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.