Observing Communication

I observed a teacher and child in an elementary school.  The child got up to ask a teacher a question.  The teacher pointed to where the child was sitting and the child immediately walked back to the floor and sat down.  The parent came to pick the child up and the teacher explained to the parent that the child had been out of her seat without permission.  The child told her parent that the teacher did not listen to her and the child urinated in her clothes.  It is important that we listen to children; children need to feel respected and grounded in themselves. (Laureate Education, Inc, 2011)

The teacher should have listened to the child, even though the child did not follow the rules by getting out of her seat without permission; the teacher should have asked the girl to raise her hand and then listened to the little girl, instead of not listening to her. The child would not have urinated in her clothes.  The child was hurt and embarrased because of the fact the teacher did not listen to her.  The child felt as if she was not important to the teacher and feel as if she could not talk to the teacher about anything because fear of being fussed at.

I have learned that it is important to listen to children even when you are upset.  It is important that we don't close children off to the wall. (Laureate Education, Inc, 2011) If we take the time to listen to children we can learn a lot about them.

References

Laureate Education, Inc, 2011Communicating with Young Children (approximate length: 10 minutes)
 

Blog 1 Creating Affirming Environments

“It is time for parents to teach young people early on that in diversity there is beauty and there is strength.”
― Maya Angelou

Age Range: 1-10  10 Students
Belinda's Care Home. An environment rich in anti-bias materials invites exploration and discovery and supports children's play and conversations in both emergent and planned activities.(Sparks, & Edwards, 2010) My anti-bias learning environment will include an environment rich in anti-bias materials. The classroom includes a welcome sign in both English and Spanish.  The classroom walls displays pictures of diverse families; it also displays photos of all the children, families, and staff in the program in their daily lives. (Sparks, & Edwards, 2010)   The walls display photos of children and adults from various racial and ethnic identity groups, with permission from parents; as well as people with disabilities of various backgrounds.

The program includes lunch that serves foods of different culture for children. The classroom teachers speaks dual language. The library includes materials and literacy that reflects families from diverse cultures. The bulletin boards will reflect children and families in my program. Children will make books about their families. Families will be invited to come in and share important things about their culture; they may share recipies and display them on a bullentin board.

My program will include puzzles that will include children of diverse cultures. Dolls features will be realistic and not stereotypical. Photos will reflect boys and girls playing with dolls. Toys from different culture will be in each center. The classroom will display schedules in English and different languages.

References
Derman-Sparks, L., & Olsen 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 that I have when I think about  about working with children and families who come from diverse backgrounds is that all children are able to be themselves without barriers in their lives that will make them uncomfortable in their own skin.

One goal that I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to continue to attend workshop, courses as well as training to continue to be updated on new knowlege when it comes to diversity, equity, and social justice.

I would like to say thank you to Professor Weems, as well as my colleagues.   I am grateful to had this opportunity to collaborate and exchange ideas on learning strategies to help children to overcome bias, and prejudice.  Good luck to everyone on your educational journey.

.Start Seeing Diversity Blog: Creating Art

Celebrating our Differences

We must acceptance differences by showing love and respect to one another. 
Appreciation is very important; do not attack one another.

"Share our similarities, celebrate our differences."
M. Scott Peck

Week 6 "We Don't say those words in class"!!

A time when you witnessed an adult (or yourself) reprimand or silence a child after he or she pointed out someone they saw as different (e.g., "That lady talks funny," " That man only has one leg!" "Why is that man so pretty!"). Include what the child said and what the adult did or said in response.

I can remember a couple of years ago there was a lady who had Muscular Dystrophy and was the school counselor.  One of her arms was in a folded position and she walked with a slight limp. I can remember one of the kids imitating the way that she was walking and the other children started laughing.  The counselor did not say anything; but I remember one of the teachers talking to the little boy in private and afterwards the little boy came and apologized to the counselor.

What messages might have been communicated to this child by the adult's response?

The message that might have been communicated to this child by the adult's response is that we do not laugh at people who are different.

An example of how an anti-bias educator might have responded to support the child's (or classroom's ) understanding.

It is important that teachers help children to be accepting of people with disabilities. Teachers should read books to the class about people with disabilities who are heroines. 

, Gender Identity, and Sexual Orientation

Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families

My response to those who believe that early childhood  centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families is that I believe that it is important to provide books that depicts gay or lesbian families.  It is important to create a welcoming environment of different families regardless of their gender identities. It is important to treat everyone with respect and do not be biased against anyone.  Children from all types of families can develop their understanding and appreciation of the commonalities in loving relationships and homes. Including these books can help prevent or end harassment that often begins in preschool and kindergarten because some children are perceived as different by having two moms or two dads.

How you would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child

I would respond to a parent/family member by telling them that it is important not to judge anyone. I would tell them that I have experienced children from homosexual families who are treated with so much love and caring. The children are in a safe environment and is concerned about their well-being. I believe that it is important to treat everyone with respect and it is important to give a person a chance for who they are and not their title.

Saying Goodbye

I would like to take the opportunity to thank professor Hampshire, as well as my classmates for providing an opportunity to build a professional learning opportunity; as well as exchange ideas and resources.  I am never good at saying goodbye especially to a wonderful group of people.  I have learned so much in this course and I hope that I will continue to take more courses with Professor Hampshire and more of my colleagues.  Best wishes to everyone!!!!