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].