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.