What I Have Learned

Throughout this course I have learned about how our interactions as early childhood educators influence children’s identities and development, and so we must be diligent in maintaining anti-bias interactions and practices so we can ensure our influences are positive.

One hope I have with regards to working with children and families who come from diverse backgrounds is that I am able to always provide a welcoming learning environment that demonstrates respect towards all individuals and groups. I hope I always foster and promote love for one another. I hope that I always am sensitive to children and families unique identities and diversity. I hope I guide learning that teaches children what it is to treat one another with equality and fairness. I hope I guide children to identify injustice and how to advocate for themselves and others.

One goal I have with regards to the early childhood field related to issues of diversity, equity, and social justice is that advocates, professionals, community members, and legislature come to realize the injustice done to children across the nation by having out-dated and biased policies that prevent children from accessing quality early child care and education programs, and that new policies and funding aim towards righting that wrong. If society is to be changed for the better, it will take the whole nation’s efforts to do so. Children are worth the investment, and they deserve every effort!

I would like to thank my colleagues for these past eight weeks of insightful discussions and the sharing of stories and experiences. Our interactions have strengthened the learning for all, and I hope to continue our educational journey through the next course!

Creating Art- A Cartoon Strip

This series of pictures shows the learning and growth that has led me to see how anti-bias education is essential to teach children about themselves and one another. Credit for pictures goes to Microsoft ClipArt, as my own drawings by hand would be unrecognizable. An example, I suppose, of how technology can help those of us with different learning and ability strengths and challenges!

 Before delving into the development of children's identities, a teacher may see students as all the same, and approach teaching as though children are all of the same culture and background as him or herself. Then comes the question of why some children appear to be more successful than others.

 The teacher, through readings, discussions, and reflection, comes to understand how complex children's identities are, and how they must be supported in the learning environment with anti-bias education practices.

 In working together, the staff and students learn about one another and themselves, creating strong bonds and feelings of equality.

The teacher is able to view children as their unique selves, instead of fitting them all into the majority culture. Learning and development thrives.

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

Children are keen observers of their environment, but sometimes the language they use to express their observations reflects insensitive phrases or ideas they have learned from other people, media, or environment. I encourage the children to problem-solve amongst themselves if they have challenges with toy parts being stuck or accessing computer programs, as I aim to help them gain some independence and cohesiveness as a group (instead of becoming reliant on adults to fix every problem). A child, having only been in my program for a month and still unsure of everyone’s names, was unable to find the computer game he wanted. I was helping another child at the time, so I reminded him that our 5^th grade students, D.J.* and Harry*, were able to find games, and perhaps he could ask one of them? He proceeded to yell across the room, “Hey! Hey black kid! I need your help over here!” Some children kept playing, others looked around the room for a “black” kid, including D.J., who is of mixed ethnicity. I quickly told the child that we do not call people by color of their skin, and that everyone has a name to use. I did not do any follow up.

The message that could have been communicated to this child by my response is that skin color is not something to be paid attention to- that it is a taboo subject or of no significance. I also reinforced a color-blind attitude towards D.J., sending the message that his differences were not important, and that he should be recognized as a member of the majority group, instead of an individual with differences to be proud of.

An anti-bias educator (and myself, when something like this next occurs) might have responded by talking with the group about skin colors- why they are different, other differences and similarities that children have. The students could to an art activity using skin-colored crayons, examining their own skin color and talk about different ethnicities and cultures, opening up a time for questions and answers so children can put their feelings and observations into words or pictures. An anti-bias educator would also likely have a conversation with the children about how noticing a difference is okay, but using children’s names are important. Playing name games to help the new student learn all the others’ names could help. An anti-bias educator would also speak with D.J. to check on his feelings and understandings of being referred to as “the black kid”.

Supporting children as they make sense of the world around them is important. As an educator, I have a responsibility to make sure the messages I send about diversity of all kind are positive, taking up those teachable moments as they occur.

*names changed

Start Seeing Diversity: Gender, Gender Identity, and Sexual Orientation

This week’s focus has been on gender, gender identity, and sexual orientation, and how those topics pertain to the early childhood field and anti-bias education.

Homophobia and heterosexism permeate the world of young children through books, movies, toys, cultures, and environments in many covert ways, mostly through the absence of the presence of gay or lesbian couples in children’s media. Though I know several gay and lesbian professionals in the educational field, it is commonly seen as “don’t ask, don’t tell” to the larger community.

The idea of early childhood centers avoiding the inclusion of books depicting gay or lesbian individuals, such as same-sex partnered families, should be treated with an understanding of people’s beliefs, followed by the explanation that gay and lesbian individuals should be afforded the same respect and representation as hetero-sex partnered families. Keeping children ignorant of diverse family structures only perpetuates negative stereotypes and invisibility of the LGBT culture.

A close friend and I were discussing homosexual and transgender persons in the field of early childhood care. She has studied gender issues and culture extensively, and I felt comfortable discussing with her my fear of having discussions about the LGBT culture with parents and families who are prejudice against homosexual and transgender persons, because I do not know how to respond. What do I say? How do I answer their questions? I suppose I would start by respectfully correcting misconceptions, but after that I am not sure how to proceed. My friend shared that, historically speaking, it was not too long ago that interracial marriages were not allowed, and look how far we have come. Is the issue of homosexual partnerships that much different? This is an issue I am still struggling with, because though I do not have bias or prejudice against them, I also do not know how to advocate for them either. It is more the feeling in my gut that tells me it is unfair to deny someone a career based on sexual orientation, just as it is wrong to deny someone a career based on race, gender, diversity, socioeconomic status, or any other identity.

As I continue to learn about biases and prejudice, and have come to the clear understanding that to do nothing in the face of prejudice, bias, and hate is to condone the actions and words that harm. I hope that if I am ever faced with having to speak with a parent or family about homosexual or transgendered persons being in the early childhood community, or any environment, for that matter, that I am able to articulate advocacy and reason.

A Thank You to the Class

This communication class has been a great experience to learn effective communication and collaboration skills. I want to take a moment to thank my colleagues and professor in this course for providing such a supportive learning environment than encouraged new thinking and reflection on who I am as a communicator and a collaborator. I hope to see many of you in the next courses, and that we can stay in touch throughout the course and perhaps beyond it, as we can always continue to learn from each other!

Adjourning In Team Work

When reflecting on groups I have been a part of in the past, and groups I am part of now, I think that the hardest goodbyes have come from the groups with the most cohesion and trust. When I was doing my student teaching and my first special education job I worked at a small elementary school with a very small but tight-knit group of staff. There were two self-contained programs and a resource room in the building, plus Mrs. F., our school counselor/psychologist. Student study teams involved all special education staff, and when discussing how to best help children there were never conflicts over program restrictions or being unable to help serve a child because he did not “fit” one program or another. It was extremely clear that the group’s goal was to keep the child first at all times, and Mrs. F. served as a facilitator that would help us figure out how to spread out the support so no one felt overwhelmed or under-supported.

This high-performing group was hard to leave because, despite conflicts that might have arose during different issues, the group always had the same goal in mind, which helped us to always keep each other’s perspectives in mind. Every meeting was a positive experience because we knew whatever issues arose we would work through them and come out a stronger group in the end. Unfortunately we did not have a closing ritual, as I took another job over the summer and did not return. Mrs. F. retired shortly after, though we still keep in touch. I wish we could have had one opportunity to get together for a real goodbye, as many of us have gone our separate ways- though we do see each other at some special education gatherings since we work in neighboring districts.

I imagine that there will be some sadness when this group disbands at the end of this Master’s program, although I have already left one group behind, as I doubled-up on classes this summer and moved up one semester. There is one gal, Lois, in particular that I miss having discussion posts with, but we still stay connected through FaceBook and e-mail. I hope that when this course is over I will still stay in contact with some members of this Master’s group, as it has been a great experience to learn about other people through discussions, both on a professional and personal level.

Adjourning is an important process of group work because it brings closure as well as an opportunity to celebrate the group’s accomplishments. I think these celebrations and acknowledgment of relationships we have built encourage us to continue to work positively in other groups (or continue working in old groups, but with new goals) as it lets us reflect on the positive work that can be achieved through working together. It also reminds us that we are not alone in our mission of serving young children and their families to the best of our abilities.

Conflicts in the Workplace

This blog assignment was perfectly timed, as there have been some conflict at my work as we start new schedules, and those of us working with children who have many different special services during their school week struggle to make it all work without “fighting” over children’s limited time. The children I teach have global delays, so in addition to spending all academic times in specially designed instructional groups, they also must be pulled out of class for speech and occupational therapies. It can be very difficult to find times to meet their special needs that do not coincide with other needs, such as their general education socializing, lunch, recess, and educational areas not served by special education, such as science and social studies.

This week, the Speech Language Pathologist (SLP), as she is trying to start serving students, wanted to serve one of them during his science time. I felt I needed to advocate for this student’s time in his general education classroom, receiving access to education that he does not get anywhere else. The SLP felt she needed to advocate for his much needed communication goals. Both of us had legitimate concerns about the use of this student’s time, and both of us felt we were advocating for the right thing. Instead of attempting to compromise or find an alternate time, the SLP said she would leave the decision up to me, and if the student went to science that she would just tell our director that he did not get his speech minutes met that week because I would not let him go. I perceived this as a threat, and told her that I did not want her to “throw me under the bus”, and so she could take him during science, and we would “work it out” later. Neither of us handled the situation well, but thankfully we were able to turn it around later. We both apologized, as we were both communicating while we were stressed out. We decided that she would speak with the teacher in charge of science to find out the specific days and times students would not be available, since I did not have all that information, and I would remove myself from that decision making, as I was only serving as a middle man, and perhaps adding to the confusion. I know that the SLP is a very sensitive person, and she takes conflict very personally, so I made sure to express to her that in no way was our relationship “damaged” and that it was ok that we occasionally disagree, because I understand her desire to advocate for the students is the same as mine. We both made a commitment to meet and hash out our schedules, and that we would find compromises on both ends.

Being sensitive to her emotions, seeing things from her perspective as well as mine, and working together to compromise and collaborate were all strategies that turned our unproductive conflict into a productive one. As a result, we are working together to meet the needs of students and we both have a better understanding of time restraints on each other’s schedules and jobs.

Who I am as a Communicator

This week I evaluated myself as a communicator, and had my fiancé, James, and my co-worker, Teresa, evaluate me as well. The results of some of the scores between us were surprising, and led me to reflect on what areas of communication need improvement for me to be a competent communicator in both my professional and my personal life.

In an assessment of my listening skills, the three of us rated me as “people-oriented”, meaning I am concerned about the emotions of others when I communicate. Though this listening style can help to establish relationships and trust between others, and me I wonder if it makes me a weaker advocate for children in issues and debates at work.

In an assessment of my communication anxiety, my fiancé and I rated myself as “moderate” indicating that my anxiety is situational, while m co-worker rated me as “low”, indicating that I am confident and comfortable in communicating in small and large groups. At first I was surprised, but upon reflection, I recognize that at work part of my job is to be a leader. I have built a program from the ground up, had to advocate for children to get the support staff and curriculum they need, must lead IEP meetings, and have serious discussions with parents. I also supervise two paraeducators and collaborate on a weekly basis with several others, as well as 15 general education teachers. I have a lot of confidence in my ability as a teacher. When it comes to other situations in the social realm, I do not have that confidence, and usually let James (my fiancé) take the “lead” in conversations with groups of people. While I am comfortable with my low level of anxiety at work, I think I would benefit from becoming more socially active and taking more time to enjoy my friends and hobbies (a challenge with school and work!) It is important to maintain a healthy balance in life.

Intercultural Communication

Considering cultural differences of individuals and groups when communicating is crucial to being a competent communicator.

The school in which I teach is becoming more and more diverse with each new student. The recession has put many families in financial difficulties. The proximity of the army/air force base has brought in military families of diverse cultural backgrounds (military upbringing being one of them). In my class of ten students, nine students qualify for free or reduced lunch and breakfast, two qualify for food bank programs, one is homeless, and one has no phone or power for most of the year. We have children who live with parents, stepparents, single parents, grandparents, family friends, aunts and uncles, or other various arrangements. I work with a diverse population of teachers in regards to gender, economic status, sexual orientation, and race. The families I work with are as diverse as staff and children, and have varying physical and cognitive abilities.

I find that I adapt my communication channels for individual colleagues and families so I can best communicate with them effectively. Some people prefer different modes of communication- many teachers and parents who work multiple jobs prefer I communicate with e-mail, as it is more sensitive of what free time they have. Others, such as some of the paraeducators, prefer face-to-face communication, as it shows I value their time and efforts in working with students because I am making deliberate time and effort to communicate with them. Some need more guidance, while others are “veterans” in the school and have innate skills and talents when working with children that do not require as much teacher guidance.

I also alter my communication styles depending on whom I am communicating with. Some of my parents are well versed in the special education system of public schools and have an understanding of their children’s abilities. When meeting with these parents I can talk more candidly, can use some teacher/WAC lingo, and have the meetings move rather swiftly. Other parents, with cognitive difficulties or anxiety disorders, I must use more careful, “use-friendly” language during meetings. I check for understanding more often than with the system-savvy families.

A third way I use to help communicate more effectively with people is to use active listening. This can be applied in all communication, no matter the cultural diversity. While the body language I use, or whether I question, paraphrase, or stay silent may differ depending on what is more appropriate based on cultural, situational, or relational context, I am always sure to demonstrate that I am listening, doing my best to understand, and fully considering what the speaker has to say instead of just waiting my turn to speak.

Insights into Nonverbal and Verbal Communication

This week I watched an episode of “The New Normal”, a sitcom on NBC. First I watched the show without sound, then I watched it with sound. I had never seen the show before, and did not have any idea of what it was about. I gained some insights into the importance of both nonverbal and verbal communication.

As I watched the show without sound, I was able to guess the relationships the characters had with one another quite accurately by the end of the 30 minutes. I was also able to figure out the basic emotions they were feeling towards each other during certain events and discussions, even though I had no specific idea about the events or topics of discussion. I relied heavily on facial expressions, and was able to see relationship bonds between characters.

When I watched the show with volume I learned that I had accurately figured out the relationships between most characters, but had no idea what the causes and effects of situations had been without verbal communication. My biggest “aha” moment was the realization that though nonverbal communication helps to express verbal messages, it is often not a stand-alone form of communication. Another thing I realized was that nonverbal communication may be more easily interpreted when you are familiar with the people you are communicating with. I imagine if I had watched an episode of “Friends” or “Seinfeld” I would have been better able to imagine the different situations the characters were in because I already know their relationships with one another, their livelihoods, and what they spend their days and evenings doing. In a real-life example, my twin sister and I are often able to have two conversations at the same time, each talking about our own subject and still respond to each other. We are also able to have entire conversations with half a sentence (or less) and the interpretation of facial expressions. This is largely due to how well we know each other, and that we share many schemas. It drives our significant others nuts sometimes, and we have had to make conscious efforts not to do this too much around them because they feel left out (and rightly so- it is a very personal form of communication!)

Effective Communication Skills

 When asked to think of a person who demonstrates competent communication within a particular context I think of the principal that I work with, Mr. A. Mr. A. has been an elementary school principal for about 7 years, prior to which he had no experience with young children, as he was a high school choir teacher. I believe his previous experiences (or lack of) are part of why he so fully supports and trusts in his elementary school staff.

Mr. A. listens to staff concerns when the district implements difficult or new procedures and is an advocate for children when programs are being cut. He is also very competent in having difficult conversations. When disputes arise between colleagues he will not step in to settle the dispute unless they have confronted each other and attempted to reconcile on their own. If this does not work, Mr. A. listens to both sides and acts as a mediator, with the end goal being to help move towards a decision that is best for children (I think his motto for everything is “We do what is best for kids”- he applies it to everything).

Mr. A. is also able to help others to be effective communicators. When I have an issue with one of my staff members and am having difficulty in knowing how to approach it Mr. A. is always able to help me find the words that describe my feelings in ways that are respectful to my colleague and that help initiate dialogue so the problem can be solved.

I think I have learned a lot from Mr. A. about how to be an effective advocate and mediator in the school setting, and can carry over these skills to different aspects of my life. I have used his communication style in confrontations and difficult conversations with colleagues and I think it has helped me build stronger relationships and safe, trusting environments within my workplace.

Professional Hopes and Goals

When I think about working with children and families who come from diverse backgrounds I hope that I can establish professional relationships with them built upon communication, trust, and mutual respect. I hope that through these relationships I can provide or connect children and families with services and supports that help them to be successful in the educational setting, and that I show respect and value towards diversities.

A goal for the early childhood field related to issues of diversity, equity, and social justice is to see anti-bias education and the promotion of social justice through active teaching in more classrooms of all grades and ages. Before this course I had never heard of anti-bias education. I think it is even more difficult to find in places that do not experience a lot of cultural diversity, as there are many assumptions that diversity is limited to culture (instead of including many of the topics we covered in this course, such as ability, religion, class, etc.). If we are to see change in how people interact with each other, to diminish “isms”, we must start with our future, which is in the early childhood classroom, and continue the message of diversity, equity, and social justice throughout their educational career.

I’d like to thank my colleagues in their support and reflections. There have been some difficult concepts and realizations throughout this class, and I was successful in large part because you have made it a safe, supportive learning environment. It is heartening to know that you are all active professionals in the early childhood field!

Welcoming Families From Around the World

“You are working in an early childhood setting… You receive word that the child of a family who has recently emigrated from a country you now nothing about will join your group soon. You want to prepare yourself to welcome the child and her family… in order to support families who have immigrated you need to know more than surface facts about their country of origin.”

For this scenario, I have chose the country of Croatia, a small country located between Central and Eastern Europe. To help this family feel comfortable in their new surroundings, I have learned several things about the Croatian culture that may help begin a family-school relationship and help the child feel more at ease in the classroom.

Upon meeting the parents, handshakes and direct eye contact is the usual greeting, but I will be sure to use titles and surnames, as first names are generally reserved for family and close friends. I understand it may take time for the parents to feel comfortable “speaking up”, as diplomacy is respected and used, particularly when meeting new people, and so will take my cues from their comfort levels, and be patient.

In building a relationship with her family, I would want to find out if they are Catholic, like the majority of Croatians, or another religion, so I can be aware of celebrations and holidays.

I would invite parents and other family members to come in to share with the class about their culture, perhaps through folklore, music, or poem, as these methods are ways Croatians often preserve their cultures. This invitation would be open to any family member, as it is common for extended family to live together. If they had to leave extended family behind, perhaps we would do a letter-writing or art project that could be sent to relatives “back home” to tell them of her new school and home.

I would have the child be VIP during her first or second week in my classroom. This is a getting-to-know-you project in which she will create a poster with pictures of her family and things she likes to do. It is not a time-consuming project and can be created with items already in the home, or drawings. This will allow for communication about herself that is not reliant on English, in case she is not bilingual (although English is a common second language, I do not want to make assumptions).

In providing any take-home projects, I would be sure to find family-oriented projects, as weekends are often reserved to spend time with families, and this could be an opportunity for shared learning as well as quality time spent with family.

I hope these ways represent a culturally sensitive classroom, staff, and curriculum; and demonstrates a willingness to build a relationship between home and school while respecting boundaries and supporting such a large life transition.

The Personal Side of Bias, Prejudice, and Oppression

I shared some of this story in this week's discussion, but it resonates strongly with me, and I feel this post is an appropriate way to expand on this student's story and help me to come to terms with this oppression that I, regretfully, did not fight against as I should have.

One year a first grade boy (we will call him Joey, which of course is not his real name) who was quite smart, academically, started engaging in some alarming behaviors. He would choke his female friends if they talked to other boys. If he felt slighted in social contexts he would throw furniture. His behavior escalated within months of his first grade year, and soon he was isolated in the resource room with a staff member working 1:1 with him. He was not allowed on the playground or cafeteria. He soon shut down and quit doing academic work, which came easily to him. The administration frantically went about putting together the paperwork and documentation necessary to send him to the Emotional/Behavioral Disorder (EBD) program located at a different school.

Daily, I passed by Joey’s study carrel, where he always politely said hello. He enjoyed showing me the doll he kept hidden in his backpack. Ms. Jones (not her real name), the special education teacher of the room, and we would talk about Joey, as she was frustrated and looking for help about what to do with a bright boy with such severe aggression. Through our conversations I learned that dad was rarely in the picture, and mom felt in over her head, as he exhibited the same aggression at home. It would all start with getting dressed in the morning for school. Joey wanted to wear dresses (which he was allowed to in the evenings and on weekends) to school. He liked to play with dolls. A fellow teacher and I found an American Girls’ dolls website (he loved American Girls’ dolls) and we worked it out with his special education teacher that if Joey did his work he could play on the website. When the adminstration found out they told my fellow teacher and I to quit talking to Joey and stay out of it; he was being sent to the Emotionally/Behaviorally Disturbed (EBD) program because of his behavior. When I asked if anyone had talked to his mom about gender identity issues (getting to know him, he was clearly more comfortable dressing and playing “girl” roles) I was snapped at by the administration and shut out (usually I am a go-to person for difficult children, as my program has its share!)

In my opinion, Joey was clearly going through a gender identity crisis. He needed support and was closed off from any adults in the school setting that allowed him to be who he was most comfortable as. It was clear in observing interactions between him and the administrators that the men disapproved of him and thought he was just “acting up”. He was judged, and his true identity the victim of oppression. I still feel angry and hurt thinking about it. Angry, because Joey was a 6-year old boy who was being told to be ashamed of who he was. Angry that the adults in his life furthered his confusion. Hurt that the adults in his life were hurting him because they were uncomfortable with his differences and they let it show. This oppression denied Joey equal access to educational, behavioral, and emotional supports he needed. They could have partnered with Behavioral Human Resources to help connect Joey and his mother to a counselor. They could have allowed him the incentives and rewards that were truly inticing to him, instead of setting him up for failure.

For things to change, both administrators would need to come to terms with their perceived assumptions and their biases. They would need to be made aware of the negative impact their oppression has, and that what Joey was undergoing was not merely behavioral outbursts.

I regret to this day that I did not do more to help Joey. I was a new teacher; intimidated by the subtle punishments that could sometimes be dealt to staff that were not “yes” people. I know these are just excuses, and do not make up for my lack of advocacy. I see Joey every once in a while around district-wide events. He appears happy, and remembers me- he hugs me every time we see each other. I have since become a better advocate for my students, as Joey’s hurt serves as a reminder of what can happen when professionals stand by, and that to do nothing is not worth playing it “safe” when it comes to office “politics”.

Practicing Awareness of Microaggressions

Two weeks ago I was grocery shopping when I was found myself observing a microaggression at the deli counter. I was waiting in line at the counter behind an elderly woman in a motorized wheelchair. When it was her turn, she started signaling to the deli clerk what she wanted, and I realized she was deaf. Because she was in a wheelchair, the deli clerk could not see over the counter to see what she was pointing at. The deli clerk looked at me and said, “I can’t tell what she is trying to say.’” She made no move to come out from behind the counter, and I could tell she was uncomfortable with this woman’s differences, so I stepped in and started to “translate”. My sign language skills consist only of a few “basics” I use to help the children in my room, so I was able to discern “more” and “less” as well as see what she was pointing to. The woman was pantomiming quite a bit, probably because she could tell we didn’t know sign. As she was trying to signal something (I couldn’t tell what), a man came up to us, and seeing my confusion, figured out she was pantomiming “dipping sauce”. I thanked him and told the deli clerk. He was right, and so he turned to me and said, “I’m pretty good at playing charades!” That comment irritated me, and in understanding what microaggressions are, I now understand why. I also understand that the deli clerk’s assumption that I was there to help this disabled woman is a microaggression.

Though he said it light-heartedly, with no ill intentions, what the man did was belittle the deaf community and their language. Sign language is not part of a game; it is part of a culture and a way of communicating. The deli clerk’s actions can be seen as a microaggression as well. She assumed that because someone was deaf and/or in a wheelchair that she could not independently participate in normal activities, such as shopping. After the woman got all she needed from the deli counter, she thanked me, and was on her way (but not after letting me know I needed to learn more sign!)

Reflecting on this experience has made me realize that microaggressions really do happen everywhere on an everyday basis, and I can definitely see how repeated exposure to microaggressions can take a toll on people. If I felt so strongly about a microaggression that wasn’t even aimed at me, how must the targeted person feel? I think that to bring microaggressions to light they must be identified when they happen. This means that I must have a heightened awareness of what microaggressions are, which will take considerable practice in looking at actions and behaviors from another’s viewpoint. This was a very good exercise!

Perpsectives on Diversity and Culture

When asking three different people about their definitions of culture and diversity, here are the answers I received:

What is your definition of culture?

“Ok, so super short/simple description of culture: Everyone has a culture: it is everything from the language you speak, the holidays you celebrate, the way you are expected to act, the books you read, the foods you eat, etc. Within this is subculture (Korean American, gothic, gay, etc).”

“Culture is the heritage background that influences a persons life - food, traditions, behavior, expectations, extended family, and/or religious beliefs. This may also include folklore and music.”

“Culture is made up of the foods, celebrations, customs, traditions, ethics and morals, and belief systems share by a group of people.”

Some similarities between these definitions of culture and the idea of culture that I have been studying are the things that fall into the surface culture: traditions, language, heritage, food, and religious beliefs. They also delved into the idea of some of the deeper cultural elements, such as behavior expectations, ethics, and morals. They do not include many elements of the deep culture, such as differences among cultures, and which parts of cultures people choose to continue, change, or disengage in.

What is your definition of diversity?

“Diversity is the exposure to different ideas, cultures, and/or beliefs. A diverse community is made up of people from different cultures or those with different ideas and beliefs. I don't think a diverse community necessarily means people from different countries as much as it means people from very different backgrounds.”

“Diversity is a collection of people from different cultures and backgrounds (socio-economic status, location, upbringing, and different life-style choices). I think true diversity isn't only about a random sample of people from various cultures and backgrounds, but about that mixed group of people having a tolerance for others who do not share their same beliefs or way of living.”

“As for diversity, it is differences in age, nationality, ethnicity, language, differing abilities, region, religion, sexual orientation, gender, socioeconomic status, etc.”

There are many aspects of the definition of diversity that I have studies so far, such as diversity being differences in age, nationality, ethnicity, language, abilities, religion, sexual orientation, and life styles. Some things that have been omitted are diversity in relation to social identities. I thought it was interesting that one definition included people having a “tolerance for others who do not share their same beliefs or way of living”.

Much of what these definitions state are ideas I had before entering this course. It is interesting to me that two of the definitions of diversity look at diversity as people of different backgrounds or cultures living together in harmony, even though diversity is something that is present regardless of whether we “get along” or not. In noticing what parts have been omitted makes me see that I have learned to open my mind a lot more than before enrolling in this program in considering the importance and impact that diversity and culture have on myself and society as a whole.

My Family Culture

If I were to be relocated to a country with a culture completely different than my own, I would take with me a mason jar, a jackalope, and a picture of Mount Rainier.

The mason jar and jackalope symbolize my mother’s and father’s sides of the family, respectfully, and what values and traditions I have learned from them. My mother’s side of the family has a tradition of making different types of candy every Christmas, as well as canning jam, fruits, and vegetables in the summer and fall. I will always remember being a young girl, helping my mother with these tasks, then later learning to do them myself. Not only was making these things a tradition, it is a part of who I am as a homemaker, and a way to provide for my family.

The jackalope reminds me of my father’s side of the family (mostly from the mid-West). My grandparents and parents have taught me about unconditional love, and that family is very important (two values that are a part of my family culture). My dad’s father (Papa) has taken care his wife (Gramma) for over 30 years as multiple sclerosis has taken away her mobility and independence. They are an example, to me, of what marriage and unconditional love is. It also reminds me of a second family tradition (again, food-based) of the Greek pastries made around Christmas. Gramma may not be able to bake, but she can certainly tell us which glaze to use on the kouroulakia, that the kourebiethes need to sit in powdered sugar for two weeks before we can eat them (so no cheating!) and that baklava is worth the trouble of handling the filo dough.

The picture of Mount Rainier would remind me of where my home is (I was a 5^th generation graduate from my home high school). I take pride in coming from a small town, and the values that has instilled on me. A community is a group of people who know each other, grow up together, and help each other out. It also reminds me of the person I am becoming, as hiking is something I do with my fiancé, and is becoming the avenue for a new, different social identity for us as a couple.

It was difficult to think of items that remind me of my culture, partly because it forced me to really think about what I want to keep in touch with the most, but also because so much of what is important to me is based on what I do, not what I have. If I were told I could only take one item, after all, I would be sad, true, but the most important part of my culture is who surrounds me, not what is on my table. This exercise has challenged me to find the parts of my family culture that are most influential in my life, and has also led me to see that family culture is the one I identify with the most, over other identity groups I am a part of. Jobs may come and go, as may friends, but family is a constant.

One last reflection of Issues and Trends

While I was not able to establish any professional relationships with international colleagues, I was pushed to explore issues in the early childhood field beyond that of my community and country, and to see what was out there in other countries. In listening to podcasts and exploring websites I learned about the early childhood field in other countries. Though countries are all in different places in their path to early learning, it is evident that the importance of the early childhood field in regards to care and education is being recognized. While the U.S. focuses on equity and excellence, sub-Saharan Africa is looking at the implications of focusing on health in child development, and Italy has programs such as the Reggio Emilia program that uses children’s environment and natural curiosity to learn. I also saw how organizations are forming links between countries, to assist one another in research and development of programs, and to learn from one another. Just as it “takes a village to raise a child” I believe it will take the uniting of nations to raise the early childhood field to be a priority on educational and social agendas. A third consequence of learning about the international early childhood field is simply learning about who is out there. Endless amounts of research, opinions, professionals and supporters are available to a professional in the field. In knowing that, it seems there should be no situation or issue that I could feel overwhelmed with, as there are many avenues of support. I have also felt that way with my colleagues in this program, from new acquaintances to those who I have shared classes with before. There are professional and personal relationships being established that I have no doubt will continue beyond the class and this program.

Getting to Know Your International Contacts- Part 3

This week I listened to a podcast on World Radio Forum (http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio/) in which Susan Lyon, Director of the Innovative Teacher Project in San Francisco, California, discussed her work in the early childhood field. In 1994 she started the Innovative Teacher Project, in which many schools (public and private) network together and through walking through each other’s schools and holding roundtables use Reggio Emilia-inspired teaching practices to grow professionally. Through this program many schools have thrived, using environment to support healthy child learning and growth.

I then explored UNESCO’s “Early Childhood Care and Education” webpage (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/). In reading about their idea of what goes into a quality early childhood, the UNESCO stated that not only does a program help children transition into formal schooling by supporting linguistic and academic areas, but a quality program also fosters confidence and motivation to grow and learn, which are characteristics often pushed to the side in the attempt to prepare for academic success (even though these traits boost academic success). I was very interested to read the idea that the last year of pre-primary schooling (what we would consider preschool, I suppose) may not always be best served through formal school settings (such as public schools) as this “dilutes the importance of holistic development” because the focus moves toward academic preparation. UNESCO’s strategy of how to implement changes in policy that promote early childhood care and education are to use phasing, to gradually increase supports and services, and to use partnerships, such as health services in order to connect better with families.

These tidbits I learned this week, from the podcast and UNESCO’s website gave me more insight on my goals. Lyon’s Innovative Teacher Project and UNESCO’s partnerships with other providers/networks both are ways to build connections with communities and grow professionally. UNESCO’s ideas of the purposes of quality early childhood programming maintain that teaching with the idea of the whole child in mind is what children need to become successful in school and beyond.  Learning how to work closely with families, community services and supports, and other early childhood professionals not only benefits my professional growth but also the children that I work with.

Sharing Web Resources

The website I am following, the National Institute for Early Education Research, has many different links covering a variety of early education topics. There were not many obvious outside links in NIEER, however many of their research and articles are from other organizations, such as the National Association of Elementary School Principals (NAESP) and news articles from various magazines, journals, and newspapers.

I did look into an area of the site dedicated to English Language Learners, and found many different research articles, publications and presentations. There were technical reports on the reading and math trajectories of English language learners in elementary school, comparisons of dual-language and mono-language immersion programs in preschools (interestingly, both approaches resulted in academic gains, though the dual-language immersion produced gains in English and Spanish vocabulary). I could have spent hours on this section alone, and will use this as a reference in the future, I can already tell!

I also looked into a power-point presentation titled, “Hispanics, Language and Immigration: Gaps in the Early Years” and was interested to read that Hispanic children with English-speaking background (such as a parent who speaks English) is likely to have small achievement gaps when beginning school, and maintain small gaps, while those coming from non-English backgrounds and immigrant families start out with large achievement gaps which are reduced over time. Both groups are generally stronger in the area of reading than math. The implications of these findings are to push for policies that support high quality preschool programs and the use of dual-language programs to support children from both these groups- both ways to increase equity and excellence in early education.

The e-newsletter from NIEER also had relevant links to the issues we have been studying- particularly the availability of preschool for those in need. NIEER linked to an article on the “Bloomberg BusinessWeek” website that discussed Michigan’s need for more preschools to serve at-risk children, as currently about half of 4-year olds who qualify for preschool services do not have a space in a preschool classroom. And who is pushing policymakers to fund more preschool? Business owners and organizations. This coalition is pressing the state to use alternative funding measures, such as earmarking future tax dollars and prioritizing funds that already exist to include supporting preschoolers, as these businesses and organizations are realizing the need for preparing children academically and supporting healthy growth and development as essential for their future success in school and adult life. It was encouraging to read about actions that are taking place after so much research and suggestions about what policymakers should be doing.

What I like about NIEER is the wide net they cast when covering topics in the early childhood education field. There are opinion pieces, research pieces, and news articles, all well organized on the website, so it is easy to find research relevant to issues we are studying week by week, class by class.

Getting to Know Your International Contacts- Part 2

This week I listened to a podcast on the World Forum Radio that interviewed George Forman, Emeritus Professor at the University of Massachusetts. I then explored Harvard University’s “Global Children’s Initiative” website (I have had no luck in getting responses back from professionals so far, which is frustrating, but I will continue on!)

George Forman discussed how he was intrigued by children’s reactions to discoveries, giving the example of a boy who was dragging a log across the yard, and upon standing it up on its end and letting go finding that the log did not fall. Forman wanted to know why this discovery brought a “look of delight” to the boy’s face, and so set upon studying how children think. He described that children’s learning and knowledge should be described as a verb, not a noun. Children’s thinking focuses on how things change or do not change, rather than just labeling (which is often what teachers focus on). Viewing learning such as he described promotes higher levels of thinking and helps children reflect on how they think. Forman also described, briefly, his experience with programs in Italy, where children focused on using fantasy play, narrative, and discourse to understand new concepts.

On the Harvard University website I ready about the united efforts of many organizations into launching a program that will use science about child health and development to strengthen programs and policies regarding children and their families. Among the aims of this project are providing policymakers with the education about children’s health and development so they are able to make well-informed decisions. In sub-Saharan Africa measures are being taken to learn about child development, particularly how the anti-malaria campaign is effecting Zambian children’s development throughout their childhood years. The January 2012 newsletter features and article calling for the creation of a framework that uses knowledge of biological and social sciences that aid in strategies that not only enhance early childhood policies and practices, but lead to long term benefits in adulthood. Such a framework could be implemented globally.

In listening to George Forman, and perusing the Harvard website, it is clear to me that despite cultural, political, or other differences, there is a global need to use science to support early childhood policies and programs, and that such policies can create benefits that last through adulthood. It is interesting to read that other places are in the midst of reform in the early childhood form, despite the differences of specifics. George Forman’s podcast particularly drew me to reflect on equity and excellence in early childhood programs. His exploration into how children think and learn underline the importance of providing learning experiences based on play and exploration in early childhood programs, as this leads to higher-level thinking and engages children through their natural curiosity and innate drive to discover.

Sharing Web Resources

 The organization I have been studying is the National Institute for Early Education Research (NIEER). The most recent online e-newsletter covered many topics, including changes around the United States in ECE funding, the difference education of parents make to bilingual children’s school readiness, a summary of countries’ favorable conditions for mothers done by Save the Children, and news articles on budget cuts and education reform in various states, and op-ed pieces on the importance of early education in children’s success later in life.

The sections I found most applicable to my professional development were an article about making preschool a right for children, particularly those from disadvantaged homes. Some state Supreme Courts are directing that states provide quality education programs to children living in poverty, or requiring some state programs to improve their efforts in becoming high-quality. There were also links to resources, one of which was a report from the Center for American Progress that gives tips on teaching English Language Learners. I was very interested to read the section on the ranking of countries’ favorable conditions for mothers. The United States ranked 25^th on the mother’s index and 19^th on the children’s’ index across the globe. Maternal and child mortality rates are high, and the U.S. is said, in the report, to be “lagging behind with regard to preschool education and the political status of women. Performance in both areas places it among the bottom 10 in the developed world.” That definitely is something to be reflected upon and further researched! The report also states that the U.S. is the only developed country without guaranteed paid maternity leave. Prenatal care and family care are part of the early childhood field, and to read these things was a bit shocking. It leads me to thinking I need to learn more about our country’s health care system compared to others. For example, Norway and Iceland were ranked in the top 10. What do they do different? What benefits are seen from the differences? As far as articles that spoke towards politicians’ support of early childhood, that could be seen by an article discussing the Race to the Top grants given to states with high-quality early childhood programs. Grants such as these reflect the government’s support of early childhood care, as do rulings from state Supreme Courts requiring states to beef up the quality of programs. Unfortunately, these messages do not match up to the funding that education receives.

There were a variety of topics on the NIEER e-newsletter that covered issues in the early childhood field globally, nationally, and locally. NIEER also presented a range of types of information, from data and research to opinions, which were interesting to read.

Getting to Know International Contacts (Alternative) Part 1

 As I was unable to contact colleagues from other countries, my blog posting will be of the alternative assignment. On the World Forum Radio (www.worldforumfoundation.org) I listened to a podcast interview of Delfena Mitchell, director of the Liberty Children’s Home in Belize (www.libertyfoundation.org.uk). Central America is rated one in the incidences of childe abuse in the entire Caribbean, and the Liberty Children’s Home has 42 children who have been neglected, orphaned, abandoned, or abused. While they primarily cater to children who have suffered these traumas, they will not turn down siblings that may come along as well. Mitchell explains that the children coming to the home often need time to heal, and do not go to school immediately. Often informal school trainings, theraputic sessions in gardens or on horserides, and time in a safe place with caring adults are what children receive when they come to the Liberty Children’s Home. I emailed the foundation, but did not receive responses to my questions. Still, it is foundations such as the Liberty Children’s Home that give children hope when they have experiences such terrible conditions.

Because I was unable to make contact with a professional, I went to the website of the Childhood Poverty Research and Policy Centre (www.childhoodpoverty.org/) to gain some insights on child poverty in the India. Though a look at statistics make it appear that India has made great gains in reducing poverty (from over 50% living below the poverty line to under 30% living below the poverty line from 1973 to 2000) the percent of the population living in poverty has fluctuated quite a bit in this time period. India has worked to reduce the high numbers of people living in poverty through programs and industrial growth, however they still have significant work to do to ensure children are receiving education that prepare them for the industrial growth and emphasis on technology and information. There also continues to be severe health issues for those living in poverty conditions.

Through these brief investigations, I have learned that poverty is caused and continues for many different reasons. While Liberty Children’s Home supports children who are homeless because of a variety of reasons (one aspect of poverty), India faces challenges in health and education reform that keeps up with the industrialization of India. In order for children and families to get out of the cycle of poverty, they must be given the opportunities to overcome the shortfalls in health care and education, lest the cycle continue.

Changing Demographic and Diversity- Connections between Theory and Practice

The organization I have chosen to learn about and subscribed to e-newsletters is the National Institute for Early Education Research, at http://nieer.org. This organization’s main focus is to provide research-based advice to professionals in the early childhood field, those who make policy decisions, and researchers in order to create and maintain high-quality early education. They also work with policy makers on the state and national levels and other organizations to stimulate research projects and disseminate information into the early childhood field.

This week I browsed a couple of articles found on NIEER’s website that spoke of the importance of early education. One focused on how quality early education can lead to closing gaps in skill-sets in the workforce for the future, while another focused on how quality early education reduces the chance of children requiring retention, remedial services, or special education. The issue is clear: quality early education is key to future success in children, and as such, needs to be supported more by policy and funding. Despite the clear benefits of quality early education, the current programs are not abundant, and so many children who may be considered “at risk” do not receive the services they so need!

I learned quite a bit from the resources of this week. Much like adapting curriculum so it meets the learning needs of individuals and is culturally responsive, it is also important that teaching strategies are individualized to the different issues children may be facing, such as immigration (the change of coming to a new country) or displacement of children and families through wars, as they may need different supports. It is also important to not just acknowledge a child’s culture, but to actively teach acceptance and social justice through structured experiences and modeling it in our lives.

Establishing Professional Contacts and Expanding Resources

 For part 1, establishing professional contacts, I have attempted to establish contacts with professionals in Ireland and Greece. Unfortunately, I have not heard from either contacts, and so I may need to take part in the alternative. I will continue to try to get into contact with these professionals, however, and may just need more time. In the mean time, I have looked at the World Forum Foundation to learn about early childhood education around the world. I am starting to see the importance of looking at the early childhood field as a global concept, as it is our responsibility as early childhood professionals to advocate and support all children and all families, and that we can learn much from one another.

For part 2, I found it a bit more difficult to choose one website, as there is much to be learned from all of them! I did make the choice to dive into the National Institute of Early Education Research, as it offers newsletters, publications, research, and opinion pieces that cover a wide variety of early education topics.

My Supports

I receive many different emotional, practical and physical supports throughout the week at home and at work.
Emotionally, I get much support from my fiance and my family. My fiance is the one who supported me to go back to school and helps me when I am very stressed out with balancing schoolwork, my career, and keeping up the home. He reminds me that the work is worth it, and helps out where needed. He is also very good at helping me turn frustrating situations around to see another side of it. He is a cheerleader of sorts during mountain hikes and snowshoeing trips, helping me push myself to my limits. My sisters and mom are also very supportive emotionally. They can tell whether I am seeking advice, or just need an ear to listen, whether my conflicts are work-related or personal.
Practical supports I use most often in my life are routines and schedules, lists, and my weekly planner. Routines and schedules help me balance the many aspects of my life, such as work, school, and family (and soon- wedding planning!) Lists help me keep track of paperwork that has important deadlines to keep in compliance with special education law. My weekly planner is another way I organize my routine and schedule, and helps me to remember what is coming up that week.
I do not have many physical supports I need. Around the classroom and home I am in need of a step ladder to reach top shelves, and can only perform two-person escorts when responding to children who are a danger to themselves and/or others on the rare occasion it is needed.  When I have parent meetings, I often have found it helpful to dress a step above the usual professional dress, so as to appear my age, as I have been told more than once by parents that I don't look old enough to teach (that can make it difficult to begin building relationships!)

The challenge I chose to imagine was a sensory challenge, as I work with a couple students that have difficulty with where their body is in relation to other people and objects around them. Imagine being out on the playground, surrounded by loud children zooming by you, and not knowing whether or not they will crash into you or not. Imagine walking over to get your backpack from the coat rack, with all the other children jostling and pushing into you. Supports I would need as an adult with this sensory challenge may include tools to help me keep my materials organized, and places to eat lunch that are not super-crowded. I may need self-calming techniques to help me manage the anxiety that comes from coping with new situations where I am unsure of how many people will be there or how close together we will be sitting. These supports would be essential for me to carry out my job, which includes occasional crowds, meetings and conferences, and lots of paperwork. Without them, it would be very difficult to carry through every-day activities.

My Connections to Play

"Children do not play for a reward-praise, money, or food. They play because they like it."  Francis Wardle, Ph.D.

“Play is children’s work.”  Miquela Rivera

I was a very imaginative child growing up. My twin sister (Kat) and I were very shy, and pretty much inseparable, and though we had friends, our preference was to play just the two of us until we reached grade school. Though we preferred our own company, Mom ensured that we played with neighborhood kids as well, and when we started school, my parents insisted we be in different classes, so we could make our own friends and not become too dependent on each other. Both my parents were always very supportive of my imaginative play. I still remember Dad bringing home large cardboard boxes from the jobsites, and Mom would help Kat and I build blanket and pillow forts. Using cardboard boxes and forts, Kat and I pretended we were different types of dinosaurs and wild animals. In the process of these interests, we learned much about animals, as this led to watching the discovery channel. Kat and I spent a lot of time playing outside, finding snakes and bugs to put in Mom’s canning jars, and chasing each other with sticks of slime from the swampy forest behind the house (hence the picture of algae). Dad made us wooden toolboxes so we could “build” stuff with him down in his shop. Through my pretend play, I experimented with creating things from Legos or blocks and practiced using tools (no power tools until I was in about the 4th, and only with supervision). In place of Saturday morning cartoons, I watched “This Old House” and “New Yankee Workshop” with my dad, as well as quite possibly every documentary created about the building of the Grand Coulee and Hoover Dams. T.V. did not take up a lot of my playtime, as Mom believed we should be outside playing. Or inside playing. Really, just anywhere but in front of the T.V.

Because of my experiences in play, I feel a deep sadness about many of the children I see at the school I work at. Where I was fortunate enough to live “in the sticks” while growing up (and have every intention of my future children doing the same), where there were trees to climb, bugs to catch, and slimy green algae to chase other kids with, many kids today do not have opportunities to play in the great outdoors. I see children’s pretend play centers around video games they play, instead of out of their own imagination. My staff and I work hard to incorporate items into the choice time area that push towards imagination, requiring students to build and create- and they love it! I feel that children today still have the same need for play that I did when I was a child, however their options are often very different. This may be because I work in a school that is in the middle of a city, as opposed to my childhood school that was in a rural area. Regardless of community, there is still a lot more technology available to children, and it has an impact on their play. While technology is not a bad thing, it must be allowed in moderation, so children still just play.

Play is an important learning tool for children. Through play, children enjoy experimenting, discovering, and imagining. Play is the foundation for many skills and characteristics to evolve that will last a lifetime: intrinsic motivation to learn, social skills to build relationships and work with others, and discover new interests passions.

Relationship Reflection

Relationships and partnerships are important because we, as humans, are not made to be solitary creatures. We learn and grow by taking our cues from those that are important in our lives. Healthy relationships are a delicate balance of give-and-take. I have learned that it takes both people in a healthy relationship to give and receive. Relationships where one person does all the work will eventually lead to a breakdown of trust and a build-up of resentment, whether it is consciously or unconsciously felt. Relationships and partnerships take work. There will be times when energy or commitment may flag, but the important this is through commitment from all sides, the partnership or relationship come out on the other end whole. Recognizing that it does take effort and commitment to build and maintain healthy relationships and partnerships helps me in the Early Childhood field as I recognize the importance of interweaving relationships with a variety of professionals and family members in order to fully meet the needs of each individual child.

James

My fiancé and I support each other’s careers and both strive to expand our education. It was James that gave me the confidence I needed to see I could handle going back to school while working full time. I have supported him, in turn, taking his classes and going out of state for work. We have kept positive attitudes during this recession, as construction (his profession) has tanked, and will come out on the other side together. We also push each other to try new things. We look for things to do together (we recently took up snowshoeing) as well as respect that we need time for ourselves every once in a while. “True love” isn’t like the fairy tales- it isn’t all happiness and bliss every step of the way. A relationship takes work sometimes, and a lot of that give-and-take. Like my mother says, “Your love is not someone you can live with, but someone you can’t live without”.

Mom

Of course, one of the most important relationships in my life is with my mom. She has taught me that her children are NOT perfect, and she is well aware of it, and that though she will always love her children, sometimes we are hard to like. Now I know at first this sounds terrible, but the ways she has taught me these things isn’t quite as it initially sounds. My mom is an amazing woman. She taught us that we weren’t perfect, but we could do anything we could set our minds and hearts to. Had she taught us we were perfect, she would have created children who thought they were entitled, and without ambition. She always has made sure we know she loves us. But unconditional love is different than liking someone. To be liked, and to be able to like someone, people need to think of how their actions affect others. She has taught me honesty, respect, responsibility, and what it is to create and maintain meaningful relationships.

Kat

My twin sister and I have always been extremely close. In college we drove one of our professors nuts, as we would finish each other’s sentences, carry on two conversations at once (in a way only we knew what both of them were about, and left conversations half-finished because there was no need to finish them. Even when she got married and moved an hour and a half away, we have kept conversations going almost daily. She is someone I can talk to about any type of problem, and she can tell if I need advice, reassurance, or just need to vent, and she can do the same with me. Our honesty with each other means we call each other out on faults and biases, and look at things with a different perspective, as she is very big-hearted, creative, and by her admission, flakey, while I am more of a Type A personality and very practical. We balance each other out, and it works wonderfully.

Elza and Teresa

In my current position as a special education teacher in a K-6 Functional Academics program, I rely heavily on the positive relationships I have with my paraeducators. We work together as a team to meet the wide variety of needs and abilities that walk through our classroom door. In working closely together, we share our insights about our students, as well as problem solving and supporting each other through ordeals in our personal life. We recognize our own strengths and challenges as well as those of each other, and help each other use our strengths to build relationships with our students so we can give them our best every day