Reflecting on Learning

My most passionate hope for my future as an early childhood professional is to continue to learn strategies that will help children be successful. I also want to help others to see and understand that just because children have varying abilities, they are still capable of doing great things. Every child is different and has different needs, abilities, and learning styles. We need to get to know children and accept them, not make assumptions or judge them. 

My most passionate hope for the children and families with whom I work or will work is that the children know they belong, matter, and are loved. I hope families know that we are a team. I also want them to know that I value their opinion and want to do what is best for their child. 

I think that is one of the many positives being a teacher in an intensive needs classroom. I have my students for three years, sometimes longer. I have formed many positive relationships and friendships with families over the years. 

Dr. Parrish- Thank you for your comments on my discussion posts and assignments. I enjoyed reading your thoughts and questions. I also appreciate your understanding when my daughter was in the PICU, and my week five assignments were late. I hope that everything is okay with you and your family. 

Dr. Horton- Thank you for being so positive and encouraging throughout these last few weeks of the class. I also enjoyed reading your comments on my posts and assignments. 

Impacts on Early Emotional Development

The area of the world that I chose to focus on is the continent of Africa, specifically, the country of Madagascar. I chose this region because there are many factors that can have an impact on children and their development. 

Children in this region of the world are confronting many challenges. One challenge is environmental challenges such as natural disasters, drought, flooding, torrential rain, climate change, exposure to pollution, and limited access to clean water. Another challenge children are facing is malnutrition. Malnourishment causes stunting and severe muscle wasting. Children are also exposed to and contract diseases such as dengue fever, measles, malaria, polio, and seasonal pneumonic plague. Finally, children confront the challenges of child labor, child marriage, poverty, violence, sexual exploitation, child prostitution, and restricted access to education. Education for children with disabilities can be especially difficult because of lack of access to schools, financial resources, and supports. 

These challenges and experiences can have an effect on children's emotional well-being and development. The environmental challenges could lead to sickness, disease, and even displacement due to flooding and torrential rain. Limited access to clean water can lead to dehydration and lack of sanitation and hygiene. Malnourishment not only causes stunting and severe muscle wasting, but also causes lack of nutrients and nutrition, and can even cause death. Diseases lead to lack of energy, weight loss, sickness, and death, especially with limited access to doctors and medicine. All of these challenges can affect children socially, mentally, emotionally, physically, and behaviorally. They have a negative impact on children, their well-being, and their development. 

I gained insights while learning about this country and region of the world. From a personal perspective, an insight I gained is how fortunate my children and I are. We have access to electricity, clean water, food, and good schools. While the weather in Ohio can be strange at times, we do not experience such extreme weather and environmental challenges like the children in Madagascar face. We are also fortunate to have access to doctors and medicine. From a professional perspective, an insight I gained is how important it really is to get to know the children we are working with and their families. This will help us learn about their experiences, culture, and any challenges they have faced or are currently facing. I think the biggest insight of all, is not to take anything for granted. 

The Sexualization of Early Childhood

The sexualization of children is a worrisome topic. Children should be riding bikes, playing with their friends, and playing with toys. Instead, they are being exposed to images and messages about sex at an early age (Levin & Kilbourne, 2009). I think the sexualization of children confuses them and makes them grow up way too fast. Things are so much different now from when I was a child. I want my own children to be kids as long as possible. I want them to have a childhood, not grow up too fast. 

One example that illustrates the exposure of young children to a highly sexualized environment is social media. Children have access to apps such as Instagram, Facebook, Messenger, Snapchat, and Tik Tok. Not only can they send messages and pictures to others, but they can also view pictures and videos that other people post. They are exposed to dances, challenges, and some children even experience bullying. My oldest son has a cell phone, but I monitor what he does on it. I have an app on my own phone that sends me notifications and asks permissions about apps and websites he is on. 

A second example that illustrates the exposure of young children to a highly sexualized environment is clothing, particularly, clothing for girls. Shorts, dresses, and skirts are becoming shorter, and shirts are becoming more revealing. The message seems to be to dress "sexy" or expose skin. I remember going shopping last spring/summer to get my then 7 year old some new clothes. I had a heck of a time finding shirts that were appropriate for her because they had so many crop tops and thin, little spaghetti strap tank tops! 

A final example that illustrates the exposure of young children to a highly sexualized environment is musicians and their songs and music videos. Some song lyrics can be suggestive. The dancing, clothing, and behavior in some music videos can be inappropriate, especially for a child. Children may imitate what they are seeing, especially if it is one of their favorite singers or bands. 

This could have implications on children's healthy development. Children's sense of self and identity could be impacted because they think this is how they should be and this is normal. It could also impact "children's understanding of gender, sexuality, and relationships" (Levin & Kilbourne, 2009, p. 3). It could affect them socially and mentally. Children could form an unhealthy idea of themselves, others, and the world around them. 

I could respond to these concerns to reduce the negative impact on children by teaching children the importance of being yourself and being true to who you are. I think it is also important for children to have someone they can talk to or confide in about their feelings and questions. This could help to improve their understanding and awareness, as well as their identity. 

Studying this topic this week has raised my awareness of the sexualization of early childhood. There is so much exposure, even in things you would not think of. As a mother of four children, I want them to remain kids and not have to grow up so quickly. I want to protect them and keep them safe. It is scary to realize that they are exposed to so much and the impact it could have on their development. 

References 

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). Ballantine Books. Retrieved from http://dianeelevin.com/sosexysosoon/introduction.pdf

 

Evaluating Impacts on Professional Practice

Isms can influence one's well-being emotionally, physically, and cognitively. 

If I was experiencing isms in my own personal life, this could have consequences on the children and families I work with. 

One consequence would be my communication. If I was experiencing isms I may not be as open in my communication. I may also be short with my communication and more quiet than I normally am. 

A second consequence would be my attitude or behavior. I am a positive person with a positive attitude. If I was experiencing isms, I would be more stressed out and upset. Because of this, I think I would not be as positive or not as patient because I would be worrying and in my own head about what was going on in my personal life. 

An example that goes along with both of these consequences is- after a conversation with a coworker who just does not understand my classroom, I was very upset. I was more quiet for the remainder of the school day, and my interactions with my students were less because I was upset. I let his opinion and stereotype affect the rest of my day, my communication and behavior, and my interactions with my students. 

When we experience isms, it can be difficult to get past them. Not only can them impact us, but those around us as well. 

Observing Communication

For my observation, I observed another special education classroom at my school during my plan time. In the classroom there was the teacher working with three children, the classroom aide working with three children, and a substitute classroom aide working with two children. They were doing their math centers at the time of my observation. 

I noticed the teacher and classroom aide were positive with the children and encouraged them. The substitute classroom aide did not interact too much with the children, and when she did, it was short. She also raised her voice and yelled at them if they made a mistake. The teacher and classroom aide were patient with the children, but the substitute aide did not seem to have a lot of patience with the children she was working with. The teacher I observed also has an intensive needs classroom like mine. The children in our classrooms have various needs, abilities, and learning styles, so patience and understanding is key in a classroom like ours. 

The teacher and classroom aide talked to the children they were working with, promoted their thinking, and encouraged their participation in the activity and conversation (Dangel & Durden, 2010). The substitute aide talked more at the children rather than to them. To make her communication more affirming and effective, she could have encouraged them and talked to them in a more positive way. Raising her voice and yelling at them when they made a mistake could negatively affect their confidence. She should have offered corrective, specific feedback and watched her tone of voice (Dangel & Durden, 2010). 

The communication interactions I observed could have had an impact on the children's feelings and sense of self-worth. The children working with the teacher and classroom aide had a positive learning experience. They had positive interactions and were encouraged, resulting in feelings of high self-worth. The children working with the substitute aide had more of a negative learning experience, at least in that moment, I would say. They were not encouraged, had limited interactions, and were yelled at. This would result in them feeling discouraged and having low self-worth. 

The adult-child communication I observed this week regarding the teacher and classroom aide is similar to the way I communicate with children. I am positive and patient with my students. I talk to them, listen, and encourage them in their participation. 

One way I could improve is to challenge my students' thinking. I could ask more questions "that promote children's thinking and require children to think beyond one-word responses to make connections, compare, and hypothesize" (Dangel & Durden, 2010, p. 78). This is something I am currently working on in my classroom- getting my students to express themselves, their opinions, and their ideas. This will also build their communication skills.

References 

Dangel, J. R., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. 

Creating Affirming Environments

 

If I opened my own Family Child Care Home, I would want it to look warm and inviting. I would want a lot of bright colors so children would feel happy and safe, and so it would look like a happy and fun place to be. I want my environment to encourage diversity, exploration, discovery, and play (Sparks & Edwards, 2020).

One element I would include is a variety of children’s books. I want to include books that I liked as a child, books pertaining to children’s interests, and books that include a variety of genders, families, occupations, and physical characteristics (Sparks & Edwards, 2020). This will help children find books they like and will also help them to see themselves and others like them reflected in the books.

Another element I would include is art materials. I loved to draw and color when I was a child. My own children color every night while I am making dinner. The children in my classroom love to color and draw during choice time and indoor recess time. I would include crayons, markers, colored pencils, paints, coloring books, and colored paper. I would also include playdough, putty, and stickers. These art supplies would give children the opportunity to create and use their imaginations.

The next element I would include is toys, dolls, and dramatic play materials. I would include dolls that are diverse in terms of race, gender, clothing, appearance, and ability (Sparks & Edwards, 2020). Children would see and be able to play with dolls that look like them. I would include toys that are appropriate for boys and girls so they could play together and with what they want- puzzles, blocks, cars, trucks, dinosaurs, barbies, little people toy sets, and games. The dramatic play materials could include costumes, cooking sets, a play kitchen, and other materials that reflect caring for families, diversity, and the home lives of children (Sparks & Edwards, 2020).

Finally, I would include academic elements such as manipulatives and posters showing numbers, the alphabet, colors, shapes, and emotions. These academic elements will help children learn and develop. They will also create a visually appealing environment.

To ensure every child and family feels welcome and respected, I would have a positive affirmations poster, something like this:

Always Remember: You belong here. You matter. You are worth it. You can do anything. You are important. You are loved. You have a voice. You are doing great. I believe in you.

 I would have this displayed in the entry way that way it would be the first thing families and children would see. I would also greet each child and family every morning at drop off time. I greet my students in my own classroom at the door every morning. This is a way to show them that I am excited they are there. It is also a way top check in and build a community (Walden University, 2011). I would also keep an open line of communication with families. I want them to know that I care about them and their children.

I enjoyed Adriana’s tour of her childcare home.  One idea I would like to utilize is the family culture display. This is a great way to focus on one child and their family each month. I am sure it makes the child and family feel so special. I could do something similar in my own classroom by having a student of the month. I could have the student complete a poster about themselves, bring in pictures, and bring in objects that tell about themselves and their family. I could display this at the front of the classroom for the month, giving each student a chance to be in the spotlight.

Creating my environment in this way I envision it will “make it clear that all children, their families, and all forms of diversity are welcome” (Sparks & Edwards, 2020, p. 43). It will also be an environment that is bright, warm, and welcoming to children and their families.

References

Sparks, L. D., & Edwards, J. O. (2020). Anti-bias education for young children and ourselves (2^nd ed.). NAEYC.

Walden University, LLC. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. [Video file].

 

 

What I Have Learned

One hope that I have when I think about working with children and families who come from diverse backgrounds is that I can build and form positive relationships with them. Building and forming a positive relationship will help us communicate and work together, which will benefit the children, their learning, and their growth. 

One goal that I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to promote diversity more in my classroom. I could have my students complete a class book- they could each create a page about themselves. We can talk about ourselves and our favorite things. We could even do some compare and contrast activities about how we are alike and different. They could share things that make them special. This will help children learn more about each other and I will also learn more about them. 

I enjoyed this course and learning about diversity, development, and learning. Dr. Davis was insightful, and I enjoyed communicating with her in our discussion posts.