Passion to Action

 My Wordle communicates what I have inspired during my programs, please look at it because; this took me quite a while to get the concept. Thanks

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Reflecting on Learning

In the Anti-bias education for young children and ourselves, I am learning to continue reflecting on my work, and learning from any mistakes. Even if it doesn’t happen the first time, I will keep on the distinctive path of becoming an educator activist (Derman-Sparks & Edwards, 2010). One of my goals as an anti bias teacher is to identity how I have been programmed by the stereotypes or prejudices absorbed about myself and others; to uncover learned stereotypes, discomforts, and biases. My most passionate hope for my future as a teacher, in order to serve children will be to work with their families. Children are too immature to rationally understand the fixations of racism or being prejudice; as they grow up, their behaviors will show how much influence from family of societal stereotypes and biases so, this is what anti-bias deems as teachable moments to guide children to recognize all children for the unique

To Dr. Pickens,

 I would like to thank you most of all for such a rewarding course on anti-bias teaching, you were supportive and gave much guidance on how to achieve the goals of teaching all children. I will take this with me as I take my journey into early childhood education.

To my colleagues,

 Thank you all for the opportunities to learn how you teach children in diverse cultures. I learned from this group how loving and caring we have to be to share in children’s lives. The more teachers such as yourselves the better off children can learn to accept others. It was a pleasure to get to know all of you. Good luck in all of your ventures.

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

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.

Observing Communication

I arrived at a girlfriend’s home and her two girls were playing and did not seem to change or feel uncomfortable because I was there so, I decide to seize the opportunity to watch them interact with their mother in play. They seemed to be imitating grown- ups at their table, pretending to drink a cup of coffee and discussing where they are going to shop. The girls sat down pretending to eat together. At this very young age children are able to participate and master activities, developing their own communication. On the plate she put broccoli, a drumstick, and orange slices.

She explained that she included healthy foods. The girls sat down pretending to eat together.  They started to talk about school. Brianna made a 100 on a test. The teacher said Brooke did a good job on the computer.The girls had a disagreement. Brooke tried to remove chicken from the oven and Brianna said it not ready. Brooke’s reaction to her sister’s criticism was to take a picture that was in her room of them and cut out Brianna’s picture. Her mother told her how hurtful that was to her sister so they made up and continued to play.

Effective communication strategies working with children, the way to go are to learn about children are to see their play. The way to find out about their play is first watch them, and then ask them questions about where they are in their play-mind (Laureate Education, 2012).  To make communication more effective all children need to feel that, to know who they are, and to bring with them their communication when they enter school. They need to feel respected, and they need to feel grounded in themselves and they need to be heard (Laureate Education, 2012).

 Watching the children in this manner, I saw how important communication is when children play. Children use their developing social cognitive skills to learn about pretend play. Children communicate, really, all different ways and use their bodies so much that if you're sensitive, you can really pick up cues about how to communicate (Laureate Education, 2012).

The insights on how the adult-child communication went that I observed was for play to be successful the children have to share the focus of attention. The mother’s attention is directed toward the expressions of her children which are reflective of her personal. experience. Children use their developing social cognitive skills to learn about how to communicate. As children play, (their roles, their attitudes and dispositions create a shared culture constructed by the mixing of attitudes, ideas, feelings and their experiences.

"Communicating with Young Children" 2012 Laureate Media Inc.,

Creating Affirming Environments

If I Imagined what it would be like to open my own Family Child Care Home I imagine this: As an ant-bias teacher I would plan to encourage children to express their own ideas, to be themselves and respect others cultural differences. I am going to learn about the families and communities of the children I teach so, that I

can do a better job in the happiness of children. 

Examining Posters, children art work, can highlight positive personality traits to be exhibited in and out of the classroom. I will support and value their unique contributions, in hopes to create a classroom communities  where children and their families feel safe and welcomed (Derman-Sparks & Olsen, 2010).  

I would make every effort to create a setting that is rich in possibilities for exploring cultural diversity. My environment would assist children in developing their ideas about themselves and about others.I would ask myself are all children represented in my classroom (Derman-Sparks & Olsen 2010). By selecting my materials carefully, so they are simple and not too much stuff, instead with clear images,that are easily used by children (Derman-Sparks & Olsen 2010).

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