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

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).

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:

                                                  sarahdrawsthedr.tumblr.com

References:

Derman-Sparks, L., & Olsen Edwards, J., (2010), Anti-bias Education for Young

             Children and Ourselves, NAEYC:  Washington, D.C.

http://www.unicef.org/infobycountry/media_70619.html

http://www.theguardian.com/commentisfree/2015/jun/23/dominican-republic-haitian-deportation-reflects-racist-history

http://developingchild.harvard.edu/key_concepts/toxic_stress_response/

Detours from the "Norm"--Expressions in Diversity

     We all take different roads in life; we all have a different journey.  However, accepting unconventional lifestyles in ourselves and others often involves challenging self-esteem issues. Putting our uniqueness "out there" in the world, living it openly, owning it proudly also involves being vulnerable to the ridicule and bullying of others.  This is why so many of us hide our true selves.  If we are going to champion a revolution in our society as parents, teachers, and mentors to young children and teach them to express and applaud individuality in themselves and others, then we must set the example by learning to express ourselves.

     Art is a vehicle for expression.  It allows us to safely experience different perspectives, experiment with our emotions and find our true selves.  A six-year-old boy named Bhima recently reminded me of the power of art and its true healing nature.  He was angry about losing a toy, so mad he wanted to "break the world".  When his mother suggested that he draw a picture about it, he created a scene in which he broke all of his toys and tipped over his dog, Poncho's water bowl. Afterward, (and without prompt) he drew a second picture of him putting all of his toys back together and replacing Poncho's water.  I found this to be such wonderful example of channelling reactivity and expressing oneself through art as an appropriate outlet (Child, be my guide!).  Art allows us infinite opportunities to work through our emotions without injury to ourselves, others, or the "world" we live in.  And, it is a readily available option regardless of age, gender, socio-economic class, sexual orientation, culture/ethnicity, language or disability.
     Art can help us get to where we want to go; it can help us be who we want to be in our lives and society.  It can also help us relate to each other.  However, we cannot teach another to use art to express themselves until we learn how to use it ourselves. Therefore, the following is my own practice--an exercise in an expression of diversity in different ways.  I invite all of you to join me in the experience.

DIVERSITY

Delving                                         Discovering                                    Diving

Into                                               Interesting                                      Into

Various                                        Varied                                            Variety

Expressions                                 Expressions                                   Ever

Relating                                       Regarding                                       Respectfully

Social                                           Social                                              Supporting

Interests for                                  Involvement                                    Infants

Today's                                        Together with                                 Toddlers and

Youth                                           Youth                                              Yourself

Drawing                                       Determined                                     Develop

Into                                               In-                                                   Interest in

Various                                        Volvement                                       Various

Everyday                                      Everyday                                         Existence and

Routines                                       Regarding                                       Realities

Something                                    Social                                               Supporting

Interesting                                    Interests                                           Individuality in

To teach                                       To expand                                        Today's

Young people about others          Your world                                      Youth and yourself

Delight                                          Double your                                    Deem

In the                                             Internal                                           Integrating

Variety of                                      Vibrations by                                   Voices

Every soul                                     Expanding  your                              Everywhere as 

Regardless if                                 Reality to                                         Real

Someone                                       Simply                                             Signals of

Is different                                     Include                                             International

Than                                              Talking to                                        Togetherness

You                                                Your neighbor                                 Your goal

Paving Roads from Pre-Prejudice to Anti-Bias Education

     Many times when asked what I'm studying in grad school, I have responded with the formal title--Teaching and Diversity as well as Anti-Bias Education in Early Childhood.  "Oh." is usually the response I get.  It seems to go right over people's heads.  However, when I give examples of the everyday experiences I want to learn and teach about, I find people are much more interested.  I often pose this scenario.  You are in the grocery store with your four yr. old who says, "Look!  There's a fat lady."  How do you respond?
     I've received many answers including:
          A.  Shush them and tell them that's not nice.
          B.  Smile at the lady and apologize for the child.
          C.  Explain that's what happens when we don't make healthy eating choices.
I always take the opportunity to point out, "Or... you could say, yes, and there's also a tall woman, a skinny man and a girl with freckles; aren't we all wonderfully different?"  End of story.  This they understand and usually starts an enlightening conversation about personal experiences with pre-prejudice/prejudice, social justice, and the importance of quality early childhood education to address these issues.  Now we're getting somewhere.
     These conversations quickly allow a chance to explain that children are trying to make sense of their reality by exploring and naming similarities and differences they see in their world.  Answer A shames the child, teaches them they did something wrong and to take the behaviors underground for fear of embarrassment or punishment.  Answer B denies part of their reality and a real world extension of what they are learning to observe in the world at this age.  Answer C makes ignorant judgements about a person's physical characteristics that places them in the "other" category promoting intolerance.  All three are unconscious answers, which are missed "teaching opportunities" and can lead to pre-prejudice attitudes.  Children are not born prejudice; that road is paved by adults one way or the other.
     In fact, a friend explained today how sad her six yr, old was because his two dinosaurs were best friends and loved each other, but couldn't get married because they were boys.  This is a perfect example of a "teachable moment".  His mother, first and foremost, asked questions.  This is important to help the adult understand the child's thinking and help them correct through critical thinking skills.  Then she explained that she understood that was what he sees on TV and in some of his books, but that it was not always true.  Sometimes boys love boys, girls love girls, and boys and girls love each other.  Anyone who wants get married can get married.  Her child's response, "Oh, great!"  Doesn't that say it all?
     The point is that anti-bias education is not a lecture or a scary long talk.  It's an on-going conversation with children best done in the moment.  Eric Hoffman explains,"The good thing about young children is that if you give them real experiences, you don't tell them they're wrong.  That doesn't work.  You give them new experiences that contradict what they believe, and they'll change their minds." As well, as Nancy Spangler puts it, "And it's awe inspiring to think about how you watch children...gain these skills to be able to express their emotions, negotiate, come to some sort of solution, be able to see another person's perspective, be empathetic.  And then you look out to the wider world and you think, why?  If a four-year-old can do that, what's preventing the larger society, even globally from acting of those same kind of skills?"
     This is why I work with young children.  We have the power to impact society in tremendous ways through them, and our responsibility as teachers, parents, and community members is to do so consciously, respectfully, and thoughtfully.  For my colleagues in this program, as well as anyone else interested in introducing strategies for anti-bias education with children, I found copies of "Start Seeing Diversity:  A Basic Guide to an Anti-Bias Classroom", the multimedia presentations we studied this week online.  If you would like to purchase a DVD for use in your home, school or program go to http://www.redleafpress.org/Start-Seeing-Diversity-P85.aspx.  I, personally, found the videos so impactful and informative that I will be ordering for use as a wonderful teaching tool in professional development scenarios, parent education courses and ECE workshops.  Together, we can pave the way to a more equitable, just and peaceful world.


Reference:
Eric Hoffman & Nancy Spangler, "The Positive Ways ECE Settings Can Respond to Bias", Walden University Multimedia Presentation.


   

Gender, Gender Identity, and Sexual Orientation

Working as a nanny for dozens of families over the years, I have been asked a lot of interesting questions which I have tried to answer to the best of my abilities and understanding.  A mother once asked me if I thought her four year old boy was gay.  "What makes you think that?", I responded.  She said, "Well, all his brothers love to play football, but all he wants to do is dance and play with dolls".  I inquired further, "Sounds like he may be different from his brothers, but what's the problem?"  She explained that her husband was having a hard time relating to this child because he had interests that he considered "girly" and was very worried that he might be gay.  "Why are you worried?', I asked.  She said her husband would be devastated.  Then I asked, "But, how is your child going to feel about himself?  Would you rather him be a sad and terrible football player or a world famous, well-accomplished dancer like Mikhale Baryshnikov?"  This made her think.  I explained that his interest in different activities or toys did not define his sexual orientation, but that his parents acceptance or lack of acceptance would most surely influence his self-esteem positively or negatively.  Which would she prefer, a child who's spirit had been uplifted or squashed?  And what was really more important to them as parents--that they raise a happy child or a heterosexual?  My advice was feed his interests and support his individual path; let him make the decisions on what he wants to do, who he wants to be and who he wants to marry.  A parents job is simply to love and support their children, not define them.

I never spoke with the father on the subject, but I hope my words gave her some perspective and gave rise to more conversation with her husband.  Sadly, however, I don't feel this family's concerns are an isolated case.   This is just one example of many which has fueled my interest in anti-bias education and parental support.  "Supporting all children to develop their fullest range of abilities and skills is one of the key principles of the early childhood education field.  Learning environments and activities that are gender-equitable put this principle into practice.  However, when children absorb messages that limit their exploration and play, neither boys nor girls are able to prepare fully for the intellectual and emotional realities and demands of life (Klein et al 2007)" (Derman-Sparks & Edwards, 2010, p. 91).

Through teaching strategies in anti-bias education, I hope to work sensitively with families and support young children's curiosities, interests and confusion by being proactive, presenting opportunities to try out their ideas as well as new ideas and offering accurate information in response to their questions.  Free play in early childhood should be just that--free time to explore and experiment with many different ways of being in the world free of judgement.

Reference:
Derman-Sparks, L., & Edwards, J. O., (2010), Anti-Bias Education for Young Children and Ourselves, NAEYC, Washington, DC

Build It Up and Tear It Down--Team Building

Gina Abudi (2010), an expert at team building, project management and leadership development, has carefully lined out five stages of team development that all teams must go through including forming, storming, norming, performing and adjourning.  Keep in mind that a team can consist of just two people and therefore may include many different dynamics and situations in our lives including adult-child relationships, family relationships, school, work, or organizational relationships, which all involve teams.  I have a clear understanding of the importance of forming, storming and norming which includes the initial formation of the team, an outpouring of ideas as roles and procedures are being determined, and coming together to realize the benefit of working cooperatively and what can be expected of each team member.  The performing stage also seems pretty clear, when it all comes together.  However, the adjourning stage was an aspect of quality team building that I had never considered before.

When I think back to recent teams I have been a part of including working with families in classroom and home environments, co-workers in different jobs I've had, or groups of students achieving an academic goal together, each one has included an adjourning stage although I had not recognized it as that until now.  At the end of the school year, we often throw parties or attend graduation ceremonies, but why are these rituals important?  "This stage looks at the team from the perspective of the well-being of the team rather than from the perspective of managing a team through the original four stages of team growth"(Abudi, 2010). Often, working productively and diligently toward a common goal creates special bonds with others that must be honored.  Sometimes, it's not enough to celebrate the achievement of a goal or end of a project, we must recognize and celebrate each member's contribution to the task and the team.

For example, there is always sadness in my heart when I move on from a nanny job because I have formed such intimate partnerships with the child and parents; I not only feel a part of the team, but a part of the family.  We always set up some kind of transitions to help the child understand the situation and deal with the transition, but it is as helpful to me and the parents as well to have an opportunity to applaud our commitments to each other through good times and bad.  Once, after being told that a family did not have the financial means to keep me employed, I recall feeling incredibly sad not about losing my job, but feeling like I had lost my place on the team.  The mother responded as I apologized for my tears, "I would be more upset if you weren't crying because it shows me how you value our relationship."  It was true, and we needed a ceremony to honor that commitment and feel good about moving on to both our next challenges in the world.

Adjourning is an essential stage of teamwork because it allows for honor, closure and growth. It also allows for people to take a moment to feel the depth of their connections, the power of their unity, and make plans about how they may choose to stay connected in the future.  As a nanny, I always find it interesting and wonderfully satisfying when a family calls me up months after my job has ended to let me know how much they miss me or how much smoother the house seemed to run when I was there.  This let's me know beyond a doubt how much they valued me as team member, and makes me feel pride in my teamwork and true connections with people.  

Though we may adjourn and go our separate ways, we remain connected through our experience and memories together, which provides each party with confidence and value moving forward.  I can only hope that my colleagues in this Master's program will agree, and we can all gain as much value, support, confidence and connectedness when moving beyond this program as we have found in it.  

Reference:

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html