Ok, I did my wordle but I can't seem to get it to open correctly! But, I am posting the link below!
http://www.wordle.net/show/wrdl/7219658/Early_Childhood_Education
Monday, October 28, 2013
Monday, October 21, 2013
Reflecting on Learning
What a great class this has been! I have had my eyes opened to many new concepts and ideas. My professional hope is creating a classroom where every single child, regardless of their varying abilities may be, can feel safe, accepted, loved, and nurtured. I want each child to come to this classroom and feel as if they are accepted as a "whole" child. I also want each family member to know their child is being nurtured for their own individual self as well as being allowed to have pride and confidence in who they are. My hope is one day, years from now, each child I teach will remember the things I taught them about acceptance, love, and understanding of everyone. I hope each child will never display unfair treatment or show discrimination for any child.
I would like to thank each of you for your comments and kind words. I cannot believe we are so close to being done with this program. Not only will I be receiving a Master's Degree, but I will be taking information that will help me be a successful anti-bias educator. Thank you all!
God bless!!
Susan
I would like to thank each of you for your comments and kind words. I cannot believe we are so close to being done with this program. Not only will I be receiving a Master's Degree, but I will be taking information that will help me be a successful anti-bias educator. Thank you all!
God bless!!
Susan
Saturday, October 19, 2013
Impacts on Early Emotional Development
After exploring UNICEF's website, I was inclined to go with West and Central Africa. Having classrooms that contain more than 80 children (within one classroom) does not constitute good, quality development. I also know the living conditions in this area are not always sanitary, and this concerns me as children need clean, safe, trusting environments.
In Sierra Leone, there are advocates that are promoting cleanliness and helping improve children's lives. I was saddened, however, when reading how this child gets up, fetches water, cleans, goes to classes, then fetches water for school, and back home to help with her mother. I feel as if her early development has been compromised because she has to take on an adult role. However, after thinking about this, I do believe it may hinder her development because she is not able to be around children for long periods at a time and develop social development, but, on the other hand, she is learning how to be responsible, proactive and respectful. This is an important developmental stage too. I am torn on this, because have mixed feelings about it.
In Congo, UNICEF is helping refugee children in school. They are making education a priority for refugee children but their school conditions are not up to date at all. Many children are sitting on the ground in huts. However, volunteer teachers are working to improve those conditions for children. By making education a priority, these children can begin to value education. However, because of the conditions of their environment, I feel they can not develop like other children we teach on a daily basis. This is truly heartbreaking because I feel we, as educators and parents, take education for granted. Not everyone has the same environments, teachers, or families that promote good, quality education.
This UNICEF website made me thankful for all children, but I was so saddened at the differences of all countries about education. As an educator, I want to do so much but I alone lack the ability to make things happen in other countries. It is so unfair that so many children all around the world cannot have what so many children in other countries have in education.
In Sierra Leone, there are advocates that are promoting cleanliness and helping improve children's lives. I was saddened, however, when reading how this child gets up, fetches water, cleans, goes to classes, then fetches water for school, and back home to help with her mother. I feel as if her early development has been compromised because she has to take on an adult role. However, after thinking about this, I do believe it may hinder her development because she is not able to be around children for long periods at a time and develop social development, but, on the other hand, she is learning how to be responsible, proactive and respectful. This is an important developmental stage too. I am torn on this, because have mixed feelings about it.
In Congo, UNICEF is helping refugee children in school. They are making education a priority for refugee children but their school conditions are not up to date at all. Many children are sitting on the ground in huts. However, volunteer teachers are working to improve those conditions for children. By making education a priority, these children can begin to value education. However, because of the conditions of their environment, I feel they can not develop like other children we teach on a daily basis. This is truly heartbreaking because I feel we, as educators and parents, take education for granted. Not everyone has the same environments, teachers, or families that promote good, quality education.
This UNICEF website made me thankful for all children, but I was so saddened at the differences of all countries about education. As an educator, I want to do so much but I alone lack the ability to make things happen in other countries. It is so unfair that so many children all around the world cannot have what so many children in other countries have in education.
Thursday, October 10, 2013
The Sexualization of Early Childhood
As I sat and thought about this topic, I became sad and a little overwhelmed with it. Children that are this young should not be thinking about sexualization; rather, they should enjoy being a child and playing. Sadly, children are viewing sexual images as well as sexual encounters way earlier than they should. They are viewing things on video games, watching older siblings, as well as seeing and hearing things from their parents. Instead of seeing others in "regular" clothes, children are viewing women as sexual objects that are dressed in very little clothing, excessive makeup and very thin. Sadly, even children in preschool want to be just like the women they see on television and video games. This is not healthy development; I believe this is taking away children's development by pushing sexualization.
This topic made me think of my own daughter, who is almost 15 now. It makes me truly sick to see the people on television that some of her classmates are idolizing. Thankfully, I have instilled in my daughter to be her own person and never try to be something she is not. She is very classy, has high standards, and refuses to act like something she is not. She does not like the trashy clothing or the messages it sends out. I also realize I cannot shelter her from everything; she will see and hear things she should not hear or see, but I have to hope she will make the right choices based on the way I have brought her up.
When I think of all of these things both for my students and my daughter, I want to protect these sweet babies and my teenager from all of the negativity! These children should be allowed to be just that-children. They should not be exposed to sex at such an early age! I remember, several years ago, one of my preschoolers talking about the "sexy" women and naked women he seen on a video game. I let him talk for about a minute about how hot she was, and how good she looked with no clothes on. I was SHOCKED! He was only 4, but he was talking like this. I was beyond appalled at what I was hearing. I pulled him to my table and had a discussion with him. He told me overheard his brother and dad talking like that, so he was repeating it. I told him I understood he looked up to both his brother and dad, but those types of things were inappropriate for our classroom and he would not be allowed to discuss those things. I even called his mom in for a conference and expressed my concerns. This mother was as shocked as I was, and he was not allowed to play that video game again.
Because of the influx of technology, I do not believe we will be able to reverse this trend. I believe our children will continue to see inappropriate images and sex. We, as educators need to feel comfortable collaborating with parents and families when topics of this nature come up. We must allow children to be children who enjoy playing without brining up the topic of sex or sexualization.
This topic made me think of my own daughter, who is almost 15 now. It makes me truly sick to see the people on television that some of her classmates are idolizing. Thankfully, I have instilled in my daughter to be her own person and never try to be something she is not. She is very classy, has high standards, and refuses to act like something she is not. She does not like the trashy clothing or the messages it sends out. I also realize I cannot shelter her from everything; she will see and hear things she should not hear or see, but I have to hope she will make the right choices based on the way I have brought her up.
When I think of all of these things both for my students and my daughter, I want to protect these sweet babies and my teenager from all of the negativity! These children should be allowed to be just that-children. They should not be exposed to sex at such an early age! I remember, several years ago, one of my preschoolers talking about the "sexy" women and naked women he seen on a video game. I let him talk for about a minute about how hot she was, and how good she looked with no clothes on. I was SHOCKED! He was only 4, but he was talking like this. I was beyond appalled at what I was hearing. I pulled him to my table and had a discussion with him. He told me overheard his brother and dad talking like that, so he was repeating it. I told him I understood he looked up to both his brother and dad, but those types of things were inappropriate for our classroom and he would not be allowed to discuss those things. I even called his mom in for a conference and expressed my concerns. This mother was as shocked as I was, and he was not allowed to play that video game again.
Because of the influx of technology, I do not believe we will be able to reverse this trend. I believe our children will continue to see inappropriate images and sex. We, as educators need to feel comfortable collaborating with parents and families when topics of this nature come up. We must allow children to be children who enjoy playing without brining up the topic of sex or sexualization.
Wednesday, October 2, 2013
Evaluating Impacts on Professional Practice
This week's blog assignment has me thinking quite a bit about different -isms. Throughout my time in this program, I have become more compassionate with my teaching as well as ensuring I am not using any -isms myself. However, this has also allowed me to watch others closely.
When I see discrimination taking place among other educators, I am so saddened! Children should not have to feel any type of discrimination because of their skin color, their class, or their beliefs. I believe, if I was to begin having discriminatory thoughts I would become an educator that forced children to feel shame and inequality; that would make me feel horrible as I in the classroom to build children up and help them succeed. I believe I would be an emotional roller coaster and never succeed in helping children feel loved, nurtured, or safe. Not to mention force families to feel ashamed of their life, their cultures, color, etc. and not want their children to come to school because I would be viewed as a negative educator that is harming their children instead of helping them. I certainly could not be this type of educator.
In order to help build family relationships, allow children to succeed and be nurtured we, as educators need to be positive ourselves and never form biases or discriminatory thoughts or actions. We need to allow ALL children to feel a sense of pride, no matter what their race, class, sex, etc. may be. We need to instill love an acceptance for all children and families within the classroom.
When I see discrimination taking place among other educators, I am so saddened! Children should not have to feel any type of discrimination because of their skin color, their class, or their beliefs. I believe, if I was to begin having discriminatory thoughts I would become an educator that forced children to feel shame and inequality; that would make me feel horrible as I in the classroom to build children up and help them succeed. I believe I would be an emotional roller coaster and never succeed in helping children feel loved, nurtured, or safe. Not to mention force families to feel ashamed of their life, their cultures, color, etc. and not want their children to come to school because I would be viewed as a negative educator that is harming their children instead of helping them. I certainly could not be this type of educator.
In order to help build family relationships, allow children to succeed and be nurtured we, as educators need to be positive ourselves and never form biases or discriminatory thoughts or actions. We need to allow ALL children to feel a sense of pride, no matter what their race, class, sex, etc. may be. We need to instill love an acceptance for all children and families within the classroom.
Friday, September 20, 2013
Observing Communication
I witness many conversations throughout the day with my students, other students as well as adults, paraprofessionals and parents. However, I recall watching one of my students and his mother have a conversation about his behavior at school. While I thought about what conversation I wanted to recall, I chose to discuss the positive interactions of this particular conversation.
This student had a difficult day at school; he refused to follow directions; he was pushing other students; and he slapped a girl on the playground during recess. Because of his behavior, he had consequences. I marked this in his discipline folder, and when school was dismissed, I spoke with his mother about his behavior. During our conversation, he tried to interrupt, but his mother politely asked him to remain quiet for a few moments while we spoke. She was very sweet and showed no anger.
After the parent and I were finished, she began talking to her son. It was not a "You are in trouble when you get home;" rather, it was a question and answer time. She asked her son to explain to her why he had this type of day. She listened to him without interrupting him, and she let him explain to her why he displayed this type of behavior. She never got angry or irritated with him, but she let him talk and then explained to him why it was wrong to hit and not behave. I was so impressed with the gentle nature of this mother, and equally impressed at the mutual respect among the two.
This conversation taught me a valuable lesson; to always show respect to children (even if they are only 4 years old0 and let them actually have a voice in the conversation rather than make them feel as if they are not allowed to communicate. In order to gain respect, it must be given as well. I realize I need to do a better job of communicating, and allowing my children to speak more while I listen more.
References
Laureate Education Inc.(Producer). (2011). Communicating With Young Children. Baltimore, MD: Author
This student had a difficult day at school; he refused to follow directions; he was pushing other students; and he slapped a girl on the playground during recess. Because of his behavior, he had consequences. I marked this in his discipline folder, and when school was dismissed, I spoke with his mother about his behavior. During our conversation, he tried to interrupt, but his mother politely asked him to remain quiet for a few moments while we spoke. She was very sweet and showed no anger.
After the parent and I were finished, she began talking to her son. It was not a "You are in trouble when you get home;" rather, it was a question and answer time. She asked her son to explain to her why he had this type of day. She listened to him without interrupting him, and she let him explain to her why he displayed this type of behavior. She never got angry or irritated with him, but she let him talk and then explained to him why it was wrong to hit and not behave. I was so impressed with the gentle nature of this mother, and equally impressed at the mutual respect among the two.
This conversation taught me a valuable lesson; to always show respect to children (even if they are only 4 years old0 and let them actually have a voice in the conversation rather than make them feel as if they are not allowed to communicate. In order to gain respect, it must be given as well. I realize I need to do a better job of communicating, and allowing my children to speak more while I listen more.
References
Laureate Education Inc.(Producer). (2011). Communicating With Young Children. Baltimore, MD: Author
Friday, September 13, 2013
Creating Affirming Environments
My vision for an anti-bias classroom is actually quite simple. All families and children would be represented, as well as displaying pictures of all cultures and races. I would ensure my students as well as their families knew we were all a big family. This is actually what my classroom currently looks like. I have several ELL students; any and ALL information I send home is translated into their home language. This has always made my parents of the ELL students feel good about sending their child to school because they know I am going to communicate with them regardless of their language.
Derman-Sparks & Edwards (2010) reminds us we are to have materials that invite children to explore and discover. An ideal anti-bias environment embraces this. Many cultures are represented through play, music and movement, puzzles, and reading material. (As well as all other centers)
Books should be a wide variety with much diversity, but engaged students to want to explore. Many books about different races, traditions, as well as languages should be purchased and used.
Puzzles should be diverse, as well. I have witnessed my students having discussions about the puzzles I place out. They will begin to explore the puzzles, but then I find them in conversations about the differences of the people and the "parties" they are having. This is so amazing for acceptance, learning to appreciate diversity, as well as oral language development.
A wide variety of music should be used. Again, I have several ELL students who only speak Spanish, so I make sure I play songs that are in Spanish. It is absolutely wonderful for all of my students as they begin to appreciate each other and the language spoken.
These are a just a few of the centers that should be culturally diverse; all centers should be this way. Dolls should be all ethnicities that are present in a classroom or center as well as dress up clothes that represent a variety of traditions, cultures, and races. It is important to remember "The look and sounds of the room reflect the family cultures and daily lives of children" (Derman-Sparks & Edwards, 2010, p. 43). I want all families to know we represent everyone, accept everyone, and embrace each other daily.
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).
Derman-Sparks & Edwards (2010) reminds us we are to have materials that invite children to explore and discover. An ideal anti-bias environment embraces this. Many cultures are represented through play, music and movement, puzzles, and reading material. (As well as all other centers)
Books should be a wide variety with much diversity, but engaged students to want to explore. Many books about different races, traditions, as well as languages should be purchased and used.
Puzzles should be diverse, as well. I have witnessed my students having discussions about the puzzles I place out. They will begin to explore the puzzles, but then I find them in conversations about the differences of the people and the "parties" they are having. This is so amazing for acceptance, learning to appreciate diversity, as well as oral language development.
A wide variety of music should be used. Again, I have several ELL students who only speak Spanish, so I make sure I play songs that are in Spanish. It is absolutely wonderful for all of my students as they begin to appreciate each other and the language spoken.
These are a just a few of the centers that should be culturally diverse; all centers should be this way. Dolls should be all ethnicities that are present in a classroom or center as well as dress up clothes that represent a variety of traditions, cultures, and races. It is important to remember "The look and sounds of the room reflect the family cultures and daily lives of children" (Derman-Sparks & Edwards, 2010, p. 43). I want all families to know we represent everyone, accept everyone, and embrace each other daily.
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).
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