wonders of their world through exploration, experiment, and experience. Don't over think this area, many activities can be done to incorporate diversity easily.
--Tip 1: Include poetry and movement around science themes. This example is from Dr. Mike! who promotes music and movement to extend learning in science, literacy, math and social studies. He created a poem:
Dig a little hole
Plant a little seed
Pour a little water
Pull a little weed
Then he asked "Johnny" to show him how to dig a little hole. "Johnny" does and then all the children are asked to repeat that movement. Each child will have a different and creative way to move their body to represent "digging a hole", pouring water, etc. which also supports diversity of ideas and ways of being and representing. "Sam" had a different idea; he made the motion of a jack hammer to dig a hole. The children didn't understand, and it provided an opportunity for the teacher to explain that jack hammers dig super holes in areas where it would hurt our hands to dig. "Sam" says he knows this because it's what his father does everyday. How proud to you think "Sam" will be to go home and explain to his father that "today at school, we leaned about digging different holes, and I taught everyone how you do it at work--and they did it too"? That's cultural diversity and family pride in action--that's what we want in an anti-bias classroom.
--Tip 2: Check out the Dr. Mike! website www.drmike.info for all sorts of free downloads and ideas to incorporate music and movement in your lessons including social/emotional, science, math, literacy, and games. All materials are also available in Spanish.
--Tip 3: Ask each child to bring in a sample of dirt, a plant, a rock, an item found in their yard in a ziplock bag. Then compare what's the same and different between them. "Same" and "Different" are the cornerstones of anti-bias education, and a science center provides many opportunities to explore these ideas relevant to the children's lives in the classroom.
--Tip 4: Go to the local pet shop, and ask them to collect samples of bird feathers or poop of different animals in ziplock bags. These can then be compared in the classroom and related to diversity. Examples: All birds have feathers but each one is different and unique. Or, an extension of the popular preschool book "Everybody Poops", showing how different animal poops look different yet are all poop--the same. So many opportunities exist in science to compare and appreciate similarities and differences, and extension activities allow children to introduce their own unique ideas and ways of experiencing the world creating critical thinking skills, introducing new perspectives and create concrete learning experiences. The child, family and community are easily incorporated into the science center.
--Tip 5: Designate a time and clear transition to science. If you do not have the space to create an entire area dedicated to science in your classroom, allow the children to change into their "lab coats" complete with their name (made out of donated men's button down shirts). This will help children to shift their focus and understand science time is different than story time or circle time. By making sure that all children have adequate time to enjoy science and research in their world, the more we break stereotypes reinforced by commercial toy companies that only market science kits to boys instead of children of both genders. Challenging these stereotypes with concrete activities is just another easy way to begin to allow anti-bias work to permeate into every center of our classroom and, simultaneously, into the hearts and minds of every child we serve.
Remember, environments change, and you can rotate, eliminate or add to each center as you see the need or discover "teachable moments". The most important factors to consider when thinking of anti-bias materials to be used in the classroom are finding accurate, respectful ways to represent the diversity of your classroom and school community as well as society at large. The more children see and experience different types of people, lifestyles, abilities, and ways of being depicted in their classrooms, the easier it is to foster tolerance, promote pride, and be inclusive. You don't have to spend a lot of money or purchase all new materials for you classroom. "With ingenuity, patience, resourcefulness, and some help from family and friends, many teachers have created their own remarkable and powerful anti-bias materials. Be creative and have fun with the process!
Reference:
Laureate Education, Inc. (2011). Strategies for working with diverse children: Building on children’s strengths. Baltimore, MD: Author
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).
Decorations and Wall Hangings:
Posters, signs, photographs, bulletin boards, art work, shelving should all authentically reflect the diversity of the families served in the program including family structures, economic class, physical appearances, physical abilities, and language.
--Tip 1: Make sure photographs of each family are displayed in your classroom either by dedicating a special section of wall space or a "family culture" shelf that rotates each week/month.
--Tip 2: There should be a balanced representation of men and women doing all different kinds of work in and outside of the home including "white collar" professionals (doctors/scientists/business people), "blue collar" roles (construction workers/mechanics/grocery store workers), "domestic" activities (homemaking, house cleaning, child care), and community roles (firefighters/teachers/police persons).
--Tip 3: When creating a "cozy corner" for quiet reading or emotional regulation, consider asking parents to bring in a small pillow that represents their family. This will be a warm representation of home to the children and help them stay connected and comforted by their own family familiarity at school.
Dramatic Play Center:
This section of the classroom is rich in cultural diversity and should reflect a variety of ways to care for a family, cook and eat, keep house, dress, and child & bodily care/ appreciation techniques. However, most importantly, it should include dolls that represent various skin tones and ethnic features as well as different abilities (glasses, wheelchairs, etc) and age groups (including elderly). Remember, this is often children's first opportunity to care for others who are both similar and different from themselves. This type experience creates many opportunities for learning empathy and compassion as well as equity and appreciation of all types of people.
--Tip 1: Ask parents to donate empty food containers and kitchen utensils that represent their family/ethnic culture. Children especially enjoy playing with real world items.
--Tip 2: Include a mirror so that children can view themselves in different roles, clothing, activities and admire themselves. This includes expressions of emotions, self-care routines (such as brushing/combing/drying hair), and see themselves as they "try on" many different roles.
--Tip 3: Consider including a shallow tray or box in which generic miniature figures live (Laureate Education, 2011). You can use wooden, cloth or other materials to create your own. When using figures without any representation such as clothing, hair/eye/skin color, gender specification or facial expression, children are required to "fill in the blanks" with their own imagination or experience. Pay attention to these play scenarios as they can often provide clues as to what children are working on socially and emotionally.
--Tip 4: Consider introducing "persona dolls" through short dramatizations that address issues of diversity or equity that you are working on with your students. Persona dolls are a great resource to help children understand issues of bullying, aggression, teasing and such by making it one person removed and allowing them to develop empathy for the characters. The lessons are then extended to real world events in the classroom without singling out any one child. This way, children are more equipped and empowered to deal with them in a positive manner.
Language/Literacy Center:
This center should include elements of every home language represented by families included in the program. They should see, hear, sing and experience language in a variety of ways including American Sign Language or Baby Signs to create concrete connections between multiple languages.
--Tip 1: Include signs, labels and picture clues (art or photographic) to represent different aspects of your classroom. For example, if you have a welcome board, it should depict text from each home language in the classroom with a single visual presentation. This helps children make connections between languages.
--Tip 2: Use music and movement to increase language and literacy. Sing songs in all languages represented in the classroom. While CD's are great resources, consider using this as an opportunity to connect to the family; ask the family to come and teach their favorite children's song to the class in their home language. This creates family pride, assures that all families are equally represented, and expands language and awareness of all students. By making up motions, hand gestures, including ASL or baby signs, or various musical instruments to keep the rhythm, children's brains will become more focused, actively engage creating more concrete learning experiences, and longer memory retention.
--Tip 3: Make sure all books in your classroom (even infant and toddler board books) represent diversity and are inclusive of all children in the classroom. (*refer to the first line of this post). Scan books for stereotypes and if you choose to still use them, do so as a learning opportunity to identify stereotypes. Photographic books of children's homes, environments, culture, neighborhoods and communities make the most effective learning materials for language and literacy because children find then relevant to their own lives. Also consider including books that represent a range of physical abilities, age groups (i.e. elderly/grandparents), occupations/income levels, family structures, and gender roles as well as cultural/ethnic diversity.
Art Center
This center should provide children with art materials that represent who they are and their unique diversity and perspectives. Think about how these materials can be used for individual or group art.
--Tip 1: Provide colors, paint, markers, clay, construction paper that represent diverse skin tones
--Tip 2: Collect collage materials that depict images of diverse people and lifestyles. Use photographs of the children and their families to create art. Ask parents to donate magazines from home or ask your local library to donate. Collect newspapers in different languages to use in various projects.
--Tip 3: Consider art projects that utilize special techniques related to culture such as pinatas, Japanese flower arrangements, or batik as opportunities to talk about cultural differences. Food can also represent art using different fruits to make designs or fruit faces (just remember that many people believe that food should not be wasted, so do the art project at snack time, photograph it and eat it up after you finish.
Manipulative Center
This center may include blocks, puzzles, memory games, number literacy games and other small toys such as cars/trucks.
--Tip 1: Create small bean or rice bags using material that represents a range of skin tones to allow the children to compare (Laureate Education, 2011). These can then be used in many other games and activities.
--Tip 2: Pick an item and hide it in the room. Give each child 10 seconds to find the item while the group counts to 10. The child searching can pick which language they want the group to count in while they search. The game continues if the item is not found, and the next child gets to choose the language while they search.
--Tip 3: Provide photographs that depict different types of housing, urban and rural elements, handicapped access, street signs, and signs in different languages. Use photographs to create memory games and puzzles.
Science Center
Many preschool classrooms do not think about including a science center. However, according to Dr. Mike Longoria, PhD, Early Childhood Consultant, having a science center is an non-negotiable. Children need a special place in the classroom dedicated to science. It creates so many opportunities for children to discover the wonders of their world through exploration, experiment, and experience. Don't over think this area, many activities can be done to incorporate diversity easily.
--Tip 1: Include poetry and movement around science themes. This example is from Dr. Mike! who promotes music and movement to extend learning in science, literacy, math and social studies. He created a poem:
Dig a little hole
Plant a little seed
Pour a little water
Pull a little weed
Then he asked "Johnny" to show him how to dig a little hole. "Johnny" does and then all the children are asked to repeat that movement. Each child will have a different and creative way to move their body to represent "digging a hole", pouring water, etc. which also supports diversity of ideas and ways of being and representing. "Sam" had a different idea; he made the motion of a jack hammer to dig a hole. The children didn't understand, and it provided an opportunity for the teacher to explain that jack hammers dig super holes in areas where it would hurt our hands to dig. "Sam" says he knows this because it's what his father does everyday. How proud to you think "Sam" will be to go home and explain to his father that "today at school, we leaned about digging different holes, and I taught everyone how you do it at work--and they did it too"? That's cultural diversity and family pride in action--that's what we want in an anti-bias classroom.
--Tip 2: Check out the Dr. Mike! website www.drmike.info for all sorts of free downloads and ideas to incorporate music and movement in your lessons including social/emotional, science, math, literacy, and games. All materials are also available in Spanish.
--Tip 3: Ask each child to bring in a sample of dirt, a plant, a rock, an item found in their yard in a ziplock bag. Then compare what's the same and different between them. "Same" and "Different" are the cornerstones of anti-bias education, and a science center provides many opportunities to explore these ideas relevant to the children's lives in the classroom.
--Tip 4: Go to the local pet shop, and ask them to collect samples of bird feathers or poop of different animals in ziplock bags. These can then be compared in the classroom and related to diversity. Examples: All birds have feathers but each one is different and unique. Or, an extension of the popular preschool book "Everybody Poops", showing how different animal poops look different yet are all poop--the same. So many opportunities exist in science to compare and appreciate similarities and differences, and extension activities allow children to introduce their own unique ideas and ways of experiencing the world creating critical thinking skills, introducing new perspectives and create concrete learning experiences. The child, family and community are easily incorporated into the science center.
--Tip 5: Designate a time and clear transition to science. If you do not have the space to create an entire area dedicated to science in your classroom, allow the children to change into their "lab coats" complete with their name (made out of donated men's button down shirts). This will help children to shift their focus and understand science time is different than story time or circle time. By making sure that all children have adequate time to enjoy science and research in their world, the more we break stereotypes reinforced by commercial toy companies that only market science kits to boys instead of children of both genders. Challenging these stereotypes with concrete activities is just another easy way to begin to allow anti-bias work to permeate into every center of our classroom and, simultaneously, into the hearts and minds of every child we serve.
Remember, environments change, and you can rotate, eliminate or add to each center as you see the need or discover "teachable moments". The most important factors to consider when thinking of anti-bias materials to be used in the classroom are finding accurate, respectful ways to represent the diversity of your classroom and school community as well as society at large. The more children see and experience different types of people, lifestyles, abilities, and ways of being depicted in their classrooms, the easier it is to foster tolerance, promote pride, and be inclusive. You don't have to spend a lot of money or purchase all new materials for you classroom. "With ingenuity, patience, resourcefulness, and some help from family and friends, many teachers have created their own remarkable and powerful anti-bias materials. Be creative and have fun with the process!
Reference:
Laureate Education, Inc. (2011). Strategies for working with diverse children: Building on children’s strengths. Baltimore, MD: Author
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).
Wednesday, June 24, 2015
Charting OUR world
While I look forward to graduating with a Master's in Teaching and
Diversity, my knowledge and skills in anti-bias education will truly be tested
in March when I plan to travel to the Dominican Republic and visit a small,
rural village on the Haitian Border to assist a friend in the Peace Corp with
preschool teacher training. As many of you may have read recently in the
news, the Dominican Republic is currently ripe with racial tensions based on
historical as well as current social and political issues. According to a
statement issues by UNICEF (2013),
“The ruling by the Constitutional Court of the
Dominican Republic depriving Dominican-born persons of Haitian descent of
their right to citizenship could have a devastating impact on thousands of
children. Without a nationality, stateless
children can be denied access to basic social protection
programmes, cannot earn education certificates or graduate, or
obtain an identity card or a passport. Without these basic protections and
opportunities, these children are more vulnerable to exploitation and
abuse".
As a result of this ruling
and a massive Haitian deportation program, racial tensions have escalated
through "rogue" military intimidation, racial profiling, public controversy,
fear, and a racially biased distribution of resources due to the new
citizenship law. The Guardian (2015), reports that while the government denies
implementing arbitrary deportation and racially motivated actions with the
claim that they are simply trying to register undocumented residents to ensure
services, darker skinned people are experiencing racial profiling, targeting,
persecution and inhumane treatment in these uncertain times. Add to that
"the fact that 80% of Dominicans are black or mulattos and that they are only deporting people without
papers" (The Guardian, 2015), puts all Dominicans, Haitians, and mixed
race people at risk of racism with or without proof of citizenship especially
in the poor, rural communities where births are not always documented with the
government. What's more is that many of the children being targeted for
deportation are Haitian refugees who fled to the Dominican Republic after the
massive earthquake that recently devastated much of Haiti; these children have already
suffered trauma, loss, poverty, and sickness, must their pride and spirits be
stripped by racism as well?
These children are at
severe risk as we know that toxic stress in children's live effects their well being
by disrupting their social, emotional, cognitive and physical development.
According to the Center on the Developing Child through Harvard
University (2015), "This kind of
prolonged activation of the stress response systems can disrupt the development
of brain architecture and other organ systems, and increase the risk for
stress-related disease and cognitive impairment, well into the adult years.
As well, hearing and absorbing disparaging messages about any aspect of
their physical appearance and racial identity is toxic to young children's
evolving self-concept and confidence" (Derman- Sparks & Olsen Edwards, 2010, p. 83).
While
the situation seems overwhelming for an outsider to enter, I am determined to
do what I can to help a small community deal with race relations in a new way
through the introduction of an anti-bias curriculum within the village
preschool. I will be living with a host
family and training preschool teachers for only a few short weeks, which means
I must be delicate and concise with my approach as well as open and respectful
of the local culture, and conscious of efficiently in teaching practice and
limited access to materials. I must
really think outside the box for strategies, games and activities to promote
anti-bias attitudes that are sustainable for this community as well as
overcoming a language barrier to a localized Spanish, Haitian Creole mix. Luckily, my TEFL training will come in handy
for this scenario.
Thus
my action plans include introducing a persona doll to help them engage in
conversations about same and different as well as fair and unfair as it relates
to the children’s lives; designing social/emotional games that require little
to no resources to implement and reinforce cooperation; providing multi-toned
bean bags for skin tone comparison and use in structured group activities; incorporating
families into the preschool program to promote positive race relations; as well
as to begin to cultivate a new anti-bias attitude among the preschool teachers
to help them learn how to think in anti-bias terms, understand how to react to
prejudice and injustice in the classroom, and develop their own emergent
anti-bias curriculum, peace education and supportive materials based on the
specific mixed cultural needs of the area.
I
would like to take this opportunity to seek the advice of my colleagues in this
program to share any thoughts or ideas you think might be valuable to take with
me and introduce to the village. With
limited materials to work with, I need all the creative, resourceful ideas and
action plans I can get. Any thoughts,
ideas or support you would like to offer will be greatly appreciated. So many of you have made valuable
contributions to discussions, offered wonderful insights into race relations,
and are already implementing anti-bias curriculum in your classrooms, so I
respectfully ask, “What would you do?”
In
addition, if any of you are interested in following my friend’s experience, her
blog is both inspiring, educational and printable to make a book for your own
classroom and teaching activities.
Follow Sarah Cook at:
References:
Derman-Sparks,
L., & Olsen Edwards, J., (2010), Anti-bias
Education for Young
Children and Ourselves,
NAEYC: Washington, D.C.
http://developingchild.harvard.edu/key_concepts/toxic_stress_response/
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