The Sexualization of Early Childhood

Before my studies this week I had given little thought about the sexualization of early childhood. Through my experiences with primary-grade children I have lamented with colleagues on how children in first and second grade talk about having “boyfriends” and “girlfriends” and how difficult spring is because that seems to be when the sixth graders start trying to hold hands on the playground. But I had given very little thought the sexualization of childhood starting not at the primary grade school, but earlier- from toddlers and preschoolers!

Upon reflection, I find it alarmingly easy to think of examples in my personal and professional experiences that illustrate the exposure of young children to a highly sexualized environment. Television shows such as “Toddlers in Tiaras” (on TLC) show young children dressed in miniature adult-style clothing with gobs of make-up on, gyrating to inappropriate music. When I go to the lake in the summer I see young girls with two-piece “bikini” swimsuits. At school, kindergarteners tease one another about having “girlfriends” and “boyfriends”. Girls wear knee-high, high-heel boots and if boys cry they are “wimps”. There are dress codes for kindergarten graduation day and various assemblies at my school to keep young children from wearing inappropriately-cut dresses.

Such a highly sexualized childhood has harsh negative impacts on children’s healthy development, no matter how small the exposure is. Children are like sponges, soaking in all they observe in their environment. Levin (Levin & Kilbourne, 2009) argues that the “violence and sexualization that saturate marketing and media… limit opportunities for children to develop as whole people and undermine the very foundation necessary for children to actualize their full potential and to value and respect themselves and others” (p. 6). When children are exposed to these messages, the foundation for understanding and being able to form healthy relationships when they are older is skewed. Girls see themselves as objects, and hinge their self-worth on how attractive they are, using the media to compare themselves to the idea of the “ideal” beauty. Boys learn that girls are objects, and view them through the same media lens. Ways to mitigate these negative effects include parent education, the fostering of healthy perspectives of gender, and role modeling of appropriate relationships. Sometimes families underestimate how much children learn through their environment, or they have looser restrictions for younger siblings as they allow older siblings to watch television or listen to music with more mature messages. An early childhood professional could work with families to create home environments that do not expose or that limit children’s exposure to inappropriate media/experiences. The early childhood programs can offer activities that allow children to explore gender in appropriate, supportive ways, as well as model what healthy, respectful interactions look like (i.e. combating gender stereotypes such as girls relying on attractiveness to make friends/gain attention).

Studying the topic this week has definitely modified my awareness of the sexualization of early childhood. I had never thought to consider how young children were so heavily influenced by this, and have always thought I have seen the negative results only in older children. Upon reflection, I realize that what I witness in older children is the consequences of such exposure at a younger age. Currently, most efforts to curb sexualization is focused on adolescent girls, despite the foundation being started in the early childhood years, and that boys are equally affected (Levin & Kilbourne, 2009). To make a noticeable impact on young children’s development, we must start earlier than adolescence, and focus on both genders to truly make a difference.

References:

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating Impacts on Professional Practice

One of the reasons I can explore professional and personal growth about diversity, equity, and “isms” is knowing that I am in the company of those who are doing the same exploring that I am doing. Throughout this program, I have learned about “isms” that I was not aware existed, and am now able to see how “isms” of my own and others affect my work with children and families.

“Isms” are discriminations throughout society found in policies, regulations, and people’s perceptions of others’ social identities (both real and assumed) (Derman-Sparks & Edwards, 2010). When a person experiences an “ism” it can cause internalized oppression. Internalized oppression is when the victims of “isms” believe the negative messages about their identities to be true. The results are often the oppressed doing what they can to “fit in” with the dominant culture, such as rejecting parts of their own social identities and taking on the dominant culture’s perceptions (Derman-Sparks & Edwards, 2010). This is detrimental to the individual’s self-esteem and self-image, and harmful to the group because it perpetuates the discrimination and oppression.

Through previous reflection, I have recognized that I, at one point or another, have experienced sexism. This experience has, at times, caused me to question my ability as a woman to be a leader, because it is a stereotype that women in roles of power are either cold, with a tendency to micromanage, or that we are too emotional to make unbiased decisions. This could affect my work with children and young families because it may cause me to hesitate or second-guess decisions about children’s programming and my initiative in undertaking difficult conversations with parents (such as conversations essential to their child’s well-being, health, or safety). This “isms” has also influenced my interactions with young children in ways that may support the stereotype of women taking domestic roles. Though this is an important part of my identity, it is not in the best interest of children and anti-bias work to perpetuate this stereotype as the way things “should” be- it is merely one identity of one person.

Self-reflection is a key component to being an anti-bias educator because it requires me to constantly monitor my personal and professional well-being. I need to be aware of how “isms” affect me, because this trickles down into my professional life, affecting children also.

References:

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

Adult-Child Communication

Throughout one’s day it is easy to find adult-child interactions in many places we go. This week I paid careful attention to these interactions when I was at the grocery store.

When I was in the produce section I noticed a woman with two young children. She was looking at various fruits and vegetables, with her children asking questions about what they were going to buy. She answered them that she was going to get some carrots, but they were free to each choose something if they did not want carrots, encouraging them to look at all the different colors and shapes of the produce around them.

I noticed that the mother encouraged healthy eating not by pushing vegetables and fruit onto her children, but letting them explore their options and giving them choices. She allowed time for questions and gave feedback about their choices (i.e. “celery is very crunchy! We can make some neat snacks with that- like ants on a log”). These interactions showed her children that she valued their thoughts and ideas about what food the family should eat and their contributions to the task of grocery shopping and being part of the family.

This mother made grocery shopping something meaningful to her children. They had input that was valued, and were allowed to make choices of their own, showing independence. Children learn more when they are interested in the topic at hand, and are able to help guide learning. The mother used the effective communication strategies of providing feedback and asking questions. I could not notice anything that needed improvement- I was pretty impressed the woman could take the time to make grocery shopping so fun!

What I observed this week mirrors much of what I do in the classroom. I do the best I can to find something that is learned in every interaction and activity throughout the day, no matter how small. Even snack time presents opportunities for free communication and a chance to learn more about each other. I give them feedback, ask questions about their interests, and validate their ideas. While I think I interact positively with my students, I think I could improve on my listening skills, particularly during the more academic periods of the day. I sometimes feel rushed to get through paced curriculum, but my students will gain more if I were to go at the pace of their curiosity rather than the pace of the teacher manual. I need to step back sometimes and really listen to what they are saying, as sometimes the answers they give to questions may not be exactly what I am looking for, but they still reflect knowledge and learning that has taken place.

Creating Affirming Environments

If I were to create my own Family Child Care Home, there are certain things I would include in the care center that would create learning environments that reflect the diversity of the children and families with whom I work.

First, I was drawn to Adriana Castillo’s idea of having places for families to communicate with staff and with their children, such as communication binders, and places to sit and read books or talk when partings are difficult. This makes families and children feel that their relationships are honored, and that the program values family connections. I would also implement some sort of sharing board where families could bring in aspects of their culture or other identities to share with other children and families, to build a sense of pride about who they are and teach others about diversity.

Play areas in this setting would include a wide variety of costumes that allow children to experience different styles of clothing and different occupation. Dolls would reflect different skin colors and physical abilities. Not only would all children of the center be depicted in the dolls, but also abilities and cultures that are outside of the child care community. The library would be stocked with childhood and family favorites, as well as literature that reflected a wide variety of family structures, socioeconomic class, cultural and ethnic differences, and “experience books”, which are photo or scrap books of the children and any special events they have done with their families or at the center. Experience books are a way for children to relive special events or daily routines, and often have captions directly quoted from the children involved. These books, toys, and clothing would reflect children’s true lives, and steer clear from anything with tokenism or tourist curriculum, as these elements create the idea that diversity is something exotic and abnormal.

Aside from physical elements of the child care center, the learning environment would also include a strengths-based philosophy of teaching that utilizes what children come into the program already knowing and what they are passionate about. Diversity and social justice would be actively taught, with conflict management centering on discussions, role-playing, and learning how to reflect on one’s own thinking. Family traditions, holiday traditions, and celebrations would be inclusive to all different cultures and religions, but would not be the only means of learning about different cultures (to avoid tourist curriculum). Families would be active participants in their child’s daily care, to the best that they have the time and/or resources to be. Through journals, conversations, sharing with the group, and family nights/weekends, they would be encouraged to share elements of their own cultures with staff and other families.

When the environment reflects the diversity of the children and families it creates a sense of pride in the child of whom he or she is, and reinforces anti-bias messages. By including aspects of diversity found outside of children’s families they learn to respect and value differences among them and among communities. What I have chosen to include in my Family Child Care Home make the invisible visible, counteracting the larger society’s message that some differences are taboo; and also fights stereotypes. It also invites children and families to feel a sense of belonging to the care center, building a true partnership between them and the program.

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