Week 8: Reflecting on Learning

       My hope when I started this journey was to learn more about diversity and how to implement strategies in the classroom that will help my diverse learners. My hopes have changed to reflect what I have learned from my colleagues, professors, resources, discussions, and assignments. I have gained lots of insight about diversity, my own biases and attitudes, and strategies that will benefit my students and their families.

 

        My most passionate hope now for my future as an early childhood professional is to be an anti-bias educator where I help empower my students and families. I hope to create a safe, loving, and supportive classroom where my students and families feel welcome, appreciated, and empowered. I hope to help others appreciate diversity and to respect people for who they are. Biases, stereotypes, and attitudes are going to exist. If we can empower our students and families, then they are going to value themselves and reach out to others. This will have a lasting impacting on their lives and those around them.

 

      I want to thank my fellow colleagues and Dr. Weems for all your support, insight, and comments you have given me throughout my personal and professional journey to be an anti-bias educator. Your experiences and advice have helped me to understand the importance of being an anti-bias educator and how I want to impact my students and their families. I wish you all the best in your journey. Thank you and God bless!

Impacts on Early Emotional Development

      I chose the region of South Asia, because I have a student and family this year who are from India. I know very little information about their culture or their country. The child recently told me that his grandparents are now living with them.  I was curious about where they came from and how they are impacted by their culture and country.

      The UNICEF (2013) website had a great deal of information about India and how children are impacted. I discovered that 34% of the population tries to survive on less than $1.00 a day. There are about 45.9% of children under 3 years of age who are underweight. The child mortality is impacted by malnutrition. Teachers know that children’s development socially, emotionally, and academically is impacted by whether or not their basic needs are met. If children are hungry, then it is hard for them to focus and learn. I learned that 2/3 of children have been abused physically while over 50% of children have been faced with sexual abuse. Child labor and trafficking is high in India as well. It is estimated that 70,000 children under 15 suffer from HIV.  Children who have been abused physically or sexually are going to be impacted socially, emotionally, and academically. Their self-esteem is going to be low while they will have a hard time knowing how to interact with others. Learning is not going to be easy when they lack confidence and struggle with how to interact with other children.  If a child is sick, then they are also going to be impacted developmentally as well. It is hard to imagine how their well-being and emotional development is impacted. I could only imagine how scared children must be on a daily basis. Are they going to have enough to eat? Are they going to have clean water? Are they going to be abused? When those concerns or experiences occur or have occurred, then it is horrifying how they must feel emotionally.

     Natural disasters also impact children in India. They are impacted by flooding, droughts, earthquakes and landslides. These types of issues propose challenges for families when their home is damaged, food supply is decreased, or they suffer from the loss of a family member. Loss of water or sanitation issues can interfere with a healthy development in children as well. UNICEF has been helping people in India with sanitation at home and school.  They try to offer services and education about child protection issues. UNICEF works hard to educate people in order to prevent HIV/AIDS.

      Thinking about the information that I read on the UNICEF website (2013) really opened my eyes to the challenges that children and families face in India. Children deserve to grow and develop in a world where they can reach their full potential. I feel very blessed to live in a country where we try to help others, but my heart goes out to those that are faced with challenges. I do realize that there are children here in our own country and state that suffer from many of these same conditions and challenges. It is scary to think that we expect children to come to school and try to learn and interact with others while they have such turmoil going on in their lives physically, emotionally, and socially. Teachers need to be aware of what challenges children and their families face. We need to get to know the children and their families. Regina Chavez (Laureate Education, Inc., 2011) discussed how children need to feel safe, supported and loved. If we want children to learn, then we need to provide an environment where their basic needs are met first. Children deserve to grow and develop and reach their fullest potential.

 

References:

Laureate Education, Inc. (Producer). (2011). Strategies for working with diverse children [DVD]. Learning about fairness: varying abilities. Baltimore, MD: Author

UNICEF. (2013) Retrieved from http://www.unicef.org/rosa/index.html

The Sexualization of Early Childhood

             The issue of sexualization is scary and upsetting to me. It is hard to imagine, but sexualization definitely begins during the early childhood years. I have seen and heard incidences of sexualization with my preschoolers and each time it is upsetting to me. I have always wondered how I should handle the situation to best meet the needs of my students and other children. It is clear that movies, music, advertising, clothing, etc. have really changed over the years. As a child my mother would not allow us to wear provocative clothing, watch inappropriate shows or listen to inappropriate music. It is upsetting that industries are using sex and violence to make money and how they target young children.

            Levin and Kilbourne (2009) gave several examples of sexualization and at first I could not believe what I was reading. It was hard to imagine young children doing or saying such inappropriate things. After thinking about it, I realized I have seen and heard things similar to the examples provided. One thing I thought about was how young girls dress today. They are encouraged to dress like certain characters. Preschool aged girls want to look sexy and provocative because they have seen certain characters dress the same way. I have heard boys in preschool refer to girls as being “sexy”. My first reaction was shock, because my 11 year old son does not even use that term and here is a 4 year old saying “sexy”. I can also remember a young girl in preschool saying sexual comments while holding herself inappropriately. I realized these children had to hear it from somewhere else. Television shows, movies, songs and even commercials are filled with words like “sexy” and actions that are even worse.  I also think certain extreme beauty pageants are encouraging children to dress and act inappropriately for their age. I remember one time seeing a documentary on young girl beauty pageants and I could not believe the way the little girls were dressing and dancing. They were dancing in a very suggestive manner. The message these girls were receiving is that if they do not act sexually and dress provocatively, then they were not going to win the contest. It is sad that children receive messages that their inner beauty was not enough to win, but instead they have to act older and be something they are not in order to win.

         Girls receive messages that their worth is determined by how “hot”, sexy, thin, or beautiful they are (Levin & Kilbourne, 2009). This type of message encourages girls to stress about their looks rather than being themselves. Boys receive a poor definition of masculinity that only promotes insensitivity and macho behaviors (Levin & Kilbourne, 2009). This type of message encourages boys to be violent and try to be in control. The messages children are receiving will impact their gender identity, self-esteem, and relationships for years to come. Children are going to be confused about what is important and how they are supposed to act. I feel creating a safe and loving environment is very important. Children need to feel safe and comfortable in being themselves and communicating with us. I think providing age appropriate activities, books, toys, music, and media allow children to act like children rather than like teens or adults.  I want my students to interact with each other in ways that encourage healthy relationships.  I want to help students have a positive self-image and encourage them to support each other. I feel using resources, activities, and discussions will help children gain insight on age appropriate behaviors, and will allow them to develop socially, emotionally, and cognitively in a healthy manner.  This topic is definitely an eye opener for me. I am more aware of the impacts sexualization can have on young children and how it can impact them for years to come. I want to build a classroom where children are encouraged to be themselves. The seriousness yet sensitive nature of this topic only means that I will need to address issues that occur carefully.  

 

Reference:

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). New York: Ballantine Books

 

 

Evaluating Impacts on Professional Practice

We all experience some type of “ism” in our lives. My family was considered to be poor growing up and this impacted how I was treated as a child. I was often times excluded from activities, because my family did not have much money or because we were not in the same class as my peers. This impacted who I was and the person I am today. There were a couple people in my childhood who insinuated that I would never have anything or be anyone, but there were many people in my life that believed in me and encouraged me to follow my dreams. When I was young it was easier to believe the negative things, but as I grew older I started to push aside all the negative messages. Emotionally I was uncertain what I could do, but I felt I had to prove something to others and myself. Socially I did not want to be in charge or stand out in the crowd. I always wanted to make sure others were happy.

 I also experienced gender stereotyping as a child. People treated me differently, because I was a girl. I was not allowed to do certain activities as a child, because I was a girl and I was supposed to do “little girl” things. This only made me angry and I would try to prove to others that I could climb trees, go fishing, and hang with the boys. I remember when I was a teenager that someone basically sent me the message that I should not go to college. I was supposed to be a stay at home wife and mom. I was very reluctant to start college, because I felt guilty. I was also concerned that I would not be able to finish. Those negative messages/stereotypes could have prevented me from doing the things I wanted in my life, but fortunately I chose to listen to the positive influences in my life.  

These messages impacted me emotionally, socially, and cognitively. Reflecting on what I have learned helps me realize that the different messages I received in my life impacted me in one way or another. The messages and attitudes helped me be who I am today. Looking back on my own life only confirms that the messages we send children and their families are very powerful. I think the “isms” that I experienced have shaped me into the teacher I am today with my students and their families. I know first-hand how it feels to be judged on my class and gender. I think that is why I strive to not judge my students or their families. I can relate to where they are coming from and I try to encourage them. As a teacher, I have had many diverse students and families in my classroom. I want to ensure that I consider where they are coming from and what they have experienced. I want to consider what messages I am sending my students and their families.

Observing Communication

          This week I observed a teacher communicating with a child in the classroom during center time. The child was playing in the block center. The adult was standing at the entrance of the center and asking the child to tell her about what he was building. The adult would pause and allow the child to speak. She would ask the child questions about the different animals. The child would answer and then the teacher would provide more information and comments about his construction. He was telling the teacher that he was building a zoo with Legos and the animal that lived at the zoo. She asked the child specific questions about the animals and he would tell her what each animal liked to eat. He would proceed to speak for the animals and make animal like sounds. This communication was effective because the teacher would allow the child to speak and answer questions. This made the child feel important and allowed the child to provide information about animals. The teacher did not dominate the conversation which let the child know what he was saying was important. I always try to balance my listening and speaking time with my students. I want to let them know what they are saying is important by listening and engaging in their conversation. One thing that I do is try to make eye contact with them and get at eye level with them. This teacher could have been more effective if she would have been at eye level with the student.

           It is important for children to feel safe and comfortable so that they will communicate with others in their classroom environment (Laureate Education, Inc., 2011). It is very important to ask children questions and really listen to what they say. When I am communicating with children and/or giving instruction, then I need to be more aware of the child’s perspective because this will make my instruction more effective. I want to continue to get at the child's eye level, but I want to ensure that the child realizes I am engaged in whatever he/she is telling me.

 

References:

Laureate Education, Inc.(Producer). (2011). Strategies for working with diverse children [DVD]. Communicating with young children. Baltimore, MD: Author

Creating Affirming Environments

My vision of an anti-bias learning environment would involve making sure all parents and their children felt welcome in the center. I would post a bulletin board entitled “Our Family”. The bulletin board would be visible upon entering the center. I would have pictures of each child and teacher’s family posted on the bulletin board. I would want this bulletin board to reflect every person and their family in order to demonstrate that we are one big family. I would display pictures and posters around the room that reflect the children and families in the center and from the community. I would want to post information where parents will remain informed on a regular basis. I thought it was very interesting how Adrianna Castillo (Laureate Education, Inc., 2011) used a message board for parents to write down important information that was to be shared with the teacher. I would adapt this by placing a clipboard at the entrance where parents could write important notes or information to be viewed by the teacher. I would hope that parents felt comfortable talking with me or writing me notes of anything they felt I needed to know about their child. I would want to use materials that encourage the children to explore and engage in their learning environment. Materials should invite children to explore and discover and should support children’s play and conversations (Derman-Sparks & Edwards, 2010).

 

Materials:

Books – I would purchase books about diverse families, cultures, identities that reflected children/families in the center and in the community. I would use books that were interesting, colorful, and inviting to the children. I would also use books that we created as a class. I think it is important for children to be part of the process of designing books that reflect who they are, what they know, and their interests.

Music – I would use a variety of music that reflecting my students’ interests and their cultures.

Dolls, Puppets, and People – I would use a variety of dolls/people from various cultures, races, and abilities. Dolls, puppets, and people help children engage in conversations and help them ask questions about things they do not understand or feelings they may have.

Puzzles – I would place a variety of puzzles in the centers where diverse people and families are represented. These also encourage children to engage in conversations about people, families, and cultures.

Art Supplies – I would place a variety of art tools and materials in the art center. I would use colors, markers, paints, pencils, scissors, and glue. Paper, paint, yarn, and crayons would include skin tone colors. I want my students to create art where they feel they are truly represented and valued.

Dress Up Clothes – I would place a variety of clothes and accessories in the dramatic play area where students can dress up in garments from various cultures and identities. I would also include costumes that represent various roles and occupations.

 

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). 

Laureate Education, Inc.(Producer). (2011). Strategies for working with diverse children [DVD]. Welcome to an anti-bias learning community. Baltimore, MD: Author

What I Have Learned ~

My hope is that my students and their families realize how much they are appreciated and valued in our classroom and community. I want my classroom environment to be welcoming to all my students and their families. I want my words and actions to reflect how much I respect and appreciate them. I want my students and their families to feel comfortable sharing their identities, backgrounds, and cultures in our classroom and with others.

One goal I would like to set for the early childhood field related to diversity, equity, and social justice is that teachers realize how important it is to value every child and his/her family. In order to meet this goal, I feel educators need to set aside their biases and prejudices and appreciate children for their differences. I would like for all educators to realize how our actions, words, and attitudes impact our students’ identities and development. Early childhood professionals have an important responsibility because we are usually the first experience these families have in the education program. We need to create a positive learning experience for our students and their families so they will feel empowered for years to come.

I would like to thank my fellow colleagues and Dr. Kien for your words of wisdom and encouragement. Throughout this course you all have helped me to reflect on who I am and understand the importance of being an anti-bias educator.  I wish you all much success in completing your journey.  

Creating Art

Derman-Sparks and Edwards (2010) discussed how there are four main goals of an anti-bias education. One of my main goals as an educator is to provide a classroom where children will be appreciated, valued, and empowered. Another goal is that I hope to support my students and their families.

 

 

 Diversity:

I chose this picture because valuing diversity is very important to me as an educator and as a parent. We should respect and appreciate others for their differences. Our children, students, and the people we come in contact with should know that we value them.  

Love and Support:

I chose this picture because you can sense that each person is supporting the other. We need to support others for their differences and their experiences.  We can never truly understand where another person is coming from or the things they have experienced. We can however offer others love and support. I want to reach out to my children, my students, and their families and offer them compassion and support.   

Diverse Classroom:

I chose this picture to demonstrate the importance of a diverse classroom. When we value each other, then our students are going to be happy and feel empowered. They are going to reach out and support each other.

 

Celebrating Diversity:

When we celebrate diversity, then we are going to be united and peaceful. My hope is that people will open their eyes, realize their words and actions impact others, and learn to value each other. I hope to empower my students by celebrating diversity in my classroom.

References:

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Clipart -

http://garrison-michigan.army.mil/sites/EEO/diversity.htm

 http://www.humanitysteam.org/node/2371

 http://www.allfie.org.uk/pages/hfi.html

 http://www.teachersofcolor.com/2009/04/incorporating-cultural-diversity-in-the-classroom/

 

"We Don't Say Those Words in Class"

One time I overheard a conversation between a mother and her daughter in a grocery story. The mother and daughter had just passed by a boy who walked with a leg brace. The girl asked her mother “why does he walk funny?” The mother told her “Shhh! You are being rude”. The little girl looked as if she had done something horribly wrong. One message the mother was sending to the girl was that it was wrong to ask questions about something she was curious about. The mother was also sending the message that there was something wrong with the boy, because she did not address the child's question. Often times we can send negative messages by not addressing the situation.

 

An anti-bias educator/parent could have handled this situation in many ways where it would support the child’s understanding. One way is to recognize that the child is just curious. An anti-bias educator would respond to the child’s question with something like “that is just the way he was born. He walks different, because his legs are a little different than yours. He has to wear a brace to help him walk.” An anti-bias educator would research with the child/children about the boy’s condition and/or others who walk with a brace (Laureate Education, Inc., 2011).  I also feel an anti-bias educator would use puppets to help children engage in discussion. Children are curious and just want to understand things better. We need to respond to questions/comments children may have in order to help them gain understanding in a positive way. We want them to understand that everyone is different in their own way, but we all have ways we are alike. We want children to learn to appreciate each other for these similarities and differences.

 

Reference:

Laureate Education, Inc. (Producer). (2011). Start Seeing Diversity [DVD]. Physical Ability and Characteristics. MD: Author.

 

Gender, Gender Identity, and Sexual Orientation

     This is my 6^th year teaching preschool in a small town. The topic of gays and/or lesbians has never come up in my classroom. I do not include books depicting gays and/or lesbians in my classroom, because we do not have children from LGBT families. Every year I have students from nontraditional families, therefore I do include books that depict their diverse families. If I were to have a student one year from a LGBT family, then I would approach this topic and use books to help students understand. I would have students discuss their families, what makes a family, and how their family is similar and different from other families. I would hope to help students see that every family is diverse and yet they all include love, support, and respect. The “Start Seeing Diversity” video (Laureate Education, Inc., 2010) demonstrated things teachers could do in the classroom to help students understand sexual orientation better and what they think it means. When an issue arises in the classroom, then I feel it is a good policy to engage the students in conversation and help them understand their own identities and how their actions/words impact others.

      Many times I have seen parents come into my classroom and get upset about their son playing in the housekeeping center where they are cooking, taking care of the babies, playing dress up, etc. I  point out how great it is that they are acting out positive things they have seen at home and explain that he will make a great dad, husband, or whatever role he is pretending. Parents and families can send positive and negative messages to their children that will impact the child’s role and identity. I want my students to feel comfortable in expressing themselves, learning who they are, acting out various roles, and developing a positive self-esteem.

     I had to stop and consider how I would respond to a parent/family member who informed me that they did not want anyone who is perceived homosexual or transgender to be caring for, educating, and/or interacting with their child. I think I would explain to the parent/family member that they have the right to remove their child from the program if they did not agree with our school policies of hiring teachers and staff members. I would also explain to the family that our school only hires highly qualified teachers and staff to educate and care for the children. I would explain that someone’s sexual orientation does not interfere with their ability to educate, care for, or interact with the children. I would respond by saying that everyone is diverse in their own way and that we cannot discriminate against someone just because we do not agree with their choices, where they are from, or the color of their skin.

 

References:

Laureate Education, Inc. (Producer). (2010). Start Seeing Diversity. (DVD).  In EDUC 6357 Diversity, Development, and Learning.

Professional Hopes and Goals

 

Looking back over the past 8 weeks, I realize how much I have learned about myself on a professional and personal level. This course has taught me to reflect on who I am, my own identities, and the teacher I hope to be for my students and their families.

One hope I have when I think about working with children and families who come from diverse backgrounds is that I hope to value, appreciate, and respect who they are, their identities, and their culture. I want to get to know my students and their families and connect with them. People deserve to be respected and treated with dignity. I hope my students and their families will know I value and respect them.

One goal that I want to set for the early childhood field related to issues of diversity, equity, and social justice is that early childhood professionals empower students, families, and others. Children are learning what they see and hear. I want the early childhood profession to build a foundation where children learn about diversity, social justice, and equity. This means we need to help students ask questions and participate in dialogue about these issues. If we can help children learn at an early age, then they are going to be a part of the change we hope to see in others. They are going to learn the importance of valuing others and they are going to stand up when injustice occurs.

I would like to thank my colleagues for your insights, personal experiences, and knowledge throughout this course. You all have helped me to learn about diversity, equity, and social justice from a personal and professional level. I have learned about the person I am and the teacher I hope to be for my students and their families. I appreciate all your support and guidance along my journey. I wish you all the best!

Welcoming Families From Around the World

It is important for teachers to welcome students and their families to the classroom. I will be receiving a new student from India and want to make them feel welcome.  

Things I would want to do in order to prepare for my new student and his family are:

1. I would research about their country, culture, and customs. I would want to have a little insight into who they are and where they are from.

2. I would talk to an interpreter and learn about the child’s language. I would want to know what their customs were with language and communication in order to prevent from offending the family.

3. I would also want to discuss with the interpreter a time when everyone could meet in the child’s home and have the interpreter communicate in their native language. I feel this would let the family know I valued their culture and identity and hopefully make them more comfortable in communicating their thoughts, opinions, and concerns for their child and his education.

4. I would want to locate some books, posters, music, and materials that were about their country and use them in the classroom. I would want the child and his family to feel welcome when they arrive and come to the classroom.

5. I would learn about their country and then discuss with the family about volunteering in the classroom. I would love for the family and come and share with the class things about their country, culture, and family. I think having the family volunteering in the classroom will help students become more familiar with their culture and their identity. I feel this would allow everyone to learn from each other and to express how we value who they are. I think learning about their family and culture, communicating with them in their native language, and having them be actively involved in the classroom will create a positive relationship with the student and his family.

The Personal Side of Bias, Prejudice, and Oppression

       I remember an incident when I was in junior high and we were picking teams for a game of volleyball during our physical education class. The captains took turns picking their teams and there were people that were picked last. Usually the girls and players that were not as athletic as others were picked last. I remember one girl in particular being picked towards the end. I guess to the captains she did not appear to be athletic. As each player was called you could tell her feelings were being hurt more and more. I felt bad for her. I knew they were implying she was not a good player, because she was a girl. You could tell they did not want her on their team. On one level I think the captains would need to change how they picked teams in order for it to be fair. I think picking teams always ends up hurting someone’s feelings and creates opportunities for prejudice, biases, and/or oppression to occur. I think the best way to prevent prejudice, biases, and oppression from occurring in situations like this is for the coach to divide the teams. I think this can be done prior to the students getting to class and that way it will seem more random and students are not standing in front of each other seeing other players chosen before them. I was never athletic and so I could relate to this girl. I did not care that I was picked last, because I knew I was not very good. For some people this was very hurtful and could cause oppression for them.

         I also think situations like this are going to take place, but can be dealt with in a better way. I think this would be a great opportunity for the coach to address how everyone has different talents and skills. Some players might be better at volleyball, while other students are better at something else. Our coaches/teacher did try to include a variety of activities that would provide students with opportunities to learn what activities they were better at and enjoyed more.

Practicing Awareness of Microaggressions

This week I observed people’s interactions and tried to detect examples of microaggression. I really did not know what to expect in the beginning. I was at a local fast food restaurant and noticed a lady in front of me ordering several meals. The man at the register said “wow, someone must be hungry”. The lady placing the order did not say anything, only looked down towards the ground. I noticed as she was getting into her car with her order, that she had a car full of people. People are quick to judge people based on their size and/or appearance. The message the cashier sent to the lady was that she eats a lot of food. I felt like he was insinuating that she should not be eating that much food. I felt bad for her; because I could tell he hurt her feelings. I do not think the cashier intended to insult her or assume anything, but his words and behavior were disrespectful and hurtful.

After observing people in public situations, I realized how often people discriminate against others. I do not think people intend to be prejudice or stereotypical towards others, but their actions and behaviors definitely impact those around them. This exercise was definitely an eye opener for me.

Perspectives on Divsersity and Culture

I asked a colleague, a friend, and a family member the definition of diversity and culture. They each did not respond right away. They were trying to think about how they would answer my question.

My friend answered with culture and diversity are defined by a person’s religion, ethnicity, lifestyle, and values. People are influenced by the details of their life – the past and present.

My colleague responded with culture is defined by how a person behaves and their beliefs based on where a person lives. Diversity is the differences in people. People are different based on economic status, race, gender, and religion.

My family member said that culture and diversity defines oneself. We are all diverse and from different cultures. Culture is defined as one’s religion, beliefs, race, and gender. Culture is the things that influence a person such as traditions and where they live. Diversity is simply what makes people different from each other.  A variety of things determine how we are diverse from each other.

I think all these definitions are accurate on some level, but culture and diversity are a combination of these definitions. I have learned that culture and diversity is more than what we can see about a person. Culture is a person’s traditions, beliefs, religion, gender, race, values, and their lifestyle. Diversity is how we are different defined by one’s culture and the many things that define our culture. Two people from the same family are diverse based on their personal experiences, values, and gender. One example is a friend and her siblings are from the same family, but they moved to different states. They each make different salaries and live different lifestyles.

Listening to others define and reflect on culture and diversity really supports how everyone is different and how we are defined by these differences. We all value our culture and how it impacts our lives.

My Family Culture

      Three items that I would choose in the event of an emergency are my Bible, my family photo album, and a family quilt. I would choose the Bible, because it is a major part of who I am, how I was raised, and how I want my children to be raised. My faith, religion, and culture come from God and His blessings in my life. I feel it is important to teach my children and others about God’s promises and His word. I would take my family photo album, because there are numerous pictures of relatives and important events in the photo album. I feel these pictures help explain who we are based on our past and our family’s past. The photos capture memories of relatives who are no longer living so that we can share stories about them with our children. The photos also capture memories of births, birthdays, holidays, vacations, and other special events that explain who we are as a family and our culture. The third item I would take is a quilt that my mother-in-law hand made and then gave to my husband. This quilt is compiled of 12 different squares. She created this quilt where every square is a scene and tells a story about her family and childhood. For example, one of the squares on the quilt is a scene from her childhood where she attended a small country church.  Below each square is a sewn description that explains the scene such as who is involved and where it took place. I want to pass this quilt on to my children because it captures who their grandmother is and has memories about family we never knew. It helps explain how and where she grew up. It is a beautiful quilt that demonstrates her talent and is part of my family's culture.

      If upon arrival I was told I could only keep one of these three items, then I would feel as if they were taking part of my culture  away from me. I would feel that they did not value who I was or my family culture. It would be very difficult to pick only one item and leave the other things behind.

      The insight I gained from this exercise is that my values, beliefs, and family are very important to me. I thought it was difficult to only choose three items to take with me to represent my family culture. There are other items that I feel are important and I hope never to be put in that position. Things that I feel are most important are things that capture memories from the past and describe who we are as a family. I would choose items that helped explain to others who I am, who my family is and was. We all take pride in sharing with others about our family and culture, because they make up who we are.

My Supports

Emotional Supports

        I have many supports that help me emotionally. My religion/faith help me function and cope daily knowing that God created me and that He is there for all my needs. When times are hard, then I know I count on God to get me through and I know that I have Him to thank for all the blessings in my life. My family and friends are there for me as well not only emotionally, but also for practical and physical supports. My husband is by my side through the good and bad times and supports me whether I am upset, happy, angry, or need that extra push. My children support me by offering me love and compassion. They believe in me and support me by offering encouragement. My grandparents, parents, siblings, and in-laws all support me through love and encouragement. My friends care about me, encourage me, and will also listen when I just need to vent.

        Without the support of my faith, all my family, and many friends, then I could live but it would not be a pleasant life. I feel I would be depressed and very isolated. They help me remain grounded. I feel their support influences who I am and how I live. I feel without them by my side, then I would just function and not really enjoy life and all life has to offer. I feel when problems arise, then I would not know how to handle those problems in a positive way if it were not for the love, support, and encouragement I receive from my family, friends, and faith.

Practical Supports

        I have many practical supports that help make my life easier every day. I consider things such as technology, appliances, transportation, and tools to be practical supports. Technology is a big part of my daily life. I use my cell phone to communicate with family, friends, and others. I use it to contact professionals or other resources that I need or want. Transportation helps me get to my job, the grocery store, etc. Appliances help me cook and clean. Various tools such as grocery lists, “to do” lists, daily planners, books, etc. help me to remember important times, dates, items, etc. Monetary supports help me purchase wants and needs to live and function on a daily basis.

        Without these practical supports it would be difficult to live and function. If I did not have a reliable car to get me places, then I would not be able to work, get to places to purchase things I need, go to the doctor, travel to people and places, etc. If I did not use appliances, then it would be harder to cook and clean. Long ago people would cook and clean by hand and I can only imagine how difficult it was to provide the basics for their families. If it were not for technology then, I would not be able to communicate with people in my life on a regular basis. Technology helps me know how my family and friends are doing almost instantly when I am not with them. They can call, text, or email me things that are taking place in their lives. Technology helps me learn new things, receive emails, read about the news, and even shop. We could live without these supports, but it would just take longer and we would be limited in what resources we had access to. Before technology people would travel to the library to use their various resources. If I did not use lists, planners, etc., then I know I would end up forgetting something. These types of supports help me to remember important things and take stress off of me in trying to remember things.  If I did not have money, then I could not purchase foods, clothes, water, etc. My personal safety, health, hygiene, and luxuries (such as entertainment) would be at risk without money as a support.

Physical Supports

        I have been blessed with my physical health. I am able to talk, see, hear, touch, walk, smell, etc. My physical body works like it should in order to perform daily tasks. I am able to hear people, noises, birds chirping, music, etc. I am able to taste and enjoy foods. I am able to use my brain to think for myself. I am able to see what is going on around me, read a book, and enjoy watching every day events. I am able to feed myself, communicate for myself, and perform other physical daily tasks without the assistance of others.

        If any of these were unable to be used, then my daily life would be more difficult. If I could not hear, then I would struggle to understand things or people around me. I would have to learn to understand what people were trying to tell me through other supports such as sight. It would be difficult to function day to day.

        I tried to imagine the challenge of being deaf. It would be difficult to communicate with others and understand what others were trying to communicate with me. It would be hard to learn at school, have friends, and enjoy every day life experiences. It would be difficult to have a job as an adult. I would need support in communicating with others. The person would need to either know sign language or be able to write or gesture what they were trying to explain/tell me. I would need to be able to process the information. I would not have knowledge of things such as music, normal every day sounds, etc. I would have to use my other senses to support my awareness of things occurring around me. One example would be that if I was walking down the road, there was a car coming, then I would need to use my sense of sight to know to be on alert. Daily life would be more of a challenge and I would have to rely on other supports whether it be myself, other people, or tools to help me function in life.

My Connections to Play

“Children learn as they play. Most importantly, in play children learn how to learn.” ~ O. Fred Donaldson (martial arts master)

“It is in playing, and only in playing, that the individual child or adult is able to be creative and to use the whole personality, and it is only in being creative that the individual discovers the self.” ~ D.W. Winnicott (British pediatrician)

Play is important for a child’s growth and development. I usually participated in social play and/or fantasy play.  Social play helped me to develop empathy for others and helped me learn social rules (Wardle, n.d.). I can remember how my mother encouraged me to play and use my imagination when I was little. My siblings and I would play outside, running, and exploring. We would meet up with friends and have big adventures.

I also remember playing house and having baby dolls. At times I would pretend to be the mom. I had a chalkboard and books where I would pretend to be the teacher. I think pretending to be different characters and role playing gave me many opportunities to learn about how the world works and how to socialize with others. I learned how to solve problems and would play out the roles of different people.

I feel play is different today than it was when I was a child. One big difference is that I feel children’s play time often revolves around technology. I enjoyed going outside and playing with my siblings and friends. Children today spend a great deal of their time playing video games. I think technology can be beneficial in a child’s learning, but it needs to be limited and supervised. I feel children today spend less time outside getting to really explore their world. Another way I feel play is different today is that children do not use their imaginations as much. Toys today are more realistic than they were when I was a child. I remember playing with dolls and pretending they would talk, cry, sleep, and eat. Today dolls are more realistic and actually move and make noises like a baby. I can remember decorating a box to look like a house and spending hours playing and using my imagination.

Play was an important part of my childhood that impacted my life even as an adult. I feel exploring my world allowed me to discover first-hand how things worked and helped me to learn how to solve problems. Learning was more meaningful when I experienced it for myself. If someone told me what to do and how to do it, then I really did not learn first-hand. Play helped me to grow and develop socially, mentally, emotionally, and physically.

References:

Wardle, F. (n.d.). Play as curriculum.  Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=127

Relationship Reflection

Relationships

     Relationship is defined as “the state of being related or interrelated” according to the Merriam-Webster dictionary. There are various types of relationships such as professional relationships with coworkers, relationships with friends, family members, and students. Depending on the people in the relationship will determine the type of relationship it is. Relationships are important to me because they demonstrate a connection with others. I feel relationships are beneficial because they offer a bond between me and the other person. Relationships are based upon feelings such as feelings of love, acceptance, respect, trust, belonging, and joy.

    The most positive and strongest relationships are with the people in my family. I have been happily married to my husband for 17 years. I feel our relationship is based on many characteristics. Our relationship is based on love, friendship, trust, honesty, appreciation, support, communication, and respect. The relationships with my children are different, but they are still based on the same characteristics.  The parent-child relationship is different because our children depend on us for their needs and wants. They need us to teach and guide them. They need us to believe in them and encourage them just as my parents did for me. Relationships with my siblings are different. I have a different relationship with my brothers compared to the relationships I have with my sisters, but they are still based on love, trust, friendship, and respect.  One example is that my sisters and I talk about certain things, whereas my brothers and I talk about different things. I consider all the relationships I have with my family members to be important.

     I have strong relationships with my friends. We trust, communicate, respect, and support each other. I also have positive relationships with the adults and children I work with as a pre-k teacher. The relationship I have with my co-workers is different based on whether or not the person is an administrator or a fellow teacher. I also have relationships with my students and their parents. All these relationships are based on respect, understanding, trust, and support. My students and their parents need to understand that I care about them and support them. They need to know that I am there for them and want them to succeed.

     I think all positive relationships are based on several factors and characteristics. I feel trust, support, honesty, respect, understanding, acceptance and communication are important in every relationship. I think all relationships have challenges. Sometimes it is hard to accept a person for their differences in personality, opinions, or beliefs. I feel sometimes it is hard to remain objective and professional when another person’s attitudes go against our own. I think in order to have a positive relationship then we need to remember people are different and learn to appreciate each other for these differences.

     I think my relationships as a wife, mother, daughter, sister, aunt, and friend help me to build positive relationships as an early childhood professional. I know how important it is to feel accepted, loved, trusted, and supported. I understand these feelings help build a positive relationship with others. I can remember teachers who supported me and believed in me. Their relationship with me had long term effects on me personally and academically. My students and their parents need to understand I accept them, support them, and want the best for them. Elva deLuna, Head Start early childhood specialist, discussed the importance of relationships with students and the parents (Laureate Education Inc., 2010). The students and parents need to trust me. I need to listen and communicate with them to build those positive relationships. A positive relationship with the student and the parent is going to help impact how much they trust me and whether or not they want to learn. If a parent does not trust me or feel I care about their child, then they are not going to support me at home or in the classroom. Positive relationships with the students and their parents will have lasting benefits.

References:

      Laureate Education, Inc. (Producer). (2010). Building Relationships and Partnering

            with Families[Video webcast]. Effective programs and practices. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1373716_1%26url%3D 

http://www.merriam-webster.com/dictionary/relationship