Impacts on Early Emotional Development

UNICEF is productive in helping to create a world where every child the rights. They have the worldwide power to influence the decision-makers to turn the most innovative ideas into reality.  That makes them irreplaceable among world organizations, and rare among those that work with children. UNICEF was created just with that purpose in mind (unicef.org).

The area of the world I chose to share with my colleagues was Tamale, Ghana. Emmanuel Holortu has seen some of the worst cases of violence against children where discipline goes too far. Mr. Holortu is the head of the Domestic Violence and Victim’s Support Unit in Tamale. His primary role is to protect children in Ghana’s Northern Region against abuse (unicef.org). UNICEF has supported a national list of reported child abuse cases, as well as training its staff to help children in abusive situations. This organization plays a critical role in the strengthening of child protection systems, supported by (unicef.org).

These experiences have a devastating effect on children’s emotional wellbeing because; they are affected emotionally, physically and socially. Emmanuel Holortu is trying to rescue children from the situation and join them with their biological family. Children need encouragement so their potential is realized. If they are constantly abused, you shut the door to that expression. The child’s self-esteem is damaged. (unicef.org).

 The personal and professional reflection I gained and the influences they have on me as a person and an early childhood professional are to realize that the education system needs to teach emotional control. A lot of adults lose their emotional control. Children rarely report abuse  because, they are frightened or even scared, what will happened to them or the adult involved with the abuse(unicef.org). We have to change the belief that violent discipline, physical punishment or psychological aggression should not happen to children; eventually they will confuse this behavior as love and the cycle will manifest itself to their children as well

UNICEF: Retrieved from http://www.unicef.org/infobycountry/index.html

The Sexualization of Early Childhood

Some examples of the exposure of young children to a highly sexualized environment are demonstrated in cartoons, books, toys and computer games. This is when we can start to make a huge difference in diminishing, the negative impact on sexualization of childhood in young children early years. We need to stay connected with your children because the risks will get higher in adolescence. This is being increasingly recognized in young children from a highly sexualized environment (Levin & Kilbourne, 2009).

The implications this may have on children’s healthy development is especially damaging to children and adolescents who are developing their sense of themselves as sexual creatures.  Despite rising awareness, previous research has focused on school-age children and how they can come into contact with adolescent sex offenders. Differentiating between normal and problem sexual behaviors is a critical role of teachers, which can make a huge difference in getting rid of the harmful impact in, the sexualization of childhood on in young children (Levin & Kilbourne, 2009).

My awareness of the sexualization of early childhood has been influenced and modified by studying the topic this week is by learning that children are growing up flooded from a very young age with explicit messages about sex in the media and popular culture. Preschool-aged children are naturally inquisitive and experience periods of enhanced awareness sexualization in their environments.  I am becoming more aware of how girls and boys constantly encounter sexual messages and images that they cannot understand and that can confuse and even terrify them (Levin  &  Kilbourne, 2009).

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

Evaluating Impacts on Professional Practice

Racism, sexism,  any biases and prejudices are the consequences I will expect for the children and families with whom I work with while I also experience specific "–ism(s)" in my own life (Derman-Sparks & Edwards, 2010). One specific example is knowing I am an African American female and I have twice the level of discrimination to endure. I hope to learn more of my own bias, in order not to take them into the classroom. Learning who you are and what your background is gives you perspective on diversity. I know that having a better understanding of the issues, I can better explain to children and families, to help them understand, how damaging the problem of prejudice and racism can affect an individual’s pride and confidence.

My most valuable asset for working with children and families from any background is my desire to be the best anti- bias teacher I can. I have learned through this course that diversity is a way of life and I want any child and their family to feel secure, to know their children will be safe. I desire to help children understand other diverse cultures and to show every child that their culture is acceptable. In my family culture, I was brought up to see people for what they are and not the color of their skin so; it will not be problems for me to learn the cultures of another’s. It is essential as educator to get rid of any misconceptions, with accurate information to develop more positive attitudes; to learn empathy and passion for teaching all diverse cultures (Derman-Sparks & Edwards, 2010).

 Derman-Sparks, L., & Olsen Edwards, J. (2010).  Anti-bias education for young children and ourselves. Washington, D.C.