Professional Hopes and Goals

It is my hope that children and families with diverse backgrounds will be welcomed and valued where ever they go.  I also hope that those caring for them appreciate what diversity can bring to a classroom.  It is a great opportunity to learn about others as well as ourselves. 

 

My goal for the early childhood field is to have all teachers be aware of diversity and equity issues and work to keep their classrooms free from bias.  This can be addressed through culturally relevant pedagogy (Hyland, N., 2010).  It will create equal opportunities for all children. 

Thank you to all who have contributed to my learning experience.  I have enjoyed reading your posts and blogs and have gained many new insights on anti-bias education as a result of you sharing your experiences.

 

Reference

Hyland, N. (2010).  Social justice in early childhood classrooms: What the research tells us.  YC:           Young Children. 65(1), 82-87.  Retrieved from the Walden Library using the ProQuest   

            Central database.

Welcoming Families From Around the World

OMAN

Oman is a country in South Africa bordered by Yemen, Saudi Arabia, the United Arab Emirates and the Arabian Sea.  Arabic is the native language; however many speak English, Baluchi, Urdu, and Indian dialects.  The climate is a tropical desert. Seafood, especially shark, is popular since it is found in abundance here.    This Arabian Peninsula is known for its historical forts.

 

Fort Al Jalali, Muscat

 

 

 

 

 

 

 

In order to welcome a family from Oman, I would first research the country. I would learn about traditions, holidays, customs, culture, foods, and clothing. It is important to know that people from Oman are very humble and sensitive to criticism.  Staring is not an insult in Oman, but rather a sign of interest.  Insults are illegal.  It is considered impolite to wear tight fitting or revealing clothing.

I would make sure my center is representative of this country by adding books, posters, dolls, clothing and food native to this country in the classroom. 

I would have the family fill out a questionnaire to find out background information that may be incorporated into lessons.

 I would see if they require a translator or choose to have communication done in their native language (if not English).  Google Chrome has a translator that converts English to many other languages.

 Finally, I would ask the family to provide a family photo to be displayed in the class.  It is important for all children to make the classroom their own and feel that they are a welcome part of it. 

All of these strategies should make a new family feel welcome and part of the classroom community.  This will promote open communication which is necessary to form a trusting relationship.  Building relationships is critical to early childhood success.

 

 

Reference

 

http://wikitravel.org/en/Oman



The Personal Side of Bias, Prejudice, and Oppression

     The incident of prejudice that brought about strong emotions in myself was the book and movie, The Help by Kathryn Stockett.  For those who have not read nor watched this inspiring story of southern black maids in the 1960's, it is about a white woman who wants to know what life is like for a black maid.  The woman, Skeeter, just out of college, wants to write about the lives of two maids she knows, Aibileen and Minnie.  The maids were not allowed to use the bathrooms of the white people they worked for.  The white families wrongly accused one of the maids of stealing from her so she would have a reason to fire her. All of the white families treated the maids with disrespect.  There was no equity.  Blacks were thought of as inferior beings with no rights.  Skeeter had to break many rules as did the maids to get the story done, but the collaboration ended up bringing about societal change.
    Though I cried through most of the movie, some of the tears were from sadness and some were from laughter. The maids revenge on one family was downright hilarious.  I loved that it was a triumph over a major societal downfall - - prejudice.  The efforts of a rich white girl and the cooperation of the two black maids were enough to create an opportunity for greater equity. 

Reference

 

Stockett, Kathryn. (2009).  The Help. New York:  Amy Einhorn Books.



Practicing Awareness of Microaggressions

     After learning about microaggressions this week, I have been listening to see if I could hear any examples in my day-to-day life.  Here is what I heard:

     In a 4 year old preschool class, the children were running on the playground playing soccer.  A boy said to a girl, "It's OK that you can't run as fast as me.  Boys are supposed to run faster."

    Also with the 4 year old group, the children were standing in line to wash their hands.  One girl said she was going to marry another girl.  A boy piped in and said, "Girls don't marry girls"  The girl responded with, "In some states they do.  My dad told me." 

    Watching "The Big Bang Theory" the other night, Penny asked Sheldon to teach her some physics so she could talk to Leonard about his job.  Sheldon replied, "Well I suppose if someone could teach sign language to Cocoa the Gorilla, I could teach you some rudimentary physics."

     Also on "The Big Bang Theory", Sheldon handed Penny a notebook and said, "Here.  It's college ruled.  I  hope it's not too intimidating."

    I think that the examples with the children show that children are curious about their roles and they like to know exactly what boys do and what girls do.  They are understanding that boys and girls are different.  The gender micro invalidations made by the boys are giving the message that the girls reality is not valid.  I do not think the boys intended to be harmful in any way.  In fact, I feel that they were voicing what their reality was and this is how they have always know life to be.

    In the sitcom, Sheldon was using microassaults because he was intentionally hurtful to Penny.  I was not offended by this; however, because I know it was meant to be funny.  For those of you who watch the show, you know that Penny can stand her ground.  In a previous episode, she told Sheldon "could you stop acting like yourself for a while and comfort me." 

     These observations make me feel that microaggressions begin early in life based on what we believe is true and correct.  We also see them in our entertainment which some people may take as justification for using them.  I feel that both can be learning experiences.  When we correct our children by saying things like, "girls can run fast too" or "what he said on TV was really kinda mean.  We wouldn't want to say that to our friends" then we are teaching our children.   With guidance, children will learn right from wrong, good from bad, etc.  It is up to the adults to ensure that the learning opportunities are used wisely. 

Perspectives on Diversity and Culture

     Friends and colleagues were asked about diversity and culture and what these terms mean to them.  Kim is a colleague from Korea.  Sharon is a neighbor.  Kelly is also a colleague.
Here is what they said:
                     Kim:  Diversity is differences in people.  Culture is people from different countries.
                     Sharon:  Diversity is when you're different.  Culture is where you're from.  It's who you
                                    are.
                     Kelly:  Diversity is differences between individuals.  Culture is who you are and your
                                  ethnic beliefs.

     From what I have learned in this course, I would have to say that all three were correct on their definitions of diversity.  It is our differences.  It is what sets us apart from everyone else.  It gives us our individuality. 
     All three gave different definitions of culture, but all were a part of culture.  Some things omitted from the definitions were language, work, foods, holidays, gender roles, religion, and intergenerational relationships.  Our cultural identity influences how we live in our social identities (Derman-Sparks, L.,  Edwards, J., 2010).  It is who we are.
     My friends and colleagues have similar definitions.  I found it interesting that Kim referred to culture as people from different countries.  She has shared many of her cultural experiences with me.  Recently she came back from a one month visit to Korea to see her elderly parents.  She said they eat rice and vegetables for breakfast, lunch, and dinner.  They eat fruit for snacks.  She was glad to be back so that she could eat some different foods!  She also said she lost weight because she was not used to eating that way.  I asked her why her parents don't come here and live with her.  She said that in Korea, the government takes care of the elderly, so it is better for them to stay there.  She sees these differences related to countries, not people. 

Reference

 Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and

            ourselves. Washington, DC: National Association for the Education of Young

            Children (NAEYC).

My Family Culture

     If I had to relocate to a new country with my immediate family and could only take three things, they would be: 1.  a phone, 2.  family photo albums, and 3. grandma's recipes.
     The phone would be to stay in touch with extended family.  The photo albums would be to keep memories alive and also to pass down to future generations.  The recipes would be to pass down to future generations and to maintain family traditions.  Yes, food is a big part of our family. 
    Of these items, the phone would be most important to me.  Keeping in touch with extended family is and will always be a part of my family culture.  The photos and recipes could be retained in memory if needed. 
     My family culture is not about material possessions.  It is more about family and love and the bond that connects us.  Material things can be replaced, family cannot.   Traditions can be learned by experiencing them.  Memories can be kept alive by talking about them.  Family, on the other hand, needs to remain close. 

my husband, Bob

My sister, Lisa and me                        my son Ryan                         


my sons, Bobby and Brandon

When I think of research...

When I think of research... I think WOW! Who knew it involved so much detail?  I feel like I've been "awakened" in the realm of research after this class.  I used to think of research as finding out as much as I could on a topic.  After all, that's all it was back in high school.  Through this course, I now have new insights into the research process and I have a much better understanding of all that needs to be considered.

In designing a research study, one must consider the participants, the methods and data to be used, the variables, bias and cultural issues, ethical considerations, challenges and validity.  Consent should be given by all participants including children.  Relationships should be established ahead of time, if possible, to build trust.  This will help ensure accurate data.  Challenges will always be a part of the research process. There may be challenges in finding a sample that is representative of a population.  Another challenge that may be unforeseen are the extraneous variables.  While we can try to prepare for such occurrences, they just can't be predicted.

Early childhood professionals are excellent candidates for researchers as we are trained in many of the same respects.  We follow a code of ethical conduct and always look out for the best interest of the children.  Researchers, like ECE, need to be caring, trustworthy, and genuine if they are to get optimal results from their work.

I would like to thank all of my colleagues and my instructor for the continued words of encouragement, the thoughtful feedback, and the new insights they have given me throughout this course.  It has been a wonderful experience and I hope I have helped you all as much as you have helped me!  Good luck to all of you and may we meet again soon!

Lynn