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. 

Start Seeing Diversity: Creating Art

 Diversity 

You are you 

and I am me.

We are different 

as can be. 

Age, sex, religion, race.

We are all a part 

of the human race. 

Meanness and judging should not be on your mind.

What matters the most is being kind. 

We are all different and unique. 

That is not enough reason to critique. 

Start Seeing Diversity Blog: "We Don't Say Those Words In Class!"

Children notice differences in others. Not only do they notice these differences, but they are quick to point them out. 

One time when we were at Target, I silenced my daughter. We were shopping for some new clothes, and we saw a woman with a prosthetic leg. My daughter loudly said "Mommy, where is that lady's leg? Why does her leg look like that?" My reaction was to immediately silence her and tell her to be quiet. 

My daughter meant nothing mean by this, she was simply just being curious and asking a question. By me silencing her, I not only silenced her curiosity, I also missed an opportunity to talk to her about differences. I sent the message that we should not talk about differences. This could have been a teachable moment, but instead I was embarrassed and uncomfortable. I also did not want the woman to have attention called to her and feel embarrassed (though I don't know if she would be or not). 

I think an anti-bias educator might have responded to this to support the child's understanding or a classroom's understanding by showing pictures of other people who have prosthetic legs. An anti-bias educator could also explain what a prosthetic leg is and why people may have them. 

Gender, Gender Identity, and Sexual Orientation

Gender, gender identity, and sexual orientation are diverse topics that people have very strong, different views and opinions about. 

Heterosexism permeates the world of young children. Looking back on Disney movies, there is typically a princess and prince who eventually fall in love and get married, or if it is a movie without princes and princesses, there is a girl and boy as the main characters. In the past, homosexuality was something that was not typically in children's books and movies. Nowadays I think it is slowly starting to be introduced in children's books, movies, and TV shows. On an episode of a show called T.O.T.S that my children watch, a baby dolphin is adopted by a same sex dolphin couple. In the new movie, Lightyear, there is a same sex couple kiss. I have not seen this movie, but I have seen and heard a lot of backlash because of this scene. 

My response to those who believe that early childhood centers should avoid the inclusion of books depicting same sex partnered families is that I do not agree with them. I think these types of books should be in early childhood centers and classrooms. For some children, this is their family and home life. This represents them and their family and shows them that their family is important too. These books are also a way to show other children that there are many types of families. If these books are not included, then children miss an opportunity to learn about diversity and different types of families. 

If a parent or family member informed me that 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 at first be shocked and probably have to bite my tongue. I would try to act in a professional way, but I am afraid my facial expression to this comment might give away my true feelings. Just because a person is homosexual or transgender does not mean that they are a bad person. They can still educate, care for, and interact with children. 

The Personal Side of Bias, Prejudice, and Oppression

One hope that I have when I think about working with children and their families who come from diverse backgrounds is that they feel welcome and accepted in my classroom. I also hope we can build a positive relationship, keep an open line of communication, and work together. All of these things will come together to benefit the child. 

One goal 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 through classroom activities and books. I would like to build my classroom library and add more books about diversity and diverse characters. I would also like to incorporate diversity lessons through read alouds, videos, virtual field trips, and maybe even a culture or country of the week. These would all be great ways to teach children about diversity, differences, and others. These would also be ways for children to have a better understanding of others. 

I enjoyed this course and learning more/expanding my knowledge about diversity. I also enjoyed the discussion posts with Dr. Dartt. We shared a lot of personal experiences and opinions about various topics. 

Welcoming Families from Around the World

 For this blog assignment, I imagined myself working in a childcare center and the family's country of origin is Iceland. 

To prepare myself to be culturally responsive to this family, I would do a few things. 

One thing I would do is research and learn more about the country and its education system. This will help me understand what education has been like for the child previously. It will also help me get a better understanding of the country since I do not know anything about it. 

The second thing I would do is learn about food and drinks in the country. I would also want to learn about roles, traditions, and culture. Are there certain things that would make the child feel more at home and ease them into this new transition? 

Next, I would create a welcoming environment that represents their culture and country. I know this is a hard transition for them coming into a new country. I want to make sure they feel welcome, respected, and accepted. 

The fourth thing I would do is come up with ways to get to know the family and their child. I want us to be able to work together to benefit the child and I want to know more about them, their traditions, and customs. This will also create a positive relationship. 

Last, I would reflect on myself and my teaching. Is there anything I can do or need to do myself to prepare for this new student so I can be sure they are receiving an appropriate instruction? Is there anything I need to change about my teaching style to accommodate this student and their needs? 

I hope these preparations will benefit both me and the family by making them feel welcome and that I care. I want them to know their child is being taken care of and I want to create a positive relationship with them and have open communication. 

The Personal Side of Bias, Prejudice, and Oppression

Bias, prejudice, and oppression are negative inequities that unfortunately exist in the world today. These result in negative thoughts, feelings, and treatment of others. 

A memory I have of when I witnessed someone else as a target of prejudice is with my brother in laws when they were in elementary school. As I have talked about before, my in-laws have adopted six African American children. 

I did one of my teaching field experiences at the boys' elementary school. Mind you, this is a predominately white school district where people have money and can honestly be not so nice. The boys were super excited that I would be coming to their school two days a week and working in the classroom. They even told all their friends and teachers that their older brother's girlfriend would be coming to school. The teacher I was working with was a good friend of the family. She pulled me aside and wanted to let me know that two of the teachers were talking, and they did not understand why a white girl would be dating a "black boy" and how wrong that was. So, they assumed that because these two boys were black, that his older brother was black. They had no idea that they had been adopted by a loving family or what their life was like before they were adopted. They let their ignorance shine through and judge a situation they knew nothing about. Thank goodness the boys were not around when this conversation happened. 

This situation diminished equity because the boys were looked at because of their skin color. I was also looked at because of my skin color. This incident brought up feelings of anger for me. They were very close minded, and to be honest even if I was dating a "black boy" it was not any of their business. 

The two teachers would need to change in this situation. While these may be their beliefs and feelings, they should not have been talking about it out in the open. What if one of the boys would have overheard the conversation? It was just rude. A person should not be judged for their skin color. 

Practicing Awareness of Microaggressions

An example of a microaggression that I have dealt with happened in previous school years. I am an Intervention Specialist in an intensive needs classroom, so my students spend the majority of the school day with me. Even though they are in my classroom, they are assigned to a general education classroom for homeroom. I have worked with many general education classroom teachers who assume that they are not responsible for them because they are in my class. Even though these students are on my caseload and in my classroom, the general education teacher is also their teacher. I have also worked with teachers who think that just because a child is on an IEP or in my classroom, they cannot do things or are not as capable as the nondisabled peers. 

All of these examples make me feel frustrated. These students may learn differently and need more supports, but they are more than capable of learning. They are also just as much a part of their classroom as they are mine. 

My observation experiences affected my perception of the effects of stereotypes on people by reinforcing how judging someone or assuming something about someone can impact what you think of them before you even get to know them. Already having that mindset makes it difficult for one to see past it. 

Perspectives on Diversity and Culture

 Three people I talked to about diversity and culture were my husband's best friend, my sister-in-law, and my classroom aide. 

My husband's best friend is a 30 year old male. His definition of culture is things we believe in and value. His definition of diversity is that it is differences. 

My sister-in-law is a 21 year old African American female. She is one of my husband's adopted siblings. Her definition of culture is what makes us who we are- a person's values, attitudes, language, and style. Her definition of diversity is differences. She said everyone is diverse because everyone is different. 

My classroom aide is a 50 year old female. Her definition of culture is a group of people who share things and have things in common. Her definition of diversity is things that make us different from others, like our race. 

The aspects of culture and diversity that I studied in this course so far that are included in the responses I received are that culture involves common things share by a group of people such as religion, values, beliefs, and attitudes. Culture is a part of who we are. Diversity is differences. This was something all three people said, that when they think of diversity, they think of the word differences. 

I don't think too many aspects have been omitted. I guess one aspect that has been omitted is how similar culture and diversity are and how they are intertwined concepts. Culture and diversity vary amongst people, so culture can be differences too. 

Thinking about other people's definitions of culture and diversity has influenced my own thinking about these topics. I enjoy hearing other people's thoughts and opinions on things like this because it lets me look at something from a different point of view. I may learn something new that I did not know or think about. 

My Family Culture

If I survived a major catastrophic event, I would feel lucky that I survived. To be told that I had to evacuate to a new location, I would immediately feel anxious and stressed. The unknown of not knowing where I would be relocated to and what it is like there would cause a whole mix of emotions and feelings. 

If I could only take three items with me, I would take my awareness bracelet for agenesis of the corpus callosum, my recipe book of family recipes, and a family photo album. These items are special to me and would be sources of comfort during a time of transition and unknowns. 

I would explain to others that the awareness bracelet represents my youngest daughter. She was born with agenesis of the corpus callosum, meaning her corpus callosum is missing from her brain. The bracelet not only represents her, but it brings awareness to her and her brain disorder. The recipe book has a collection of recipes from my family and my husband's family. While some of the recipes in it may be unknown in this new location I would be in, it is a collection of meals that were important to our families. The photo album is a way to look back at family and memories. 

Upon arriving, if I was told I could only keep one of my items and had to give up the other two, I would feel sad. These three items are special to me so it would be difficult to choose which one to keep and which ones to give up. I would have a really hard time making this decision. 

As a result of this exercise, I gained the insight that people have things that are meaningful and near and dear to their heart. Some may be material things while others may be memories.  Some may be big, and some may be small. No matter what they are, these things provide people with a source of comfort during difficult times. 

My Supports

 I have many supports in my daily life and environment. One support I have is support from my husband. I can talk to him or vent to him about anything, and he is always there to listen. He helps me take care of our kids, works to provide for our family, and helps me around the house with cooking and cleaning. Another support I have is support from my children. They make me laugh and give the best hugs and snuggles. They also help around the house by keeping their rooms clean, unloading the dishwasher, and helping me put laundry away. If I am every feeling upset, I can count on my husband and children to cheer me up and make me feel better. I also have practical supports such as my glasses, house, car, appliances, bank, and the grocery store. Books are another form of support because I enjoy getting lost in a book and reading helps me relax. 

It would be very difficult to exist without these supports. If they were gone, I think life would be harder and not as enjoyable. 

The challenge I chose is loss of sight/being blind. I would not be able to see my children change and grow and I would really miss seeing the pretty colors of fall. I think I would need a lot of physical supports. I would need Braille and a support cane. I would need assistance with being in my home, getting to and from places, shopping, cooking, and taking care of myself. My husband and children would still support me and help me do everyday tasks. If I did not have these supports, it would be quite difficult to take care of myself, go places, and live in my home. It would make my life hard if these supports were not there. I honestly do not know how I would manage. 

My Connections to Play

"Some days are simply meant for playing." -Mary Anne Radmacher 

"Play is not a luxury. Play is a necessity." -Unknown

These two quotes summarize what play represented for me in childhood because I was always playing, whether it was inside or outside. 

Playdoh, Cabbage Patch baby dolls, and Barbie dolls were some of my favorite play items when I was younger. I would make all sorts of things with the Playdoh, like pizzas, snowmen, and other different shapes. I would play mommy with my Cabbage Patch baby dolls. I did all sorts of different things with my Barbie dolls- took them in the pool and bathtub, drove them around in their Barbie car, and played school. 

People supported play when I was younger by encouraging me to play and playing with me. I was always playing with toys inside or playing outside with my friends or even just by myself. Playing gave me a chance to use my imagination and have fun. 

I feel that play today is different from when I was younger. Kids do not seem to be outside playing as much. Instead, they are on playing on computers and tablets, playing video games, or watching TV. While we had these things when I was younger, we were not attached to them. We still played outside, had games of Red Rover, rode our bikes, and played with our toys. Technology has become a big part of children's environments and play seems less important. My hope is that children will find the joy in playing again, be encouraged to play more outside, and be more active because play is so important to development. 

The role of play throughout my life and childhood let me use my imagination and socialize with my friends. Play also helped me develop social skills and learn to get along with others, which are important throughout childhood, adolescence, and adulthood. 

Relationship Reflection

Relationships are special bonds that are important to me. Relationships have helped me get through good times such as the births of my children, and bad times such as miscarriages and my dad's cancer scare. When I think of relationships, I think of support, love, and laughter. Relationships are about being there for one another through the ups and downs and accepting one another's differences. 

I have many positive relationships in my life. One positive relationship is with my dad. He has always supported me. We text each other just about every day whether it be a simple I love you or a meme we think is funny. Even though we live four hours away from each other, I know if I need anything, I can call him. 

Another positive relationship is with my husband. We just celebrated our 12th wedding anniversary a couple week ago. My husband and I have been through a lot in our relationship. We have four beautiful children, and we also have four angel babies that were lost due to miscarriages. Even though I work during the day, and he works at night, we always make sure to spend time together and talk to each other. 

I also have a positive relationship with my children. Anthony is 10 years old, Gianna is 7 years old, Dominic is 3 years old, and Mia is 10 months old. We watch movies together, go for walks, color, and play outside. Every Friday is pizza night, just like when I was growing up, and every Saturday we go out to lunch. I also like to take the kids out individually for some one-on-one time, just to spend some quality time together. I think they really enjoy this too because they get me all to themself. 

A final positive relationship I have is with many of my coworkers. We talk about our personal lives- the positives and the negatives. We help each other during the school day and after school as well. We support one another whether it be by sharing resources, offering advice, or making each other laugh. I work with a great group of people, and I am thankful for that. 

Developing and maintaining relationships can be challenging at times. Sometimes when you get into a disagreement or do not see eye to eye on something, that can be difficult and may put a bit of a strain on the relationship. Being open and honest is a good way to maintain relationships. 

Being on the same page and working as a team make these relationships partnerships. Communication is another characteristic that makes these relationships partnerships. Communication is key in maintaining healthy, positive relationships. 

My experiences with relationships and partnerships impact my work as an effective early childhood professional because I am an open and accepting person. I am also easy going and adaptable, which are positive characteristics when working with many families and children. 

Week 8 Assignment: When I Think of Child Development

 A few quotes capture the essence of how I think about child development. 

"If a child can't learn the way we teach, maybe we should teach the way they learn." --Ignacio Estrada

"Every child is gifted. They just unwrap their packages at different times." 

"Childhood is not a race to see how quickly a child can read, write, and count. Childhood is a small window of time to learn and develop at the pace which is right for each individual child." 

*I chose these three quotes because every child is different. Children learn in different ways, have different needs, and have different abilities. Children develop and grow at different rates. We need to be patient, differentiate our instruction, and meet children where they are in order to get them to where they need to be.