Reflecting on My Learnng

Passion matters in that it motivates and inspires the teachers. Passion is a motivational factor that affects teacher performance. It drives the teachers for a better student accomplishment. Passionate teachers create an effective learning environment and increase learning potential of students. Passion leads to creativity; therefore, passionate teachers have the ability to think and produce new notions in an easy way. One of my hopes is that all teachers become passionate teachers who are committed and dedicated to their schools and a good education achievement is an outcome of this commitment and dedication.  Now that we are at the end of this course. This course has allowed me to become an anti-bias teachers who provides an engaging and motivating classroom to all students.

Look back, I have learned very rich knowledge   between our classmates. Finally, I would like to thank all of you for the good ideas and inputs discussed in the class and the blog. I really have learned much from there as well. I have become more confident and goal-oriented. My organizational skills have improved greatly. I am looking forward to the rest of my college experience, and to the working world beyond.

When I Reflect About My Collegial, Professional Learning Community

In my opinion, one of my most valuable experiences at Walden University has been becoming a part of a collaborative group of learners and professionals. I have learned so much from my colleauges throughout my courses. Here are 3 that I feel have been vital in fostering my professional growth and development:

1. The online community has been incredibly valuable. When I first begin my studies at Walden, I was skeptical about an online community versus a typical classroom. What I have found is that folks are more thoughful in an online community and responses are well thought out and not so “off the cuff”.
2. Support! Each and every one of my colleauges and professors have been extremely supportive. If a clarifying question is asked, it is in a thoughtful, respectful way. Each assignment we complete takes a great deal of work, thought, time and passion, and my colleagues and professors understand the value in that.
3. I have gained a deeper understanding of he importance of professional collaboration. My interactions on the discussion boards and blogs have greatly influenced my interactions and collaboration in my career. I am more thoughful and understanding, and truly feel I have become a better listener.

My goal for utilizing this collegial, professional community as an early childhood advocate is to is to maintain contact with as many of the intelligent, diverse folks I have connected with throughout my studies at Walden. It has been through this community that I have gained such valuable insights, and have gained a great deal of compassion. I am certain that compassion will serve me well throughout my career in the early childhood field.

Impact on Early Emotional Development

In seeking more information about the various challenges that children in other countries are facing, I chose to look further into the countries in East Asia and the Pacific.  I chose this area because I wanted to become more aware of the various challenges that children in those countries experience and to see the ways in which UNICEF is working to help.

The children in this area are facing serious challenges to their health, which impacts their entire well being.  One such challenge is the lack of access to sanitary water due to the climate shift change.  Due to the type of environment found in this area, it is a struggle to provide water in enough amounts that is safe because of the flood prone lands (UNICEF, 2016).  This challenge impacts children because of the body's natural need for water, along with the impact of disease that a lack of proper sanitation can cause.  The largest killer for children under the age of five is diarrhea and pneumonia, both of which are impacted by the water supply (UNICEF, 2016).

Another challenge for children in this area are the recent cyclones that hit the area of Fiji in February.  This natural disaster causes great challenges for families and children, and can impact the overall development of a child.  They can lose their homes, their families, and their source of education for an undetermined length of time; the emotional and physical toll of this challenge can leave it's mark for many years to come (UNICEF, 2016).

Personally, I found myself drawn into the various press releases detailing the ways in which challenges are impacting these children daily.  It was difficult to read of the challenges, and my heart as a person-mother, daughter, educator-felt for the situations.  Finding more information about the ways in which UNICEF strides to help in various ways, it was intriguing to see the infrastructures that are in place for challenges that exist to children.  Seeking ways I can be an effective member to helping the challenges children in my own area face, it seems that they pale in comparison to the many challenges children face in other countries. 

References:

UNICEF. (2016). Retrieved from http://www.unicef.org/eapro/media_25286.html

Evaluating Impacts on Professional Practice

There are many typed of ‘isms a educator or anyone can face in their everyday life. I would imagine that if I were to experience any of these -isms,  I would feel very hurt and self- conscious. Experiencing -isms is something that hurts the person and can shake up their world and life in an instant. It can be carried around like extra luggage and not go away for a while.
When I first came to Mississippi, I had experienced racism from a fellow teacher. They had never seen a person of color and immediately thought because I am darker skinned and I was a  African American. She began to treat me in a very negative way from accusing me of stealing, to judging me go around telling other that they should be cautious of me because I was “black”. She was always watching me and making me feel very uncomfortable in the workplace. Because of this experience, I realized that my behavior with the children began to change. Instead of being proud of who I was, I was constantly questioning myself and defending myself. I made it a point to tell the children I was not black. I was becoming very defensive when the children would ask about me and about where I came from. I began question myself and began to take my frustration out on the children and I was not as pleasant as I could have been.

This is just one experience. There are many other -isms that people face in a daily base. There can be many consequences  of dealing with these -isms and working with children and the families. For children, they may be able to notice that you are acting differently and becoming more easily agitated. While the educator is working, they may begin to treat certain children differently based on the -ism that was being thrown at them. Also, the educator would not be as focused on the child and situations that may arise may be overlooked because of distracting thoughts. Finally, children may feed off of the energy you give and begin to act out ” when a teacher acts out of unexamined internalized privilege or internalized oppression, that teacher runs the risk of of unintentionally undermining children’s development” (Derman- Sparks & Edwards, 2010, p.25).
When it comes to the families, I would anticipate me taking out my frustration on them. I feel this would happen especially if one of the families reminds me of the “person” or “situation” that made me experience this type of -ism. This is not something I would want to happen, but unintentionally it may happen. Another anticipation would be that I may say something out of anger or frustration that may hurt family or person. I know myself, and I do this when I am angry with my husband. When I am frustrated or angry, I do not really think before I speak. So, sometimes I say things that are hurtful because I am hurt. I know this is not right, but it does happen.

I think that educators are only human and we may one day be the victims of an -ism. I feel that it is important for us to learn ways to deal with this or have someone we can confide in to talk to. We as educators need to work on becoming comfortable with who we are and where we come from. This is no easy task. Everyday, we are surrounded by media and by what society deems as acceptable and not acceptable. Thinking about these feelings that I would have, makes me really think about the children and families who experience this everyday. It makes me realize that they find ways to cope and sometimes that is not easy. This is why we are here, to make that moment, that feeling, and that sadness, even if for only a moment, fade away. We wan to protect out families and have them realize that when they are around us, they are safe and their children are not going to be criticized or judged.

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).

Observing Communication

 

For this assignment I observed one of my students and his mom in the  head start setting. I like watching her interactions with him because she has such a calm tone even when he acts out at times. I watched as she walked him to his cubby and asked him "can you show me your cubby, which one is your name?" when he showed his mom he responded by saying, "mom this is my cubby and this a picture that I drew of me playing in the block center." I watched as she kneeled down to him and gave him a hug as she smiled. I admire the way she asks him questions and talks to him every time she walks him in the classroom and when she picks him up and asks him about his day. Before the mom leaves the classroom she asks him does he want to eat breakfast with his classmates, the child says, "no I'm not hungry." his mom says, "that's okay tell your teachers what you ate before you came to school." the student responds by saying, "I ate oatmeal." The child always smiles and tells him mom "I love you." From these observations the child feels acknowledged and has self-worth that his responses are appreciated and no one has to speak for him.

           I admire this parent and her child because through all of my four years working at this preschool I haven't seen a parent take the time to talk to their child the way this mom does. Even though she has to go to work she doesn't rush him or tell him she will talk to him when she picks him up because she doesn't have the time. I have observed several parents ask their children questions and answer the questions for them before the child has a chance to respond and the child looks confused. When working with children I have learned that children like to speak for themselves because most of the time they are excited to share with you what they did at a birthday party, what they had for dinner, what their favorite show is, and what songs they like to sing. When I observe children play in my classroom I notice that most of them like the same television show and they sing the songs from the show which lets me know their similarities. The students use their imagination by building props with blocks in the block center for imaginative play. During this time their communication is great because they listen to what they other one has to say.

               In the media segment, Lisa Kolbeck mentions, how she observes children when they are using their play mind by being imaginative. Lisa Kolbeck also asks the children questions which helps them to build a rich vocabulary and think critically or creatively (Laureate Education, 2011).
I agree that as teachers and parents we have to allow children to be themselves and not assume what they are going to say or do. It's important not to speak for children because they need to feel acknowledged. When children feel as if they are not valued they may not be as receptive or open to others. The article and the media segment gave me ideas on how to be more strategic with my students by continuously asking them questions and allowing them to us their imaginations. I will also continue to observe interactions with children and adults in the preschool setting and in other places because you never know what you can learn by the new things you see.

 Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD

Creating Affirming Environments

“An environment rich in anti-bias materials invites exploration and discovery and supports children’s play and conversations in both emergent and planned activities” (Derman-Sparks, & Olsen Edwards, 2010).

In my Family Child Care Home, the setting would be inviting and welcoming.

My ideal early childhood setting would be a learning place that embraces multiculturalism. Children are exposed to diverse cultures in their daily base and different kinds of learning activities in regard to the curriculum.

In the classroom
A bulletin board will be used as the gallery for displaying family pictures as well as children’s exciting moments from home to school. Another small bulletin board will be used as for parent-teacher information and communication.
The classroom will be divided into several area, and it is also be used for nap time area. These areas will be: circle time area, reading area, dramatic corner, science area, art work/academic area.
Circle time area, students will have morning and afternoon circle time, storytelling/ whole class learning activities. Students learn to sing songs in English and Chinese, engage in discussions related to the learning unite of inquiry, as well as participate in whole class activities.
Reading area, sofa and cushions are placed in this area to make it look cozy and comfortable. Children can choose books in different languages, stories happened in different countries, or represent different cultures.
Dramatic corner, different types of dressings are provided, such like Doctor’s coat, workman’s uniform, Princess’s dressing, and chef’s uniform. There are toys related to culture difference, such like baby dolls in different color of skin, or props represent for different culture. Children are able to establish their social relationship with their peers, and build the social skills of communication and conflict solving.
Science area, children are encouraged to explore their inquiries by observing and using scientific materials. In this area, children learn how to cooperate and collaborate through working on same discovery activities.
Art/ academic area, different kinds of drawing tools are provided for children to create their own artworks. Besides the artworks/ academic works related to the curriculum, children are free to express themselves through drawing and painting, as well as doing some cutting and pasting. Their art work will be also displayed in the classroom so that they are encouraging to talk about their ideas, identities, cultures, and anything that they are interested.
There will be another small room used as the dining area. We serve food from different regions and cultures, so that teachers will talk about culture difference with children during the dinner time.
In my class, we have our show and tell activity, so that children sometimes bring in their favorite toys which also represent their family cultures. We learned different simple languages from each other through conversations, and we also celebrate international day that embrace all nations and cultures that my class student stand for. In addition, parents are invited to attend our class activities and parent workshops. There will be parent class representative who is responsible for liaising the whole class parents and teacher so that good partnership will be established to affirm a positive learning community. “Relationships with children and families, the child’s environment and curriculum all help to create an anti-bias environment” (Derman-Sparks & Edwards, 2010).

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

My hopes and dreams

I have a hope that teachers learn to treat all children to same as it relate to having diverse backgrounds. I hope that one day there will be classrooms that are not non-bias. I want all children to learn based on what they know and not who they know and where they come from. I also want all educator to become passionate about early children and have a desire to help all children.

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice would be for all early childhood professionals, families and adults to understand and accept differences, promote cultural awareness and promote equity which in turn will help children achieve a positive sense of themselves and of others. Our role as parents, adults, family members and early childhood professionals is to protect and value all children in their settings, foster empathy and provide accurate information about differences to enable children to think critically about and challenge bias. Diversity and equality issues affect everyone, so we must support all children in their development and be positive role models by speaking against injustice, and as we do this -we are teaching them to stand up against discrimination, bias, and racial prejudice which will encourage them to treat others with respect, kindness and love. 

I have truly enjoyed this course and my perspectives on diversity has grown tremendously and I am now more aware and knowledgeable of the affects in my community.