Exploring Roles in the ECE Community: Local and State Levels

There are many different types of jobs in the early childhood field that are opportunities for people to meld their passions and careers together. In order to make informed decisions on where to work that puts my passion, experience, and newly acquired knowledge to use it is important to research both organizations and job opportunities.

Three organizations I explored are Behavioral Health Resources (BHR), Washington State Department of Social and Health Services (DSHS), and the Thurston Early Childhood Coalition (ECC). Each of these organizations interest me for different reasons.

BHR provides mental health services to adults, children, and families, with the aim of providing "treatment, education, and advocacy" (BHR, 2013). This organization serves the Northwestern region of Washington State. BHR offers individual and family therapy and counseling, parenting classes, and individual and group school-based counseling. This organization interested me primarily because its willingness to network within schools gives access to services that low-income families usually do not experience because they cannot afford the time away from work to take their children to a clinic.

I looked into DSHS because this state agency offers a lot of information about health and mental health services available to children who are on state assistance and state insurance. DSHS is truly there to help families receive services, though the process of obtaining it can be long and confusing. I explored this site because I currently work with many families who are most likely eligible for assistance and do not know how to access it. I must learn bout what is out there so I can help families to learn about it as well.

The third organization is the Thurston County Early Childhood Coalition. This coalition is a network of 15 agencies that have an interest in the healthy development of young children who work together to "create and promote a comprehensive system of high quality early care environments that are accessible, affordable, and effective" (Thurston County ECC, n.d.). I am interested in this organization because it is one I have not heard of but looks to be a valuable resource and one with a mission that combats the difficulties many families face in finding quality care that is affordable.

In researching jobs that are available in the ECE field I found two special education preschool teaching positions, a teaching position in a Head Start program and one as an administrative assistant to the Thurston County ECC. To competently work as a teacher in  the preschools I would need skills in writing IEPs, knowledge of children with varying physical and cognitive abilities, communication skill for working with families staff, and skills in creating and implementing individualized instruction. These skills are ones I already have as a special education teacher although I would also have the opportunity to use my new understanding of early childhood development. To be successful in the Head Start position the education from this Master's program is required. I would also need a deeper understanding of the community resources families are in need of and have access to through the Head Start program. For the administrative assistance position at the ECC I would need experience with grant writing and extensive knowledge of local, state and federal resources available to children and families.

For all of these positions I would need strong communication and collaboration skills and I would hope for colleagues within the organizations to serve as mentors and supporters. Every new job, no matter how qualified or experienced I might be, requires enough humility to learn from those already "in the trenches". Organizations and programs can be as individuals are: very diverse!

References:
Behavioral Health Resources (BHR). (2013)  Behavioral Health Resources. Retrieved from   http://www.bhr.org/children.asp

Thurston Early Childhood Coalition (ECC). (n.d.) Thurston Early Childhood Coalition. Retrieved from http://thurstonecc.org/

Washington State Department of Social and Health Services (DSHS). (n.d.) Washington State Department of Social and Health Services. Retrieved from http://www.dshs.wa.gov/dbhr/cmhoutpatientservices.shtml

Reflecting on Learning

In this week’s media segment, Julie Olsen Edwards (Laureate Education, Inc., 2011), shares that in earning a Master’s Degree in Early Childhood Studies, with a focus on diversity, we have made a commitment to help children become “proud in who they are, connected to their families, connected to their communities, open to, eager to embrace people who are different.” Not only have we learned how to help children see themselves as whole individuals with unique contributions to society, but I think we have learned how to see ourselves as this as well. My hope for myself in becoming an anti-bias educator is to make an impact on how children, their families, and my colleagues view the differences of all individuals as strengths. My hope is that I continue to learn about different cultures, belief systems, family structures, economic classes, and other groups, so I can support children and their families no matter and because of their backgrounds and identities.

My other hope is to keep in touch with the colleagues I have gained throughout my experience as Walden, throughout the next course and after. Derman-Sparks & Edwards (2010) speak of the importance of having a support team as we journey through becoming and anti-bias educator, which is a life-long experience. Thank you for your support, ideas, encouragements, and the challenges you have brought to my thinking and perception of things. Thank you for sharing your experiences.

References:

Derman-Sparks, L., & Edwards, J.O. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

Laureate Education, Inc. (Producer). (2011). Your commitment to anti-bias work [multimedia]. In EDUC 6358 Strategies for working with diverse children. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2098014_1%26url%3D

Impacts on Early Emotional Development

I chose to look into the West and Central Africa region on the unicef webiste, as this is an area I am not very familiar with, but have been interested since my sister teaches at a school with many children whose families come from this region.

According to Unicef (n.d.) children in this region are subject to sexual exploitation, abuse, child labor, poverty, HIV/AIDS, and other diseases. Nearly 2 out of 10 children do not survive to their fifth birthday. Even school programs (of which 40% of children do not attend, in some areas) are not safe from violence and abuse. Civil wars separate families and children are recruited into armies. The rapid growth of towns and cities put pressure on social services that to the point that they cannot keep up with the need. Child protection services are grossly underfunded and mismanaged, as traditionally child protection has fallen under families’ purview.

These experiences have negative effects on chidlren’s emotional wellbeing and development to the extent that, according to Unicef (n.d.), are long lasting but as yet unkown in regards to particulars. It is already known that chronic stress negatively impacts child development. Toxic stress at an early age (such as that caused by extreme poverty, violence, or other traumatic events) changes the architecture of the brain, thus affecting children’s learning, behavior, and health (National Symposium of Early Childhood Science and Policy, 2008). Improvement of education in this region is slow, as schools are dangerous places, teachers are not compensated fairly, and there are so many obstacles to overcome.

As I read through the Unicef website, I see how fortunate we are that education is valued, and that we live in an industrialized country whose actions and resources reflect children’s rights. As an early childhood professional, I feel frustration that education is so slow and hampered to change by civil unrest and politics. There are some countries in this region that have undertaken the responsibility to help others in providing education and resources for children, but it is a drop in the bucket. Learning about this region firms my belief that children are a global responsibility, and their welfare should not be confined to what can only be done in their own country, as it is an injustice. Children are at the mercy of the their circumstances, and lack the control or resources to change their own situation. If we are to instill the philosophy of equality and social justice, we must strive to set an example that all people are responsible for all children.

References:

http://www.unicef.org/infobycountry/index.html

National Symposium on Early Childhood Science and Policy. (2008). The InBrief series: The science of early childhood development. Retrieved from http://developingchild.harvard.edu/index.php?cID=135

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.