Final Thoughts

I had the opportunity to complete the course titled, “Influences of Family, Culture, and Society in Early Childhood”, at Walden University. The course focused on creating an anti-bias environment for young children. According to Derman and Edwards (2010), the learning of stereotypes and misconceptions about various aspects of human diversity “begin when we are very young, taught initially and most powerfully by our family and then by the larger world around us” (pg. 23). Because biases can develop at a young age, teachers have to become the buffer of biases by incorporating an anti-bias environment for the children. When children are only exposed to negative, relating to a certain ethnic/cultural group, they are likely to carry out bias behaviors among other children in that ethnic/cultural group (Derman & Edwards, 2010).

I enjoyed reading “The Spirit Catches You and You Fall Down” by Anne Fadiman (2012). This book kept me in amazement to how human beings can be so court up into their own world and microsystems, which influences our values and beliefs, that we become stuck into a box in which we place everyone else in. There was such a separation of culture that the bridge of communication never connected until it was too late. In the book, the perception of both the Hmong family and the United States doctors about each other created barriers that affected a child’s health, Lia’s health. Although neither one of the ethnic groups were going to be converted to each other’s beliefs, communication and respect would have depleted microaggressions.

In the course, I was able to select a course project that I was concerned about and wanted to learn more about. The topic I choose was “Same-sex Families in Early Childhood Education Programs”. While researching this topic, I was very surprise of how much the state and federal policies and laws affected children from same-sex families. Some laws and policies deny children of same-sex couple’s equal access to legal rights and benefits that contribute to children facing significant social barriers and threats to their well-being, although it is stated that the state provides all adults who are raising children with the material resources and support necessary to be good parents and encourage and support individuals who want to care for children that is capable of child-rearing (Garrett & Lantos, 2013).

As a teacher educator the course motivated me to encourage upcoming early childcare teachers to provide children and their families that enter into their program with an anti-bias curriculum and inclusive environment. I am able to provide teachers with strategies consist of considering whether your language consistently includes all children, if it excludes any child, it is not the right choice of words, discuss similarities and differences, and choose children’s books that portray many different types of families (Burt, Gelnaw, & Lesser, 2010).

Reference:

Bronfenbrenner, U. (1994). Ecological models of human development. International

Encyclopedia of Education, 3(2), 1643–1647. Retrieved from

http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf

Burt, T., Gelnaw, A., & Lesser, L. (2010). Creating welcoming and inclusive environments for

lesbian, gay, bisexual, and transgender (LGBT) families in early childhood

settings. Young Children, 65(1), 97–102.

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

 and ourselves. Washington, DC: National Association for the Education of Young

 Children.

Fadiman, A. (2012). The spirit catches you and you fall down: A Hmong child, her American

doctors, and the collision of two cultures. New York, NY: Farrar, Straus, and Giroux.

Garrett, R. J. & Lantos, D. J. (February 25, 2013), Marriage and the well-being of children.

Journal of the American Academy of Pediatrics, 131(3), 559-563. doi: 10.1542/peds.2012-2665

The Interview Process-"Same-sex Families in Early Childcare Programs"

 I had the opportunity to interview two colleagues regarding "Same-sex families in early childcare programs". My interview process was successful even with one early childhood colleague relocated in the Middle East. I believe my course project/subject matter "Same-sex families in early childcare programs,"was surprising to the colleague that is relocated in the Middle East; however, she stated that the same concerns and desires for same-sex families' children are the same as everyone else and that wanting the best situation for children are the ultimate goal for early childhood educators.
My second interviewee lived locally, therefore, I was able to get more detailed answers for my questions. My colleague explained that although same-sex families were not as popular in her time, she was taught multiculturalism, diversity, and tolerance; and that she was neutral when it came to her own assumptions or biases about gays and lesbians. However overtime, she moved from neutrality to advocacy. This colleague also states that early childhood educators can figure out what is the best way to provide the optimal experience for the child and their family regardless of their dynamics.
The ideas that were expressed by both interviewees that I most connected with is that our beliefs were influential in our lives; however charity/love is a powerful influential part of our beliefs, which provides us with the understanding that in our field ALL children deserves high quality education and ALL families need to feel safe and welcome in early childcare programs. We are here to teach and not judge! 

QUESTION:

How can early childcare educators teach resiliency to young children from same-sex families? 

Reference 

Lee, G. (2010). Gay mothers and early childhood education: Standing tall. Australasian Journal

of Early Childhood, 25(1), 16-23.

Pizzolongo, P. J., & Hunter, A. (2011). I am safe and secure: Promoting resilience in young children. Young Children 66(2), 67–69. Retrieved from the Walden Library databases.

Same Sex Families in Early Childcare Education Programs

As I researched about different childcare facilities and why they were established, it was mainly for your typical families that consisted of a mother/female and father/male. Although the mention of Lesbian, Gay, Bisexual, and Transgender (LGBT) families were not popular during the age of early childhood education facilities, those types of families are very evident today in childcare programs. The topic of LGBT families can be a sensitive issue to some educators and as an educator educating some adult teachers that are Lesbians, Gays, Bisexual, and Transgender, I have to be aware of any biases presented in my classroom and teach about anti-bias education. Although my religion is a strong since of who I am today and plays an important part in my life, I believe my role as an educator is to show love and respect to my students and their families. My religion is never pushed aside in order to please the masses, however my focus is to make sure early childhood education (ECE) teachers are open-minded to the changes in family structures, raise awareness, and be proactive in developing an inclusive classroom.
   
As educators, we have to understand that The NAEYC Code of Ethical Conduct (2012) explained that “above all, we shall not harm children”. Educators have to be careful not to harm children and families through personal assumptions or biases and institutionalized silence.The relationship children develop with their families provide them with self-awareness and acknowledgement of identity. Early childhood educators need to acknowledge and respect all family structures that are real in children’s world. By creating a welcoming environment for all families, children develop trust and belonging among their teachers and school environment.

QUESTIONS:

1. What ways can early childhood educators approach implementing same sex families in early childcare programs?
2. How do you feel about Lesbian, Gay, Bisexual, and Transgender early childhood educators teaching young children?

  

References

Burt, T., Gelnaw, A., & Lesser, L. (2010). Creating welcoming and inclusive environments for lesbian, gay, bisexual, and transgender (LGBT) families in early childhood 

settings. Young Children, 65(1), 97–102. 

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

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

Feeney, S., Freeman, N., & Pizzolongo, J. P. (2012). Ethics and the early childhood educator. Washington, DC: National Association for the Education of Young Children.

What are we practicing?

Developmentally Appropriate Practice (DAP)

What are we really practicing?
As an instructor, I teach a child abuse class to child care providers and teachers and during my session on emotional abuse, we discuss the unreasonable demands that are placed on children, however everyone always think of the parents as the abuser. As we talk about what is emotional abuse and how it frequently occurs as verbal abuse, but can also include the following: rejection, terrorizing, shameful forms of punishment withholding physical and emotional contact; developmentally inappropriate expectations. Emotional abuse is usually not an isolated incident, but instead it is a pattern of behavior that occurs over a period of time.

My "aha" moment reflects on how many educators demonstrates developmentally inappropriate expectations on young children and call it advancement. I encountered early child care educators putting inappropriate demands on children as young as two to write their names, color in the lines, count to 100, and know their alphabets and bragged about it. I am aware that there are some children that could develop a high intellectual level of knowledge, however all children are not alike. When educators tell me that their newly turned two year all could do those things, I can't help to ask the question "what did it take for them to do or know those things"?

Children are being forced to advance into learning levels that are not within their age or capability. I do believe that educators need to provide children opportunities to scaffold into the different learning domains, of physical, cognitive, language, social, and emotional skills only if the child was assists and observed. To some educators, developmentally appropriate practice (DAP) means academics and less play time, on the contrary DAP promotes play into children's daily learning. Educators need to stop using children as their bragging rights and concentrate on the children's emotional well being.

In my blog you will see some early childcare associations and resources that reflects on the importance of implementing developmentally appropriate practice in children's daily learning and developmentally appropriate materials in the childcare environment to provide children with open-ended play. 

*What are you practicing in early childhood education and why?

Bredekamp, S. & Copple, C. (2009). Development appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children  

The Reggio Emilia Approach

The Reggio Emilia Approach may not be new to some people but it may be to others, however I think that the innovative approaches it have on fostering learning during early childhood provides children with approaches to learning that could enhance their learning domains.
The Reggio Emilia Approach was developed  by a former teacher Loris Malaguzzi. The educational approach got its name from a city called Reggio Emilia that is located in Italy. The approach to education is an educational philosophy focused on preschool and primary education. It was influenced by early childhood psychologists and philosophers, Dewey, Piaget, Vygotsky, Gardner, and Bruner.
The principles of the Reggio Emilia philosophy consist of children having some control over the direction of their learning, children being able to learn through experiences of touching, moving, listening, seeing, and hearing, children having a relationship with their peers and with material items in the world that they are allowed to explore, and children having endless ways and opportunities to express themselves.
Families are valuable to the Reggio Emilia philosophy. Parents are consider to be partners, collaborators and advocates in their children education, therefore they are respected to be the children's first teachers. Teachers are not just instructors but co-learner and collaborator with the children. They are expected to be apart of the children's play by engaging open-ended questions and developing lesson plans that are basic on the children's interest. The childcare environment is equip with materials that are accessible to the children encouraging them to explore, create, and imagine.
I hope to get the opportunity to visit a childcare facility in Reggio Emilia, Italy one day.  

What other insights you may have about The Reggio Emilia Approach?
What fascinates you about the Reggio Emilia Approach?


Take a view:
Here is the Loris Malaguzzi International Center
http://www.thearchitectureofearlychildhood.com/2011/09/reggio-emilias-loris-malaguzzi.html

Technology verses Play

Different people have different views about the philosophy of play however on a personal view the philosophy of play is that it is an essential part of children’s lives that allows them to enhance developmental learning skills. It influences skills that children need to continue to grow and develop. It also allows children to discover their personalities and be free spirited. During play children are able to develop social, emotional, cognitive, language, and physical abilities. Play allows them to be creative individuals and become problem solvers.

Children are able to develop certain learning skills on their own however, without their families, teachers, and peers being “mediators” to their growth and development they would not be able to expand on their learning skills. According to Rogers and Sawyers (2010) children’s play can be influenced by adults for “children’s play is affected by their relationship with families, teachers, and peers and the way we treat children and our attitude toward play make a difference in children’s play” (p. 78). Bredekamp and Copple (2009) stated that there should be a balance of adult and child guided experiences and “in developmentally appropriate practice it is the teacher who takes responsibility for stimulating, directing, and supporting children’s development and learning by providing the experiences that each child needs” (p. 17). By creating an exciting, fun, and safe learning environment with age appropriate materials, it would allow children to explore and be given the opportunity to learn independently through their play.

In today’s society technology has become the pathway to our future. Although technology has improved many areas in engineering, medical discoveries, telecommunication, and transportation, the time spent on technology consumes and reduces the time children are involved in play and physical activities. Technology becomes a negative influence in children’s healthy lifestyles. Children are exposed to cell phones, television, computers, IPads, and IPods. The world of media and the wide world web have been at the fingertips of young children. The lifestyle of children has narrowed down to being fixated looking at a screen for entertainment. Some of the information children receive are premature and violent, therefore they act out what they see and sometimes portray negative behavior. I think technology is replacing physical development and promoting unhealthy lifestyles.

As I was reaching articles for information on the negatives of technology and children’s physical development, I was surprise to see that there were many articles promoting technology and explaining how it can become a positive element in children’s physical development. According to Johnson and Christie (2009), implementing computers and digital toys that provide opportunities of children learning, children are able to develop domains they need to grow and develop. In the research it states “children need time to become familiar with computer hardware and specific games before they will engage in real play” (p. 285). When children are engaged with computers they are able to get involved in social interactions. Computers that provide open-ended software allow children to be creative and they are able to use what they saw on a computer screen to stimulate imagination, creativity, challenge, and curiosity during physical activities (Johnson & Christie, 2009).

I believe technology will continue to advance and children are going to be exposed to all that it brings, however educators must find a way to continue to enforce the importance of children being active in play and physical activities that promotes their physical development and healthy lifestyle. We want our children to be knowledgeable of different technology since it is a way to their future, but we also want them to grow up to be healthy.

*What are your views on how technology has affected children’s physical development?

References

Bredekamp, S. & Copple, C. (2009). Developmentally appropriate practice (3^rd ed.).  Washington, DC: National Association for the Education of Young Children.

Johnson, E. J. & Christie, F. J. (2009). Play and digital media. Computer in the Schools, 26, 284-289.

Rogers, S. C. & Sawyers, K. J. (2010). Play in the lives of children (9^th ed.). Washington, DC: National Association for the Education of Young Children.