Observing Communication

          I had an experience yesterday at work watching interaction between a parent and child I have in my classroom.  The child had had a difficult day at school.  He was fighting with other children, had a bathroom accident and seemed not himself.  The mother rushed in to pick him and his brother up (they are twins), then rushed out so quickly I did not have a chance to talk to her.  When I was cleaning up the room I found his wet clothes in a bag in his cubbie which she forgot to check.  I put them aside and continued to clean.  I then saw her and the boys walk by the classroom going to their car from the playground.  I stopped her and opened the door.  I quietly said, “I’m glad I caught you,” and gave her the wet clothes.  She looked at her son and rolled her eyes.  She then said his whole name with a sigh.  He usually goes by a shorter nickname.  She then told me loudly that he had pushed another boy on the playground and that was why they were leaving.  She kept looking at him with a disapproving look.  She then told him she was not happy and they walked away. 

          The communication was very one sided.  When relating this to the media-presentation this week the “Communicating with Young Children” the communication was not reciprocal and respectful.  This boy has a problem communicating in the classroom and by relating it to the snapshot of the interaction with his mother it is easier to understand.  Talking negatively in front of another adult who the child respects makes them feel very unworthy. 

          I believe the adult-child communication should have been done privately where the issues could have been discussed in detail and worked out.  No knowledge came out of the communication which happened outside of the classroom.  I would have talked to both the children after the hitting happened, and not scooted him away from the playground.  If I needed to have a conversation with the teacher I would not have done it with the child present. 

          In regard to my own communication with children this week the main thing I have learned is I always treat children respectful and never put them down.  I try to have meaningful conversations and deal with problems as they present themselves.

References

Laureate Education Inc.(Producer). (2011). Communicating With Young Children. Baltimore, MD: Author

                

Creating Affirming Environments

If I opened my own Family Child Care Home I would want everything to look very natural and have elements of bringing nature inside. I believe it brings a calming effect to the room and to the children. I would find beautiful real pictures of multi-cultural children and hang them on the wall in frames to make it feel very homey. The photos I chose would also show pictures crossing typical gender roles. For example: girls playing cars. I would also show different family dynamics in photos, like single parent households. I would have multi-cultural dress up clothes in the dramatic play with all different types of pretend food from sushi to pita bread. The baby dolls would have all different skin colors from light to dark. I would have elements in my classroom from other parts of the world. For example: a wall hanging from Indonesia. The language displayed around the room would be in every language my families used. If there were four home languages I would use all of them in correspondence. Anyone who entered my care center could tell immediately who was in the program at that time (Derman-Sparks & Edwards, 2010 p.43). The books in my center would have personalized topics to relate to the children and we would make them ourselves if needed. The puzzles would have real photos of children who represented the classroom. I would have a family board where photos of the families were displayed in frames. When playing music I would choose music with different languages as well as culturally diverse music. In my dreams I would create a beautiful classroom where all children were represented and respected.
References
Derman-Sparks, & Edwards, J. (2010). Anti-Bias education for young children and ourselves. Washington D.C. National Association for the Education of Young Children( NAEYC).

What I Have Learned

One hope I have when I think about working with children and families who come from diverse backgrounds is I as an Early Childhood Educator can embrace all cultures and ways of living. I also want to teach children about different ways of life and how each of us have our differences and similarities.

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to foster the development of the whole child by helping them understand themselves and the world. They need to have cognitive and social-emotional skills developed to question the world and make their way through it.

Thank you to all my colleagues who have supported me through this class with meaningful discussions and feedback. I wish you the best on your journey.

Start Seeing Diversity Blog: Creating Art

"We Don't Say Those Words in Class!"

A couple of months ago I was standing in line behind a woman and her child. In front of us was a woman who was missing a leg and had a prosthetic with crutches. The child said loudly, “That woman has no leg!” The mother looked mortified and her face turned red. She then leaned down to the child and whispered something in his ear. After that the child did not say anything else.

I think the message communicated by the adults response to the child was to not say another word and her facial expressions also let him know this was not an acceptable comment. Once the child saw his mother’s face and also heard his words he stopped talking and stood there quietly.

An anti-bias educator might have responded to support the child’s understanding by giving the child a respectful understanding of others. Young children need caring adults to help them construct a positive sense of self and respectful understanding of others. They need adults to help them begin to navigate and resist the harmful impact of prejudice and discrimination (Derman-Sparks & Edwards, 2010 p.11).

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

Gender, Gender Identity, and Sexual Orientation

I began by looking around my own classroom. At Head Start we value diversity and different cultures. We even have policies in place to make sure we have books to include fathers, grandparents, and depict multi-racial families. When I look at all the books we have in regard to families all of them have a heterosexism undertone. Either the books are two parent families with a man and a woman, or a single parent family. I did find one book about adoption, but the family who adopted the child was a two parent family with a male and female. I have two children and have watched and looked at a multitude of media targeted for young children. I can’t think of one instance where a same sex partnership was displayed. Looking around at the walls of the elementary school we are located in there are not any signs of different family dynamics. The fifth grade actually had a family tree displayed earlier in the year, but there were still no signs of same sex partnerships.

When I think of early childhood centers avoiding the inclusion of books depicting gay or lesbian individuals such as same sex partnered families I think this is a wonderful idea. Especially if you have children in your center or classroom who have these family dynamics. We as educators want all children to feel welcome and a part of the classroom environment. Children thrive in school when families are involved. When a family is validated and included it makes them want to be a part of their child’s schooling. This helps children with their self-concept and the connection to their own family. The world is such a diverse place with all different types of people in it. I believe we should do whatever possible to help each child feel included.

Team Development

In my own personal experience it is most difficult to say goodbye to groups which are high-performing. I think about this in regard to the team I work with. We are very high-performing. We always get very high CLASS scores and our classroom functions extremely smooth. We have had other teaching teams come in to observe our class and use us as a model. We work very closely together through the year. In my team there are three teachers. I am the Lead Teacher along with a Family Support and Teacher Aid. We have very established norms in place where we each know how we should act in situations and with each other. We all have roles in our workplace and the part we play in our team. When the end of the school year comes we do not know if we will be in the same team again in the next school year or switched around. We put in our requests and hope for the best. I have been lucky enough to be in my current team for four years now. When summer comes it is a hard goodbye. We pack up our room and get all our personal belongings ready to go home. We then take all of our files to the main office and turn them in. This has been our closing ritual each year. It is hard when the group is high functioning because you work together to to achieve your goals through the year.
In the past courses when working on my master’s degree it is a strange feeling when you leave a class and your colleagues. You start off the class figuring out the expectations and navigating the coursework with the other students support. You also start to form relationships through the discussions and learn about others viewpoints. Adjourning is an essential stage of teamwork because the group will have finished the task and need to move on to new things bringing the experience they have learned.