Time Well Spent

Three deeply felt learning’s I got from this program are:

1. Build positive relationship with the children and their families. 
2. Children, families, and the community look upon early childhood teachers as leaders.  Some qualities of a good leader: committed, respectful, trust-worthy, resourceful, reliable, influential, listens effectively, and communicates well with others.
3. Create you an ideal community of practice that share your interest in order to achieve better result of what it is you want to accomplish as an early childhood professional.

A long-term goal I have is to not only make a difference in the lives of children but also in the lives of parents that allow bias behavior to control their emotions.  I hope that with my teaching of anti-bias education they will start to respect others for who they are as well.

I would like to thank my colleagues for all of their helpful information provided to me during this course.  It has been a joy having all of you as classmates and I wish you all the success.  I hope that you accomplish all of the goals you have set.  My email address is: amjones_12@hotmail.com.   Good luck and best wishes!

To Dr. Davis, thank you for your knowledge and wisdom that you have shared with each of us.  I hope that I can one day be a great teacher such as you.  Thank you for being committed to our learning and providing us with what we will need to become great educators.  Keep doing what you do!

Couple of my favorite quotes:

You can teach a student a lesson for a day; but it you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.

                                                           Clay P. Bedford

Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.

                                                           Chinese proverb

Best wishes everyone!!

Jobs/Roles in the ECE Community: Internationally

Three international organizations or communities of practice that appealed to me and why:

Save the Children is an international independent organization that appeals to me.  First of all, the name, “Save the Children” speaks of helping children and their families.  Save the Children is there to save lives with food, medical care and education and remains to help communities rebuild through long-term recovery programs.  It works to resolve the ongoing struggles children face everyday such as poverty, hunger, illiteracy and disease—and replaces them with hope for the future.

I search for job opportunities for the North America region, any location, and the Education/Literacy/Child Development Program Sector.  There were three results, but only two of interest: Coordinator, Early Steps to School Success (ESSS) and Manager, Head Start Programs.  The Coordinator provides early childhood education services to pregnant women and children birth to five years of age.  Requirements are: bilingual skills in Spanish a plus, must have transportation for home visitation, knowledge of local community and services available, experience with timely reporting and maintaining accurate records a plus, strong interpersonal skills, AA degree in Early Childhood highly preferred, experience with parenting education a plus and job is located in Colorado.  The Manager, Head Start Programs required a Bachelors Degree in Human Services or related field, minimum five years experience with Head Start in a progressively responsible supervisory role, strong leadership experience and skills, strong communication skills, confident public speaking skills, and community based experience.

UNICEF appeals to me because they work to cover aspect of situations that may affect the lives of children.  They protect the rights of children.  They work to assure equality for all, but especially for those who are discriminated against, girls and women in particular.  UNICEF also works so that children are immunized against common childhood diseases and are well nourished.  They work to protect environments for children when they are suffering during emergencies, violence, abuse or exploitation.

There were as many as 1675 results for job opportunities with this organization.  However, after narrowing my search down to education I came across a position for Statistics and Monitoring Officer, P-2, located in New York.  I don’t think this job would be for me, but it was interesting.  The primary function of this job is to improve quality, and use of data and contextual information on children and women through UNICEF with focus to the areas of HIV/AIDS, as well as other areas.  Skills required are: University degree in one of the social science preferably in statistics or an area with advanced statistics, data manipulation and analysis skills.  At least two years of work experience with specialized training or experience in survey implementation, data management and statistical research and analysis of data from various sources, and familiarity with sectors of concern to UNICEF, such as HIV/AIDS, education, health or child protection.

International Step by Step Association is a membership organization that connects professionals and organizations working in the field of early childhood development and education to exchange ideas and experiences.  Within its network, they provide support to programs to promote equal access to quality educational services, care, and advocacy tools intended to influence policy reform for families and children, especially in the early years from birth through primary school.

I could not locate any information on job opportunities; however, registration form was provided if you would like to join the organization as a member.

References

International Step By Step Association. (n.d.). Retrieved November 28, 2011, from

     http://www.issa.nl/index.html

Save the Children. (2011). Retrieved from

     http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

United Nations Children’s Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from

     http://www.unicef.org/

Jobs/Roles in the ECE Community: National/Federal Level

At least three national/federal organizations that appealed to me and why I chose them:

National Association for the Education of Young Children (NAEYC).  NAEYC supports children from birth to 8 years old when their foundation of development is very critical.  They work with teachers, parents, community leaders, and anyone that has a desire to support the needs and rights of all children. 

At the current time they have a job opening for an Accreditation Coordinator, in which you would be required to assist program staff, NAEYC assessors and other stakeholders in understanding and interpreting the standards, the criteria and the system as a whole.

Requirements for this position would be to have a BA in Early Childhood Education/Child Development, 3-5 years experience and a sound understanding of its practice.  Experience with high quality programming.  Excellent oral and written communication, analytical, MS Office and database skills are required.  Must be able to stay on schedule in order to meet deadlines and some travel required.  Salary $38-41K with excellent benefits.  All positions are housed in NAEYC headquarters located in Washington, DC.

National Institute For Early Education Research (NIEER).  NIEER conducts research that is very important to support high quality effective early childhood education for all young children.  The importance of this high quality education enhances children physical, cognitive, and social development, and consequent success in school and later life.

Current job opportunities available are: Project Coordinator- applicants should have a BA in social science, experience in early childhood research, curriculum development, and/or professional development is a must.  Classroom experience is required.

Summer Research Assistants- applicants should be enrolled in education, child development, psychology, economics, statistics, public policy or a related field.  Experience is desired.

Data Collectors- applicants should be graduate students, have a BA or be upperclassman undergraduate students with a focus on child development, early childhood, psychology or related field.  Experience in classroom settings and/or working with children highly preferred.

National Association of Early Childhood Teacher Educators (NAECTE).  Interest me because their purpose is to advocate for improvement in early childhood teacher education.  They cooperate with other national and international organizations concerned with the study and education of young children.

Current job opportunity available is: Teacher- Day Care located at Medstar Good Samaritan Hospital in Baltimore, Maryland.  Requirements for this job would be for the applicant to have an Associate’s degree in Early Childhood Development (Bachelor’s degree preferred).  Two years experience in a day care or preschool environment.  Excellent organizational and verbal/written communication skills.

References

National Association of Early Childhood Teacher Educators. (NAECTE). Retrieved from

     http://www.naecte.org/

National Association for the Education of Young Children. (NAEYC). Retrieved from

    

     http://www.naeyc.org/content/about-naeyc

National Institute For Early Education Research. (NIEER). Retrieved from

    

     http://nieer.org/about/jobs

Exploring Roles in the ECE Community: Local and State Levels

After carefully reviewing agencies in the state of Georgia that operates by using communities of practice as a method of working interactively with other organizations that shares theirs same interest I chose the following three:

The Communities of Practice Program at CDC (Center for Disease Control and Prevention).   http://www.cdc.gov/phcommunities/copp/news_archive/copp-news.html

This organization appeals to me because it protects the health of everyone regardless of their economic status, but especially those least able to help themselves.  This organization works collectively with state and local practioners, academia, non-profits, federal agencies, and private sectors to learn together and jointly solve health problems.

Georgia Department of Community Affairs:  http://www.dca.state.ga.us/communities/regionalism/programs/co-op.asp

Work with large and small communities over the state of Georgia so that they can choose the ideal best practices to fit its local needs and resources.  The environment in which we live and the options that are available in providing resources for children and their families plays a major role in the developmental process for children.

Skyland Trial Organization:  http://www.skylandtrail.org/who-we-serve/?mm_campaign=0fa145cc61767a0f543f086b4200f0da&mm_replace=TRUE

Serve adults with mental illness through individualized treatment.  This organization appeals to me because I have family members and friends in the community that I know who suffers from such conditions as bipolar, depression, dual diagnosis, and schizophrenia.  Also, we have learned that there are many children who have emotional disorders that sometimes carry over into their adult lives.

There are no job opportunities currently available that would be of interest to me.  However, because of the nature of these jobs the positions would require highly skilled professionals and mastered degreed professionals trained in specialty areas.

Reflecting on Learning

As an early childhood professional one of my most passionate hope is to make a positive difference in the lives of both the children and their families.   In my efforts to promote an environment of anti-bias education I hope to teach the children the importance of appreciating and respecting a person for who they are regardless of race, religion, class, religion, and sexual orientation.  I hope that they welcome differences and similarities and gain understanding and knowledge of being able to interact will all kinds of people. 

As stated by Derman-Sparks & Edwards (2010) the reason why I want to do anti-bias education is “because we live in a world that is not yet a place where all children have equal opportunity to become all they are” (p. 9).

I want to thank all of my classmates for sharing their knowledge with me and providing me with insight that will be helpful to my future students and myself.  I wish you all the best of luck and much success as we move to the end of our journey.

Reference

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

     ourselves. Washington, DC: NAEYC.

Impacts on Early Emotional Development

I chose to look at the challenges that many of the children in Eastern and Southern Africa encounter on a daily basis.  I chose this region partly because I am African American and because Africa has always been a county of curiosity to me.  Many parts of Africa do not have the best living conditions, educational system, and health systems as in some other countries.

The children in Eastern and Southern Africa face the challenges of violence, abuse, exploitation, and child labor at a very early age.  National studies in Ethiopia, South Africa and Swaziland show that between 30 and 40 percent of girls suffer from sexual abuse and violence before they are 18 years old.  Other forms of violence that are condoned by society include female genital mutilation/cutting and early marriage.  Gender inequalities are also viewed as a challenge.  Many girls remain excluded from education.  “Vulnerable children such as girls, nomadic children, orphans, children with disabilities, children from households affected by HIV/AIDS or by armed conflict and natural disasters are particularly at risk of missing out on primary education” (UNICEF).  Medical care is nearly impossible to find in many parts of Somalia.  Child labor remains a problem across the continent of Africa.  “This phenomenon is both a cause and a consequence of poverty, and it perpetuates impoverishment by severely compromising children’s education” (UNICEF).

The children in this region emotional well -being and development is in deeply affected in a negative manner because of all the violence, poverty, abuse that they face daily in their environment.  Everyday life is a risk for the children in this region of the world because many are still subjected to violence and exploitation as well as to harmful cultural practices.

Personally and professionally I am deeply sadden to know that children have to deal with issues such as mentioned at a very early age in life.  Children should not be subjected to such conditions anyway.  I think it has to be very challenging for those children to concentrate on learning.  And, I can understand how these children may suffer from emotional behavior problem in their lives.

Reference

UNICEF (2012).  Retrieved from http://www.unicef.org/infobycountry/index.html

The Sexualization of Early Childhood

My reaction to the topic of the sexualization of early childhood is that children are not truly taught how to value and respect who they are and others.  They are viewing the physical attractiveness of a person and determining the value of a person from that.  As an early childhood professional it is my duty to help each child see the value in themselves and in others. When they learn this very important aspect in life then they will understand in time how to relate value and respect in relationships.  Levin & Kilbourne (2009) states “sexualization has to do with treating other people (and sometimes oneself) as “objects of sexual desire . . . as things rather than as people with legitimate sexual feelings of their own.  When people are sexualized, their value comes primarily from their sex appeal, which is equated with physical attractiveness” (p. 4).

Three examples that further illustrate the exposure of young children to a highly sexualized environment are:    (1) Music videos with young girls dancing half naked using their bodies to help sell music.  (2) Television commercials advertising sexy lingerie such as Victoria’s Secret. (3) Television shows such as Toddlers and Tiaras having little girls dress up in make-up and look like grown women. 

Children are already curious about so many things in their environment because they are learning about their environment and surroundings, but when they are exposed to sexualization at such an early age they are easily confused and guided in the wrong direction and this can be very damaging to a child as they are learning and trying to develop a sense of self-identity.  “As children struggle to understand what they see and hear, they learn lessons that can frighten and confuse them” (Levin & Kilbourne, 2009, p. 4).  As an early childhood professional I would respond to these concerns and reduce the negative impact on children by advising the parents to: Monitor what your child watch on television.  Teach them to play creatively using their mind.  Be mindful of the toys, clothing, and games you purchase for your child.  Teach and show your child true love and how to value relationships.  And, lastly what I feel is most important is to teach and encourage your children to have high self-esteem and self-worth.  Children need to be taught how to believe in themselves and not depend on others to define their worth.

My awareness of the sexualization of early childhood has been influenced greatly because I did not realize that children were exposed to so much in the category of sex at such a young age.  As an early childhood professional I now know that I must be ready to expect so much and to try to help lay a positive foundation for these children.  “Early childhood is when the foundation is laid, and that is where we need to start our efforts to understand and respond” (Levin & Kilbourne, 2009, p. 5).

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.Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating Impacts on Professional Practice

As we all know “isms” and stereotypes are negative opinions that a person have against another person or group of people based on misleading information or misconception of.  Much of what we say and much of how we treat others can have a negative impact on how that person may view himself or herself or their group identity.

So, as I imagine myself as an early childhood professional experiencing one or more of the “-isms” in my personal life I would say that emotionally I would try to maintain a strong sense of self because I know who I am.  I have a strong sense of self and I don’t allow negative comments or reactions from others to tear me down.  As a matter of fact, I would imagine that I become stronger and wiser because I believe that I have won the challenge of standing firm emotionally.  I regard myself in having a high self-esteem.  I believe in me.  Cognitively, I know that I am blessed with the gift of knowledge.   I am a very intelligent person; however, I believe that we never stop learning, regardless of who you are or how old you are; there is always room for improvement.   Most of the times when someone acts as if I don’t have the capabilities of doing a particular task; discretely, I am more determine to show them that I am capable regardless of their opinion. My physical well-being will remain the same because I am a strong person and I have high regards for myself.

An ism that I have experienced on my jobs before is racism.  I did not receive promotions because of my race; however, I had the experience, qualifications, and the knowledge.  I knew for sure that was the reason.  I was offered the assistance job, which was not acceptable to me. I always remind myself that what I know (cognitively) no one can take that away from me and it is the same with anyone else.  However, I think one important key is to remain strong and focus and I believe that as an early childhood professional I would do the just that.  I understand that some people are bias and have negative views of others regardless and sometimes you cannot change those stereotypes that they may have.  But, what keep me focused is knowing that not everyone responds or thinks like that person.  I have the opportunity to bring about a change in the lives of these children by teaching them anti-bias education where they will value and respect others for who they are. I try to practice anti-bias education everyday whether I am at work or at home.  I am determined to not let negative behaviors from others influence my behavior toward the next person.  I am not an early childhood professional currently; however, I do anticipate that I will come across a parent with a stereotype or ism one day as I assume my new career as an early childhood professional.

“Ultimately, the most important thing we bring to our teaching is who we are.  Deepening our understanding of who we are now and how we came to be that person is at the heart of becoming a strong anti-bias teacher” (Derman-Sparks & Edwards, 2010, p. 22).

Reference

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

     ourselves. Washington, DC: NAEYC.

Observing Communication

I did my observation while I was in Wal-Mart.  I noticed that parents with small children that range in age from new born to around 2 years old looked at the child and interacted with the child when they were communicating.  There was constant contact with the child, which appears to have made the child feel valued and heard. The child would smile and respond back because the parent was making direct contact with the child.

I also noticed that with the children that were around three-four the parent would talk to the child while doing other things; they did not give the child the proper attention needed and those children cried more than the smaller children.  I believe that this is because the parent seemed to have been more focused on shopping and talking to the other adult.

I also ran into a young lady that I have known for some time now, but had not had the opportunity to meet her little girl.  So, I walked over to her cart and I looked at the child and smiled and asked, “what is your name?”  She looked at me and said, “Kenzie”.  As I talked to McKenzie she would look at me and smile and answer me gently.  After a few words, I gently touch her arm and she smiled as I told her what a pretty little girl she was, and her mother responded she is smiling because she knows when someone say she is pretty.  I could observe that her mother used direct eye contact and touching when she communicated with two-year-old McKenzie by the way she communicated with her in the store. 

I have learned that children are aware of when they are being properly communicated with.  Your actions help in influencing their reactions.  As I stated, the children who received less interaction with their parents were the ones crying for attention.  I have also learned that children do not like to be ignored and it is important in developing their self-esteem to know that they are worth your time, which in turn strengthens their self-worth.

Creating Affirming Environments

Creating my own environment for my Child Care Home would consist of pictures of every child with their name below posted on a bulletin board for everyone to see that way the child see that they are included in the program like all of the other children. I would also have pictures of the staff with their name so the children will know their faces and be able to recognize staff just as the parents would be able to do so.  Children feel more comfortable wihen they recognize who they are dealing with on a daily basis.  "Invisibility erases identity and experience.  Visibility affirms reality" (Derman-Sparks & Edwards, 2010, p. 46).

I would have books, posters, skin tone art colors, puzzles and music that reflects diversity.  Children need to know that the world is diverse and not for them to only recognize the dominant culture.  I want to ensure that all children and families in my child care home are visible.  I would also have each child to bring a favorite toy from home that they like playing with to help provide comfort when it is needed.  My play area would consist of a mixtures of dolls and figurines that represents different races and ethnicities.  Toys that resemble real life  like baby dolls, dump trucks, play kitchen area with play food, little aaprons, and tricycles.  "A useful rule of thumb is that more than half of the materials in the environment should reflect the identities of the specific children in that classroom" (Derman-Sparks & Edwards, 2010, p. 44).  I would also have my students to come from diverse backgrounds no matter if their parents are lawyers are a cook.  I would like to have a range of economic classes so the children learn to interact with everyone.

I like the idea from (Laureae Education, 2010) that Adriana had as far as a schedule for the parents to know what is planned for the day and I would like to add pictures of the children at work for the parent to see posted about the facility.  And, lastly I would like to have a fish aquarium and pet hamsters in a cage for the children to fake turn feeding so that they will learn how to care for others. 

                                                                             References

Derman-Sparks, L. & Olsen Edwards J. (2010). Anti-Bias education for young children and ourselves.

     Washington, DC: NAEYC.

Laureate Education, Inc. (2010).  Welcome to an Anti-Bias Community" [Video].

What I Have Learned

A hope that I have when I think about working with children and families who come from diverse backgrounds is to teach the appreciation of all mankind and to broaden their awareness of issues that matters and to create a community of happiness without all of the stereotyping of people.   We are all created in God’s image and no one can pre-determine their race, gender, or nationality but we can all determine how we treat one another.  

A goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice would be for the children and their families to welcome each other by learning to accept individuals for who they are and to learn about the different cultures.  “Anti-bias education work in early childhood is shaped by a deep-seated belief in the importance of justice, the dream of each child being able to achieve all he or she is capable of, the knowledge that together human beings can make a difference” (Derman-Sparks & Edwards, 2010, p. 9).

I would like to say to all of my colleagues that I have enjoyed sharing my ideas with you and I really appreciate you sharing your ideas and knowledge with me.  I wish much luck and success to everyone and I hope to see you in my next class.

Reference

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

     ourselves. Washington, DC: NAEYC.

Creating Art

The world is made up of a rainbow of people. We come from different cultural backgrounds and we each have our own identity.  Let us start respecting each other for who we are.  Justice and equality for all regardless of race, sexual preference, class, and ability.  Teach love.  Teach unity.  Teach respect.  Teach understanding.  We all make important contributions to the world in which we live.  "Anti-bias education work in early childhood is shaped by a deep-seated belief in the importance of justice, the dream of each child being able to achieve all he or she is capable of , the knowledge that together human beings can make a difference" (Derman-Sparks & Edwards, 2010, p. 9).

Reference

Derman-Sparks, L. & Edwards, J. O. (2010). Anti-Bias Education for Young Children and Ourselves.

     Washington, DC

The world we all live in is an umbrella

gay couple with a child

disabled employee

children of different cultures

heterosexual couple

international children of the world

interracial couple

lesbian couple

"We Don't Say Those Words in Class!"

I asked my cousin about her kids to get a response to what has been said in situations such as words we don't say.  My cousin told me that her son saw this lady and said, "she is ugly."  Sophia said she responded by saying, "boy, hush! you're not suppose to say that."

I think the message that she communicated to her son was that it is wrong and impolite to say someone is ugly.  As an anti-bias educator I would have responded by saying that we are beautiful in our own way.  Beauty is only skin deep, it is the inner beauty that means the most.

"No one escapes learning stereotypes and misconceptions about various aspect of human diveristy.  These lessons begin when we are very young, taught initially and most powerfully by our family and then by the larger world around us" (Derman-Sparks & Edwards, 2010, p. 23).

                                                               Reference

Derman-Sparks, L. & Edwards, J. O. (2010). Anti-Bias Education  for Young Children and Ourselves.
    
     Washington, DC:  NAEYC

Gende, Gender Identity, and Sexual Orientation

My response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same –sex partnered families.

We have to educate our children on the different types of families and help them to understand that there is no shame in having same-sex partnered families, but it is important for all children to have a family based on love and care.  “Some people confuse teaching about different kinds of families with teaching about sexuality.  Children’s interest in “family” has to do with who lives in their home, who takes care of them, who loves them—not the sexual life of the family’s adults” (Derman-Sparks& Edwards, 2010, p. 123).

How would I respond to a parent/family member who informed me 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 inform them that a person’s sexuality do not define who they are.  It is only one aspect of their identity.  We should not judge a person based on the gender of the person they chose to love.  Just because a person is gay do not mean he or she will try to influence your child to be gay.  Heterosexual individuals can have hidden identities about themselves as well.  We are all human beings and any form of bias is negative and hurtful.  I would also ask the individuals to look at themselves in the mirror and think about their identity and ask yourself would you want to be isolated because of an aspect of your identity.  “Sexual orientation does not affect one’s job qualifications.  Some people fear that gay men and lesbians are sexually irresponsible and less trustworthy than heterosexuals.  (In fact it is well documented that the overwhelming majority of those who molest children are heterosexual men)” (Safe Zone, 2011).

References

Derman-Sparks, L. & Edwards, J. O. (2010). Anti-Bias Education for Young Children and

     Ourselves. Washington, DC: NAEYC.

Lesbian, Gay, and Bisexual Frequently Asked Questions. (2011). Safezone. Retrieved from

     http://safezone.fsu.edu/guide/trans-faq.pdf

Reflecting on Communication in the Early Childhood Field

I would like to say that I have worked with the best of the best in accomplishing my hopes of becoming an Early Childhood professional.  I have enjoyed reading your insightful information on your experiences and your continued growth in early childhood field.  I always look forward to having class with all of you.  Most of you have been in all of my classes since I started this journey.  I wish everyone much success and I hope that we all achieve our dreams. 

Again, a special thank you to all my colleagues for being supportive throughout this class and my previous classes.  And, I cannot let it be unknown that I think we had a terrific instructor that made learning about communication and collaboration very interesting and fun.  My contact information is: allison.jones@waldenu.edu  please do not hesitate to contact me anytime.

Good luck and much success!!!

Team Building and Collaboration

My high school graduating class was the hardest group that I had to leave.  The majority of my class was together from elementary through high school, so we had a special bond that existed amongst us.  We were a small class of about eighty-seven people because I grew up in a small town.  So, throughout school we were a group that worked together toward accomplishing our goal of graduation.  We grew together as young adults, as well as, having gone through the learning stages of development together.

I would say that high-performing groups are the hardest to leave behind because you started out individually, then, you were first introduced to each other and realized that you share a vision together.  We learned how each person functioned within the group and we came together as a team taking on our roles with the designated responsibilities and achieved the intended goal. 

Some rituals that we have experienced are we had a couple of class reunions.  We communicate with each other now on facebook and we meet at home for homecoming games.  Upon adjourning from my colleagues while working toward receiving my master’s degree I hope to exchange email addresses so that we can chat from time to time about how our career is going with our new accomplishment.

Adjourning is an essential stage of teamwork because it let’s you know that you have completed the goal you set out to accomplish.  You came together and did what was needed collectively.  Now that the goal is accomplished it is time for us to go our separate ways and achieve our goals individually.  It is a sad time for departing, but a happy time in the sense of accomplishment.

Reference

Abudi, G. (2010).  The Five Stages of Team Development: A Case Study. Retrieved from

     http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case

     study.html

Nonviolent Communication and Conflict Management

Disagreement---- 

My ex-husband and I had a recent disagreement concerning his and our daughter relationship.  My ex-husband do not seem to understand that if you want someone to treat you a certain way that you have to be mindful of how you treat that individual.  The disagreement came about because my ex-husband stated that our daughter do not include him in some of the decision she makes.  My daughter states that she used to call him and he would never return her call so she stopped calling.  Her father states that he is busy and she should keep calling until she reaches him.  I told him he could very well return her phone calls.  I have tried to get him to understand that she is twenty-eight years old and she do not feel she has to chase him down.  He states that he is the father and she should.  He gets angry and blames me because I do not agree with what he is saying.  My first strategies for resolving this agreement was I suggested to him to see it from her perspective.  Often times a person do not realize what they are doing wrong until they are placed in the other person’s position.  The second strategy I suggested to both of them is that they need to sit down and discuss calmly the issues that they are having with each other.  I believe that cooperative strategies would be beneficial in this case because it “benefit the relationship, serve mutual rather than individual goals, and strive to produce solutions that benefit both parties” (O’Hair & Wiemann, 2009, p. 212).  I believe that if my ex-husband showed more respect and was more responsive to other people situations and showed compassion then much of the conflict issues he is faced with would be resolved.

My colleague perspective on how to be more of an effective communicator as it relates to conflict resolution skills is that she tries to gather understanding from the other person perspective, be supportive of their perspective, but bring about a greater understanding of what is to be accomplished.

Reference

O’Hair, D. & Wiemann, M. (2009). Real Communication: An Introduction. New York: Bedford/St. Martin’s.

Who Am I as a Communicator

I was so surprised during the evaluation with a friend and co-worker to see the similarities of how they responded to my communication skills.  I have always tried to make sure I use eye contact when speaking to someone and this was something that my co-worker said to me.  I was amazed at how they recognized my verbal aggressiveness, which all three of us scored me for being "Moderate" and in my Listening Styles Profile, we all placed me in Group 1 (People-Oriented).  Now, as far as my Communication Anxiety Inventory, myself and Shelia scored me as Mild and Jeannette scored me as Moderate but we off only by a couple of points.  Jeannette's score indicated that I communicate at a level of anxiety in what is identified as "situational" and I agree with that because I am mindful how we should behave under different conditions. I was happy to know that the way I thought I communicated is what others see as well.  I am pleased with the results!

I have learned from Group 1 that I am considered to be empathetic and concerned with other peole emotions and it can interfere with me making proper judgment because I am very trusting of others.  I am empathetic and concern but I believe that am able to tell when someone is trying to sucker play me as well.  So, I have learned that it is important to have caution in communicating with others and not be too vulnerable.

Communication and Culture

Do you find yourself communicating differently with people from different groups and cultures?

If yes, in what ways do you communicate differently?

I do not communicate any differently with people from another culture; other than, if there is a language barrier there.  I try to speak slower and more clearly if there is a language barrier and I do find myself using nonverbal cues to make what I’m saying simpler. 

Three strategies I could use to help me communicate more effectively with the people or groups I have identified are: being mindful, tolerates ambiguity, and to not be judgmental of others.  I selected these three strategies from the reading, “Interpersonal Communication and Diversity: Adapting to Others” because they fit what I would try to emphasize in everyday communication with any group of people.  I try to be mindful at all times of what I say, what I do, and how I treat people.  As we have been learning in the previous classes we have to be respectful and not be bias in relating to others in order to communicate effectively. And, in tolerating ambiguity I try to have patience in trying to see the other person’s perspective of things/issues and understand where they are coming from.

However, with any group of people I try to listen to what is being said so that I can communicate effectively.  I believe it is important to take the time out to learn about the many different groups of people so that I can be knowledgeable in understanding how to relate to them.  I may not know everything about his or her culture, but I try to know some of the basic so that I don’t offend anyone.

Reference

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal Communication:

     Relating to Others (6^th ed.). Boston, MA: Allyn & Bacon.

Language, Nonverbal, Listening

What do you think the characters’ relationships are based on the ways in which they are communicating?

What are they feeling and expressing based on the nonverbal behavior you are observing?

I decided to watch The Real Housewives of Atlanta.  This show was focused on three women and their names are Kandi, Sheree, and Kim.  I turned the volume off and begin to watch.  The camera went back and forth to each of the three women; it looks like they are arguing about something.  There seem to have been some type of disagreement because they were raising their eyebrow, raising their voice, leaning forward at each other, and used hand gestures like pointing at each other and themselves.  Hands were raised in the air, heads were shaking and one of the women hopped up and sat back down.  They used lots of eye contact and their facial expression showed anger.

Now, watch the show with the sound turned on.

What assumptions did you make about the characters and plot based on the ways in which you interpreted the communication you observed?

Would your assumptions have been more correct if you had been watching a show you know well?

I went back to the show with the volume turned up and I was correct.  My assumptions were all correct; there was certainly an argument-taking place. They were arguing about having gone a trip to South Africa.  Sheree told Kim that Kandi said Kim wouldn’t want to hold a black baby at the Orphanage.  Kandi said she did not say that.  Kandi and Sheree were arguing about whether she said it or not and what she inferred when she said it.  Kim and Kandi were arguing because Kim said that was a racist remark toward her and she would hold a black baby. Kandi said she never meant it in that manner.  Kandi, Kim, and Sheree at one point were all talking at the same time.

This is not a show I watch on television.  However, they did express miscommunication and it caused an argument between the women.  What one person stated caused the argument because of the other person interpretation of what was said was communicated differently.  People perceive information differently.  “Our thoughts and cognitions influence how and what we communicate to others and at the same time influence the way that we interpret the behaviors and messages that others send to us” (O’Hair & Weimann, 2009, p. 38).

Reference

O’Hair, D. & Weimann, M. (2009). Real Communication: An Introduction. New York:

     Bedford/St. Martin’s.

What is Communication?

My supervisor demonstrates competent communication very well.  He is very articulate in his speech.  He makes sure you understand what he is saying at all times.  He allows you the opportunity to speak what is on your mind without being judgmental.  He has a way of making you feel that you are a valued employee and that you are missed if you're not there.

I would like to model some of his communication behaviors because he knows how to relate to you on an individual level with respect.  There are so many different personalities on my job because there is a large range of people and getting to know your employees would be just as a teacher getting to know her students and their families.  I hope to be a great communicator with my students and their families where they feel valued and respected.  I want them to know that I hear them just as well as they hear me; that will be the start of our relationship, learning how to communicate with each other effectively.  "Communication behavior is appropriate when it meets the demands of the situation, as well as the expectations of one's specific communication partner and any other people present" (O'Hair & Wiemann, 2009, p. 18).

                                                                       Reference

O'Hair, D. & Wiemann, M. (2009). Real Communication: An Introduction. New York: Bedford/St. Martin's

Professional Hopes and Goals

My hope is to develop an openness with the children and families where they feel comfortable in relating to each other and learning about each other's backgrounds.  I would use strategies suggested in the text, "Anit-Bias Education for Young Children and Ourselves."  Listed below are a couple of the suggestions that I really like:

Derman-Sparks & Edwards (2010) suggests having several conversations with the family.  The best way to learn about and relate to a family is to make home visits.  As families and staff get to know each other, the sharing of information and gaining of understanding helps to form the relationship between the teacher, child, and family (p. 121).

And, we should respect and value each family for who they are.  "Early childhood educatiors are ethically responsible to respect the dignity and preferences of each family and to make an effort to learn about the family's structure, culture, language, customs, and beliefs--then  to bring those relationships into our program" (Derman-Sparks & Edwards, 2010, p. 121).

As an educator, one goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to build a community of unity.  My goal would be to helps to overcome their biases and prejudices.  Teaching other not to let their attitudes towards race, sexual preferences, religion, and/or class be your determing factor in how we treat one another; especially when it comes down to children being able to thrive in a diverse world.  "We must be proactive in helping children to construct healthy, positive racial identity and respectful attitudes toward people of differing racial identities" (Derman-Sparks & Edwards, 2010, p. 80).

I would like to thank all of my classmates for sharing their knowledge and growth with me.  Being able to read others' perspective on issues dicussed in this class has helped me in relating to others and to grow as an individual.  Thank you all so much for sharing your ideas with me!
Good luck to everyone!!!!

Reference

Derman-Sparks, L. & Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves.
     Washington, D.C.                     



Welcoming Families From Around the World

      My family would be from Italy, a place I would love to visit.

1. I would prepare myself to be culturally responsive towards this family by learning about their customs, values, beliefs, and religion. 
2. I would invite the family/parents to come to the class and share their cultural traditions with the class.  For example, speak the alphabets in Italian and teach it to the students or sample a traditional food.
3. Interact with the parents and the children by learning about their family, their interests, and what they expect educationally by obtaining learning resources that reflect and support the cultural norms of the children.
4. Learn from people in the community who are different from me about their native country and experiences.
5. Try to develop a sense of communication with the children and their families in order to build a respect and valued relationship.

I hope that these preparations will benefit both myself and the family by giving us the opportunity to learn to live respectfully together by understanding and valuing the uniqueness in each of us no matter where we are from.  The sharing of knowledge makes us all more rounded individuals and much is to be learned.

Reference

Hyland, N. (Jan. 2010). Social Justice in Early Childhood Classrooms: What the Research Tells Us.  YC: Young Children, 65 (1), 82-87. Retrieved from the Walden Library using the ProQuest  Central   

 database.

The Personal Side of Bias, Prejudice, and Oppression

Being that February is Black History Month, the memory that came to mind for me was the experience of prejudice that the late Dr. Martin Luther King, Jr. endured while trying to bring about legal segregation, equality and justice for all mankind, but especially for African Americans.  The South was and still is a place known for prejudice because of race. 

Because of the prejudice and hatred Dr. King and many others that fought for legal segregtion, justice and equality were jailed, beaten, and called racist names. But the most disturbing thing is that Dr. Martin Luther King, Jr. was assassinated because of prejudice.  And, many other blacks were murdered due to racial discrimination and prejudice. 

I have felt anger and sadness because of what so many people have endured just because of the color of their skin.  Again, I would like to stress the fact that we are all human beings no matter what our skin color is or what our religious preference, sexual preference, or social status may be; when we focus on these issues and judge a person because of things such as we are doing an injustice to that person.  Remembering that, "prejudices are often accompanied y ignorance, fear, or hatred."

I think that people have to change and realize the damaging effects that come about from practicing prejudice, bias, internalized oppressions.  Yes, we all have a right to feel the way we want to feel, but we do not have the right to inject those negative feelings on others and to devalue their self-worth as a person.

                                                                           Reference

Teaching Tolerance. (n.d.). Test Yourself for Hidden Bias. Retrieved May 25, 2011, from

     http://www.tolerance.org/activity/test-yourself-hidden-bias

Practing Awareness of Microaggressions

In describing at least one example of a microaggression I detected this week and in what context did the microaggression happen and what I thought and felt when I observed the microaggression here is what I describe as racial microaggression.

This week in the media I observed what I believed to be racial microaggression as Jan Brewer, Governor of Arizona wagged a disapproving finger in the face of the President of the United States, President Obama.  By wagging her finger in the President’s face was a hidden message of disrespect.  In the video this week with Dr. Sue he described three forms of racial microaggression: microassault, microinsults, and microinvalidations.  Of these three forms of racial microaggression, I believe that microinsult (demeaning a person racial heritage by suggesting they are intellectually inferior in one way or another) took place in this scenario with Governor Brewer and President Obama.

When I observed this my first thought was she is disrespecting the President of the United States of America and Mr. Obama personally because he is a black man.  I personally felt angry when I observed this on television because so many discriminating things have been said about President Obama because of his race.  In my own personal opinion, which I could be wrong, I don’t think Governor Brewer would have done this to the President of the United States of America if he had been a white man, regardless of the conversation and his walking away.

My observation experience this week did not affect my perception of the effects of discrimination, prejudice, and/or stereotypes on people.  However, I understand the different ways in which we all are guilty in one way or another, which I did not consider before.  I realize that the effects of having to deal with discrimination, prejudice, and/or stereotypes can cause severe psychological stress. Also, I understand that sometimes our microaggressions are not intended the way it is perceived, but that we have to work on the ways to prevent negative microaggressions.  No one chooses his or her race, sexual orientation, and/or social status before being born.  We are all God’s children and we need to accept each one for who they are.

Reference

Laureate Education, Inc. (Producer). (2010). “Microaggressions in Everyday Life” [Video Webcast].

Perspectives on Diversity and Culture

Here are the responses that I was given in regards to the definition of culture and diversity from family members and a colleague.

Shelia’s response: 

Culture is how you dress, the type of foods you eat, your values and beliefs.

Diversity is when two or more people have different beliefs and values.  Also, they don’t really believe in the other person’s beliefs.  Each group accepts their values and beliefs as being the right one.

Jeannette’s response:

Culture is what you are born into, the history of your family, the way you’re raised, and your environment.  Culture is things that are passed down from one generation to another generation.

Diversity is a mixture of things and people.

Caleb’s response:

Culture is different ethnic groups, their beliefs, customs, and how they apply it to society.

Diversity means different.

Some aspects of culture and diversity that studied in this course that were included in the answers received were: Culture examples-values, beliefs, customs, way you’re raised, what’re you’re born into, family history, society, and how you dress.

Diversity examples included are- different groups of people, different beliefs and values.

Some aspects that have been omitted are: religion, race, economic status, and language.

After listening to what other define culture and diversity to mean to them, it has influence me to understand that we all have very similar ideas about what it is; however, each person was like wow! I never gave much thought to it about myself but here is what I believe it means.  The topics of culture and diversity has help me to realize that this something that we each identify with.  We think of others as having a cultural group or being diverse, but in reality we all have a culture and we are a diverse group of people.

Reference

Derman-Sparks, L. & Edwards, J. O. (2010). Anti-Bias Education for Young Children and Ourselves.
     Washington, DC

My Family Culture

When I think of having to evacuate to another country I would take the following three items with me: 

• Family photo album
• My Bible
• My grandmother’s recipes

My family photo album would have pictures of family and friends that I love so very much.  I would be able to look back and remember the good days shared in those photos such as birthday parties, family gathering, and graduations.  I would share the memories of the places those photos were taken with family.  My photo album also have pictures of love ones that have passed on but their memories lives on in my mind. The photo album symbolizes precious memories that I could share with the younger people in my family that never got to know them.  I would explain to them how we grew from one generation to another by pointing out who each person is in the picture, and how they shaped my life.

The Bible is a representation of my family’s belief in God.  I grew up as a Christian believing that if you live by the word of God and do what’s right in life; then, there will be a place for you in God’s kingdom when you die.  For my family, there is power in trusting and believing in God and doing his will.  My parents taught us to take time out and read the words of God in the Bible.

My grandmother’s recipes are something that I cherish so very much.  My grandmother was a great cook and the entire family loved eating her food.  She did not believe in buying box cake mix and thing of that nature.  She would cook her desserts from “scratch” and they were delicious.  Her mother used the recipes, gave them to her, and she passed them down to me because I like to cook as well.  For me, this is an important part of my family culture.  And, I would say it is important for the rest of the family because now they look for me to prepare those desserts and I feel really good when they say, “this tastes like Bigmama’s cake or banana pudding” just to name a few.

Now, if I had to give up two items after arriving in the other country it would be the Bible and my grandmother’s recipes.  The reason why I would give up the Bible is that I could continue to tell my family what’s right and what’s wrong.  I could continue to teach good morals, how to pray, and how to believe in God.   As far as my grandmother’s recipes, I know how to prepare them without having the recipe cards in front of me.  However, I could not depart from my photo album because the pictures helps me to remember times that otherwise might be forgotten.  Also, I can look back at pictures of my love ones that have passed on such as my parents and grandparents.  I look at the pictures of my family members that have passed on, then,  I look at myself and other love ones and I can see some of their features in us.  It would be devastating if I could not keep the photo album.

An insight that I have gained is that each family sets the tone of their culture.  I have noticed that with my family each household have their own set of rules in how they manage their family; however, at the same time we are a culture as a whole family because of our beliefs, values, and traditions.  We come together and share those traditions, beliefs, and values when we have family dinners, attend church services, and communicate.

Reference

Derman-Sparks, L. & Edwards, J. O. (2010). Anti-Bias Education for Young Children

     and Ourselves. Washington, DC