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.