Evaluating Impacts on Professional Practice

            It may be impossible to separate one’s personal self from one’s professional identity with regard to issues and thinking related to diversity. However, as we examine ourselves daily and our awareness of who we are becomes clearer, we find that the –isms that may have impacted our lives seriously soon “pale into insignificance” literally as we work to improve the lives of our children and their families. According to (Derman-Sparks, & Edwards, 2010) “Isms are expressed in laws, in organizational policies, and in regulations, as well as in the thinking and actions of people who carry out the policies” (2010). When I examine this definition, there is no way I am going to sit back and allow the “covert or overt” messages received about by my skin color or the class that I may have been placed in by society influence the vow I have taken to help my children and their families to emancipate themselves from poverty, classism or any other isms.

As I look back in my life on the impact of classism, gender, ethnicity and language barriers on Caribbean people, I realize that as an early childhood professional, I have the crucial task of 1) “acknowledging to [my] self [any] feelings that may arise in my heart or that I may have been taught that is hurtful or painful (Derman-Sparks, & Edwards, 2010).  I must also 2) destroy these demonic influences and free up my mind to “develop more positive attitudes and greater empathy for all children and families” (2010).

Finally, it is my firm belief as (Derman-Sparks, & Edwards, 2010) state “the more passion you have about the need for creating a world of justice  and peace for children, the more you will be able to make it a priority in your work”(2010). It is my priority, commitment, and obligation to use the negatives in my life in a positive way to empower my families and their children to make this world a better place. Hence, I have come to value more than- isms, my personal interactions and relationships with my children and families that no matter how hurtful a situation I may be passing through, I have resolved to remain respectful, calm and empathetic. I have also resolve to have “colleagues/ [friends] and families” to help me on this journey. (Derman-Sparks, & Edwards, 2010) categorically state that “when we have other people to talk with, it makes it easier to decide what [we will] keep, change or add to make our teaching more effective” (2010). Thus the consequences I expect from my children and families are respect, calmness, empathy and love as I overcome any issues in my personal life.

Reference

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children

and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Observing Communication

Blog Assignment: Observing Communication

The communication setting that I chose to observe was taken from the film, “Rubie Bridges.” This film dates back to the 1960’s. It was a time of racial intolerance and segregation. It was a time too when the United States was making an attempt to integrate black students into white schools. From watching this film, I wish to focus on not only the communication strategies/ styles utilized by Mrs. Henry, (Ruby’s teacher) but also her honesty and painstaking efforts to help Ruby to learn despite the odds that were against both of them.

Mrs. Henry’s first encounter with Ruby spoke volumes for her credibility as an effective child communicator. She addressed Ruby with great respect calling her by her full name. Taking Ruby by the hand and speaking to her kindly, gave Ruby the confidence to work not only on the first day that she and Mrs. Henry  worked together but also all the other days during the protests. Mrs. Henry’s display of genuine care and acceptance of Ruby’s situation are carefully seen in her attempts to provide a safe environment for Ruby to learn. Mrs. Henry also sought to help all the children whom she invited to come into her class to be with Ruby to understand each other as they engaged in the playing of the game, “Duck, Duck, [and] Goose.” (Derman-Sparks& Edwards, 2010), refer to this part of anti-bias education as “an integral part to foster the development of the whole child” (2010). I also realize that Mrs. Henry had put into effect what Lisa Kolbeck stated in the media segment. She made all the children including Ruby felt accepted, listened to and above all she “did not close the children off with [any] walls of assumptions,” despite what the parents or other staff members were thinking about in a prejudicial way ( Laureate Education, Inc., 2011).

I am also impressed with the language that Mrs. Henry used to help Ruby to understand what slavery meant. I believe that in her teacher to student talk with Ruby, Mrs. Henry opened up a whole new world of understanding to Ruby. She started giving Ruby the empowerment to know what was not right about what she was facing. I found this to be developmentally appropriate and (Dangel & Durden, 2010) support this idea when they outline that teacher language should help students not only to relate to the context of the situation but also help them to think about the situation in positive ways. I believe Ruby came away more empowered to do right by her oppressors than they ever could imagine.

I believe that I have learnt so much from observing the strategies utilized by Mrs. Henry. The most important of these strategies is effective language to explain a very difficult situation. This is a skill Mrs. Henry utilized even when the situation would have escalated negatively. I also liked that both Mrs. Henry and Ruby could share emotions together as they cried about the crisis that they both were facing.

Finally, I believe in terms of their(children's) “social, emotional and cognitive abilities” teachers must learn about not only the power of words but also about that which will help children “be able to navigate the larger worlds of school and their communities” (Derman-Sparks& Edwards,2010). This, I believe is the biggest lesson that is taught not only by language but by “sensitivity, “reflective listening” and total acceptance” (Laureate Education, Inc., 2011). This lesson was fully learnt when Mrs. Henry finally realized that eating with Ruby made a big difference in their lives.

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).

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

Ruby Bridges Full Movie retrieved from http://www.youtube.com/watch?v=09faLq3wT8c

Creating Affirming Environments

In the creation of an anti-bias learning environment, I realize that I will need to “saturate the classroom environment” with a very warm, inviting and caring ambiance that will make every child, family and staff member feel welcome. In “the learning materials, room decorations, selections of books, music, snacks and meals among other things, I will play close attention to create a sense of community and belonging for my children and their families (Derman-Sparks, & Edwards, 2010). Adriana Castillo’s warm and caring Family Child Care Home do offer the kind of insights needed on how to create opportunities to welcome families, create schedules, and to make the children comfortable. I was particularly interested in the nap room with a rocking chair, which was separated from the pre-play area and the other areas of learning. This idea provides a sense of individuality for all families to know how valuable they are to the center (Laureate Education, 2011).

In addition to the physical environment, I am motivated as I watch the video to implement a curriculum and plan activities that will focus on the needs of the children. Thus “the toys, materials, posters, pictures and art objects will all be arranged to influence what children learn” (Derman-Sparks, & Edwards, 2010). There will also be activities to honor diversity, to show respect for different family structure, people with disabilities and people engaging in different jobs in the community. I recognize that planning for this Center will always be a work in progress and as Adriana pointed out, one should never attempt to do it alone. It is important to draw on the resourcefulness of others and to be a “lifelong learner in creating a learning community that truly nurtures and supports all children” (Derman-Sparks, & Edwards, 2010; Laureate Education, 2011).

 References

Laureate Education, Inc. (2011). "Welcome to an anti-bias learning community"

Baltimore, MD: Author

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children

and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

What I Have Learned

What I Have Learned

One of my most passionate hopes when I think about working with children and families who come from diverse backgrounds is that we as educators would ensure that they have a value system. This is a value system that will nurture all “children’s healthy identity and their positive attitudes towards others” (Derman-Sparks, & Edwards, 2010, p.7). It is a value system that will “pay attention to the realities of children’s lives” (2010, p.7) and “build strong relationships with the staff as well as families” (2010, p.9). From both these ideas, it is my firm belief that when my children and their families recognize that I genuinely care and value them as people, they will thrive and develop. I am positive too that they will have a different mindset towards education, themselves and others.  

In light of the early childhood field, one goal that I would set for issues relating to diversity, equity, and social justice is the idea of not allowing oneself to be a victim of any circumstances. No child or family should be caught up in this mindset because they will start making excuses for what they could or could not achieve because of their circumstances. It was Dr. Benjamin Carson, M.D. Director of Pediatric Neurosurgery, at the John Hopkins Hospital who ignited this idea as I listened to his speech at the Fellowship Foundation National Prayer Breakfast on the following website: http://www.youtube.com/watch?v=wdQK9sLdYvs . I have taken to heart from his speech the beautiful thought that our children need to see the connecting thread between who they are and what they can accomplish. When they can see this, they will not allow themselves to be “victims, nor will they make excuses, but they will start looking for solutions to their problems” http://www.youtube.com/watch?v=wdQK9sLdYvs. It is therefore my responsibility as an anti-bias educator, to give all children this hope, that regardless of diversity, inequity or any form of injustice, they all can be liberated and realize their full potential as members of the human race.

At this point, I wish to thank all my colleagues and Dr. Klein for their input in how much I have learnt from this course.  I hope that my colleagues will have the time to visit the website to listen to the speech of Dr. Carson. He had some interesting points on the education system that we could utilize as educators.

Reference

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children

and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).