Farewell

Three deeply felt learning’s from this program:

This course encouraged me to dig deep within and admit to myself that no matter how often I say I’m not prejudice, I do have prejudices.  And it’s normal everyone has biases.  It’s how we accept those biases as a person and then act on them within our society.  I have a deep passion for my work, and I have a different perspective toward my students and their families.  I look inside before I stereotype. 

I learned who I am. I have a better understanding how my culture has influenced my ways of life and feelings toward others different than me.  I never thought about the impact these influences have made both positively and negatively molding my personality, life style, and interactions with others.

I learned no matter what obstacles I encounter there is always someone else experiencing the same challenge, or there is someone there to help you through the turmoil.  My colleagues and professors have been there to pick me up and help me through struggles.  I was never taught to write professionally in school, because I’m so ooold school.  Reading my colleagues post has helped me and gave me an understanding the importance of teaching writing at the elementary levels.

My passion is stronger and continues to grow.  I can’t change the past, but I can advocate for children and family’s well-being of the future.

“We must remember that one determined person can make a significant difference and that a small group of determined people can change the course of history”  

 -Sonia Johnson, American Feminist, Activist and Writer

My farewell message:

Through this journey I have communicated with many walks of life.  There have been many cultures represented, geographic locations, age differences, and different stages in our professional development.  The beauty of this journey is: We have all been in agreement that there is a need for change in many social areas to support the early childhood education field.  I want to thank Dr. Teri for encouraging me and providing me with positive feedback.  I wish each colleague best wishes on their future endeavors.  Thank you all for sharing and helping grow professionally.   

My long term goal is to continue exploring new information and resources that will help me continue to grow both personally and professionally as an early childhood educator.

My vision is to continue the work against social injustices for our children and their families in the early childhood field.

 My philosophy is if I can make a difference in one child’s life then the battle was worth the fight. 

Best Wishes to All!

Jobs/Roles in the ECE Community: Internationally

The three global organizations I chose are the following: UNICEF, Academy for Educational Development, and Save the Children.

UNICEF is the world's leading children's rights organization dedicated to equality and rights for children.  Searching the organization I found many topics that are addressed and I found gender equality for women to be appealing.  I chose this organization’s site because throughout history women have been discriminated against.  Lower pay for the same job men do. Sense women out populate the male sex it’s harder for them potentially to achieve certain goals. Women take on many different roles, mother, caregiver, household, and then career.  The organization advocates for women helping to provide health care for children and educational opportunities.   For more information connect to the following website: http://www.unicef.org/mdg/gender.html

 Goal: Promote gender equality and empower women: UNICEF represents different sectors throughout the globe.    “Recent statistics show that for every 100 boys out of school, there are still 117 girls in the same situation” (UNICEF, 2005).  UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.

Job opening:  Consultancy Assignment: Consultant for Equitable Quality Education and Learning Outcomes

Qualifications:
Higher degree (Masters or equivalent) in education, social science or related field
 Minimum 3 years of professional experience in the field of education or social sciences and gender equity

Excellent communication, analytical and writing skills in English

To apply for this position: http://www.unicef.org/about/employ/index_66013.html

Academy for Educational Development also known as the FHI 360 approach.  The organization FHI 360 is a nonprofit human development organization dedicated to improving lives in lasting ways by advancing integrated, locally driven solutions. Our staff includes experts in education, health, nutrition, economic development, civil society, environment, gender, youth, research and technology – creating a unique mix of capabilities to address today's interrelated development challenges. FHI 360 serves more than 60 countries and all U.S. states and territories (AED, 2011). I was not familiar with this organization.  I liked their goals and mission being dedicated to the human race.

Save the Children.  We are all familiar with the Save the Children organization. Save the Children is the world's leading independent organization for children. Their vision is a world in which every child attains the right to survival, protection, development and participation. The mission is to inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives (Save the Children). Employment at Save the Children provides the opportunity to join a dedicated and diverse staff committed to the improving the well-being of children all over the world.  As the spokesman commented, “The children are the future”.  I agree by nurturing and providing education, health care, shelter, food,   and love in many cases can positively impact our future generations. 

References:

 Academy for Educational Development. (2011). Retrieved from http://www.aed.org/en/index.htm

 Save the Children. (2011). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from http://www.unicef.org/

 http://www.unicef.org/mdg/gender.html

http://www.unicef.org/about/employ/index_66013.html

 

Jobs/Roles in the ECE Community: National/Federal Level

 Three job positions that are available and that interest me.

Training and Technical Development Consultant

Minimum Job Requirements:       Bachelor's degree in Early Childhood Education or related field; at least 5 years of work experience working with young children and Early Childhood Educators. Candidates possessing a Master’s degree in Early Childhood Education or a related field will be given preference. 

Knowledge, Skills and Abilities:

• Strong interpersonal and communication skills and the ability to work effectively with a wide range of constituencies in a diverse community.

• Skill in organizing resources and establishing priorities.

• Skills in facilitating and leading strategic planning and organizational development interventions. 

• Skills in observation, curriculum development, and preparation procedures.

• Skills in conducting self-assessment and continuous quality improvement plans

• Ability to set goals and track progress to achieve measurable, long-term, and sustainable change.

My personal weaknesses: I do not have the skills to fulfill these requirements: 

• Knowledge of the New Mexico AIM HIGH Essential Elements of Quality.

 • Knowledge of the Classroom Assessment Scoring System (CLASS), Program Administration Scale (PAS), and the Business Administration Scale for Family Child Care (BASASF). 

• Advanced verbal and written communication skills (Still room for improvement).

• Knowledge of the New Mexico Early Learning Guidelines • Inter-rater reliable in the Environmental Rating Scales.

Reference:

NEOGOV Retrieved from:            http://agency.governmentjobs.com/enmu/default.cfm?action=viewJob&jobID=521578

                        

Early Childhood Education (ECE) Specialist

Job Description: 

ICF seeks an experienced Early Childhood Education (ECE) Specialist to support Head Start and Early Head Start programs to ensure high quality Head Start and Early Head Start services in accordance with federal regulations that promote healthy development, encompassing the developmental domains of physical development and health, social and emotional development, approaches to learning, language and literacy, and cognition and general knowledge to ensure children’s future success. The Early Childhood Education Specialist will provide training and technical assistance (TTA) to programs to support progress toward established school readiness goals, focusing on the use of child and program data to make decisions about approaches to working with teachers, home visitors, and parents in quality practices. The Specialist will provide professional-level expertise by engaging programs in dialogue and learning of best practices for children from birth to five and encourage a culture of learning that promotes school readiness. This position is home-based and will involve 50-60% travel to programs primarily within the state of Florida. 

Qualifications  Basic Qualifications:

 ■A Bachelor's Degree in Early Childhood Education or Child Development is required (18 ECE Credits are required, transcripts will be requested).

■At least 5 years of demonstrated experience in the field of Early Childhood Education is required.

 ■Ability to maintain up to date knowledge of current child development practices and research based early childhood quality methods and approaches.  

■Understanding of developmentally appropriate practice in early childhood education and ability to support its use in school readiness goals is required.

 ■A background, experience, and presence in Florida in early childhood education settings working with children and families from diverse cultural and economic backgrounds.

  Preferred Skills/Experience:

 ■Knowledge of Head Start performance standards and all applicable federal, state, and local laws, rules and regulations.

 ■Experience working within a Head Start Program.

 Professional Skills:

 ■Excellent verbal, interpersonal, and written communication skills

■Team player with the ability to work in a fast-paced environment

■Proficiency in MS Office Applications (Word, PowerPoint, Outlook, Excel) required

 For a listing of other career opportunities at ICF, please visit our Career Center at www.icfi.com/careers/

Reference:       https://icfi.taleo.net/careersection/icf_prof_ext/jobdetail.ftl?job=136320&src=JB-10080

EDUCATION SPECIALIST, EARLY LEARNING

Job Description

GENERAL STATEMENT OF DUTIES: Incumbents are responsible for leading and supporting Federal, State, and/or local initiatives to ensure compliance with applicable laws, acts, rules, and/or regulations; providing technical assistance to parents, educators, and other interested parties regarding applicable policies, regulations, and best practices; and designing and administering early childhood standards and assessments programs.

Job Requirements

KNOWLEDGE AND SKILLS:

Knowledge of programs for young children birth through age 8 including operations, and strategic planning.

Knowledge of educational best practices, including principles of special education.

Knowledge of professional development.

Skilled in organizing information.

Skilled in working collaboratively.

Skilled in communicating effectively, both verbally and in writing.

Skilled in communicating and interpersonal exchanges as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction. 

EDUCATION: Master’s Degree in Education or a related field.

EXPERIENCE: Five years of experience in area of assignment; additional teaching and program development experience highly desirable and/or any combination of knowledge, skills and experience that is substantially equivalent.

Reasonable accommodations can be made for qualified individuals with a disability.

At least 5 years of relevant experience preferred

Master degree preferred

Citizenship, residency or work VISA in United States required

Reference:

http://www.schoolspring.com/job.cfm?jid=95300&utm_term=All+jobs&utm_content=RI&utm_source=Indeed&utm_medium=organic&utm_campaign=Indeed

Exploring Roles in the ECE Community: Local and State Levels

Our local Boys and Girls Club interest me. Being an educator I feel like I can make a contribution working within a community of members with a common passion, goal and positive outcome. The Boys and Girls Club is designed to provide extra guidance for underprivileged children around the community.  The facility promotes health, education and social skills to all their children. The Club is managed by a full-time Executive Director, assisted by full-time career professionals, part-time assistants and program staff and volunteers.  Their goal is to make a positive impact on young lives by building self-esteem, also encourage the development of values and life skills.  The Club is a non-profit organization basically ran by volunteers.

It was fate how I became part of the next two new communities of practice.  I knew in the back of my mind I wanted to become more involved in professional organizations and not just be a member.  

CEC Council for Exceptional Children is my first organization.  This is my first year teaching Pre-k intervention and a friend of mine is the chapter representative for my community. We are at different locations but this week we had a FTE meeting so we were able to reconnect. We began talking and I will be helping along with other CEC members to help organize an Art Showing for our Special needs students in our community. I have talked with others and we share a common goal and purpose.

The next organization in which I will be collaborating with is our local GAE.  The organization provided us lunch one day this week and I had an opportunity to put a name and face together. As Sally and I talked I found we shared a common interest: one being learning to write grants. She has emailed me and we are getting together with others and forming a workshop that will benefit many of our educators in the Pre-k program.

I’m blessed to have skills and knowledge that I can share with others while learning from them.  My time and teaching skills would be my contribution to the community of practice.  I will not make any money directly from any of these communities of practice, but just sharing learning experiences, ideas, a common goal, and an outcome is exciting for me.

Collaboration is a mutually beneficial and well defined relationship entered into by two or more organizations to achieve results they are more likely to achieve together than alone (Winer & Ray, 1994).

Winer, M., & Ray, K. (1994). Collaboration handbook: Creating, sustaining, and enjoying the journey. St. Paul, MN: Fieldstone Alliance.

 

Blog Assignment: Reflecting on Learning

Prior to this learning experience I had never thought about how my self-identity had molded by my families values and beliefs. The environment and cultures that I grew up knowing is what made me who I am today.

  In the anti-bias education class I dug deep into my inner-self and had to accept some of my identities; such as, acknowledging that I have some innate biases and “isms”. As I was made aware of my biases and “ism’s” I truly didn’t like some of issues identified.  This course has helped me to expand and deepen  understandings of effective ways I can support my children’s healthy development in a multiracial, multilingual, and multicultural world.

My most passionate hope for my future as an early childhood professional and for the children and families with whom I work or will work with in the future:  I will take this new insight and knowledge using it to guide me building and establishing new relationships knowing that deep in my heart that I’m treating them equally and fairly, with respect for all family groups. To help adopt this philosophy I will provide an enriched diverse cultural environment.  I will share this information with my colleagues in hopes of helping them understand the importance of creating an anti-bias environment.

Thanks to each and every one of my fellow students. Thank you for sharing your knowledge and thoughts with the class. I learned a lot about myself, but also found out that I’m not alone, and we all have our biases.

 What’s important now is what we as educators do with this newly acquired knowledge!  Knowledge is power!

Children in Afghanistan

According to the report, a total of 1,756 children were killed or injured due to the conflict in Afghanistan in 2011, representing an average of 4.8 children killed or injured per day, compared with 1,396 children killed or injured in 2010 In 2011, 316 children under the age of 18 were reportedly recruited by parties to the conflict in Afghanistan, with the majority of cases attributed to armed opposition groups. Children have been used to conduct suicide attacks, to plant IEDs and to transport provisions to armed groups. UNICEF calls on all armed opposition groups to stop recruitment of those who are under the age of 18 and calls on the Government of Afghanistan to ensure a continued focus on the implementation of the Action Plan to halt and prevent underage recruitment into the Afghan National Security Forces.  (UNICEF).

The number of children being killed in Afghanistan continues to grow.  I personally cannot even begin to understand the hurt and pain the families feel.  The violence and crime impacts the child’s emotional and sometimes may impact their physical being.  The children of Afghanistan face many obstacles that will keep them from experiencing a childhood that will help them actively construct self-identities. 

Due to the violence there is little adult guidance and supervision for the children.  Young children need caring adults to help them construct a positive sense of self with a respectful understanding of others (Derman-Sparks, 2010, p.11).

Reference:

Derman-Sparks, L., Olsen Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves. NAEYC: Washington, DC

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

So Sexy So Soon

For this Blog assignment, share your thoughts about the topic of the sexualization of early childhood:

I have a difficult time observing our youth demonstrating and participating in sexualization and the messages they are receiving at such young ages.  They are being robbed of their innocent childhoods. 

 I agree with statements made by Levin and Kilbourne (2009), “Both boys and girls are routinely exposed to images of sexual behavior devoid of emotions, attachment, or consequences. They learn that sex is the defining activity in relationships, to the exclusion of love and friendship. They learn that sex is often linked to violence. And they learn to associate physical appearance and buying the right products not only with being sexy but also with being successful as a person. Such lessons will shape their gender identity, sexual attitudes, and values, and their capacity for relationships, for love and connection,  that they take into adulthood”.

Three experiences I have witnessed that have impacted my thoughts:

My God-daughter has posted pictures of herself displaying an older sexy attitude on her face book.  She is eleven years old. I told her mother I disagreed with the photos, but mom said no harm was done and she thought they were cute.  Really?

Last year I had a four year old boy and he was totally obsessed with Bachiman?  action figures. The only way we could get him to communicate with us was to talk this action figure talk. I was clueless.  I had to talk with mom and she said it was just a phase he was going through.

As I walk down the hall ways I observe 3^rd, 4^th, and 5^th grade girls dressed in what I would refer to as party clothes not every day little girl school clothes.  We have dress codes but parents seem to overlook what is appropriate for school.

Children have always been curious about gender differences.  They should be taught healthy age appropriate differences and as they grow and learn about sexual behaviors they should be taught about safe sex (old-school) and relationships. What worries me is what they are being exposed to sex and violence at young ages without being taught consequences. The sexualization of childhood is having a profoundly disturbing impact on children’s understanding of gender, sexuality, and relationships (Levine & Kilbourne, 2009).  

Just my thoughts:  I blame these exposures to lack of parenting skills and media advertising.   Everywhere you look you see advertisements for new action figures which represent violence.   One show that I know we are all familiar with is “Toddlers and Tiaras”.  I have really mixed emotions about this show.  Personally, I think it’s just a bit much.  And I ask myself: Who is it about the little ones or their moms?

Reference: 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

No one is born hating another person because of the color of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.

 —Nelson Mandela, Former President of South Africa and Nobel Peace

Throughout the course I have learned not only do I have “ism’s” but so do others.  We stereotype people by color, their dress, hairstyles, what they drive, where they live, how they talk, only to mention a few. 

I would like to share a story with you.  My husband now wears his hair a little long. It’s actually very pretty with little natural curls.  But when he goes to work and other certain events he puts his hair up and it appears short. When he wears it down people react to him totally different.

 We had a silver tea set stolen in a burglary and for the insurance to pay we had to purchase one for replacement.  We were attempting to replace a beautiful antique silver set valued at approximately $2,000. We had to drive into downtown Atlanta in a very elite part of town to look at some replacements.  Not really thinking about our dress or trying to impress anyone we put on our jeans and comfortable tennis shoes, my husband’s hair is down,  we did not look bad just comfortable. 

When we arrived you had to push a button to enter.  Once in we asked for the lady my husband had spoken with on the phone. She was not as nice in person as she was on the phone and she kept looking at us like we were BEEP BEEP BEEP.   The lady told us she didn’t think we could afford their commodities. She didn’t know this but my husband had cash in his pocket. 

We just looked at each other, my husband said “Thank you”, and we left.  We went there to spend our money but because we were not dressed the part we were sub-nosed and actually treated with injustice and stereotyped as less fortunate or something.  This was the only thing I could figure out.  Because as I watched other customers come in they were dressed in business suits, etc.  and the clerks nearly tripped over each other to wait on them.  That was not the case for us.

As an educator the one good lesson or advice I can recommend is the old saying “Don’t judge a book by its cover”.  Don’t judge students and parents on appearances.   It’s important to find out more about the culture, beliefs, etc. before you jump to conclusions.

Observing Communication

As I was gathering feed for our animals in my local Wal-Mart, I couldn’t help but to observe a conversation between a younger female approximately three years old and her father.  I know he is her father because she calls him “Daddy”.  They are observing the fish tanks and talking about their differences.

Naturally the child asked for a fish. In a calm voice the father replied that she needed to look in the tank in front of him.  She asked, “Why?” He explained in a child friendly vocabulary that some fish lived in warm water while the others lived in cold water. He continued to explain they owned a tank which contained cold water fish.  The father tells her to come and look at the beautiful goldfish. He then explains they can live in their tank at home.

My thoughts with regards to how the communication interactions I observed may have affected the child’s feelings and any influences it may have had on the child’s sense of self-worth is how the father appeared very patient with his daughter’s behaviors and he provided her an answer to her questions. He shared information providing more accurate and tuned-in communications. (Kovach & Da Ros-Voseles, 2011). Through his communication skills the father used this moment as a beautiful time to teach and share knowledge with his young daughter.  He never tells her no, but redirects her in a positive calm manner.  He also listened and responded in a timely manner.

The adult interaction provided for child was positive, child friendly vocabulary, and helped develop an opportunity for the child to express her own identity. Such communications helps the child begin to develop a sense of self-worth. 

Reference:

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50.  

Creating Affirming Environments

Diversity in a family child care center.

In the development of a Family Child Care Home Center that represents diversity can best be established through centers .  Children are engaged and work together devloping their social interactions when working with others.  

Drama Center

The first center is the Drama Center:

It’s easy for traditional teaching strategies that utilize play-based classroom centers to get lost in the shuffle as teachers face constantly changing anti-bias curriculum.

The Dramatic Play learning center is a classroom favorite that provides natural opportunities to develop social and emotional skills in real-life situations. Role-play activities such as puppet shows, dress up and pretend cooking engage children in interactions where they learn and practice appropriate behavior and successful social skills.

Like a healthy boost to your classroom environment, Dramatic Play activities are the Vitamin C of behavioral development and benefit any early learning curriculum (Parks, 2011).

Family Fun Homework Center

My next center is the Family Fun Homework Center:

Through the family fun center I would incorporate cultural themes so each family could celebrate their own culture and those different than theirs. Some examples could be: food, holidays, etc. Through this process both parents and teachers share in the child’s learning process (Laurete, 2011).

Managing A Diverse Classroom

The management of a diverse classroom is an essential element to creating a successful anti-bias environment.

                                                                    

Children of the World 

We are the children of the world and deserve the right to a fair and safe environment: I would display this poster in my Character Ed curriculum center. This picture represents many different ethnic groups working and collaborating together.

Abilities

Diversity is not only race, ethnicity, cultural differences, but it is also about abilities and handicaps. Many children are not taught about about others abilities or disabilities. Special needs children’s are different in their own way but are people with feelings and wants.

Every teacher should set up their classroom according to their student’s needs, but there are the basics which can always open doors for new creativity and ideas.



Resources:

 Laureate (2011) Course Media: "Building on Children’s Strengths" (approximate length: 16 minutes)

Retrieved from: http://trishnasumal.wordpress.com/chapter-5/

Retrieved from: http://blog.hatchearlychildhood.com/boost-social-emotional-skills/

Knowledge is Power

One hope that I have working with children and families who come from diverse backgrounds is through my new knowledge I will  create a learning environment that demonstrates my abilities to implement an enriched anti-bias setting.  I will continue my studies as an anti-bias educator.   As Derman-Sparks and Edwards (2008) states:  Knowledge is power-or perhaps more accurately, knowledge gives you tools to act powerfully.

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to stay current and keep building my understanding of issues regarding diversity and equity children, families, early childhood education, and the larger society – all of which inform anti-bias education work.  New information, ideas, political policies, and analysis of various aspects of diversity and “isms” appear frequently ( Derman-Sparks & Edwards, 2010, p. 157).

I would like to thank all of my colleagues   for sharing their knowledge, family cultures, beliefs, and aspirations for the anti-bias education program.   We all share a common goal and this is to be prepared to meet our students and family’s needs.

Reference

Derman-Sparks, L., & Edwards, J. O. (2010).  Anti-bias education for young children and

ourselves. Washington, DC: National Association for the Education of Young Children

(NAEYC).

Racialism Still Alive and Well

The following videos contain graphics and examples of what our society has helped create for past, present and future generations. John Lennon’s “Imagine” remade by A Perfect Circle. Imagine A Perfect Circle http://www.utube.com/watch?=dunKAwRN3p8 OMG! One of the most racist moments live on television. smh this is crazy. http://www.youtube.com/watch?v=Q8RHxv0bxzo&feature=related Inside USA looks at a different kind of race war: America's Black-Brown divide. http://www.youtube.com/watch?v=Rbzck5NtWB8&feature=related Color Blind or Color Conscious? Diane Harriford, professor of sociology, argues that, as a nation, we should aim to become "color conscious" rather than "color blind." http://www.youtube.com/watch?v=iBi3Hq6kQqs&feature=related Systemic Racism 101 Racism is a system that benefits white people Terms: Active racism Passive racism Anti-racism http://www.youtube.com/watch?NR=1&feature=endscreen&v=RLhAOL8Cujw Read: Blacking Up explores tensions surrounding white participation in hip-hop. Popularly referred to by derogatory terms such as wannabe or wigger, the figure of the white person who identifies with hip-hop often invokes heated responses. For some, it is an example of cultural progress a movement toward a color-blind America. For others, it is just another case of cultural theft and mockery a repetition of a racist past. What do you think? http://newsreel.org/video/BLACKING-UP Racialism is alive and well! It just comes in different forms or against different races.

Start Seeing Diversity Blog: "We Don't Say Those Words in Class!"

We all have ability. The difference is how we use it. Stevie Wonder Children Notice Differences I teach pre-k special needs and I’m faced with curious little faces and questions every day. My child with cerebral-palsy is small, requires a walker, and we push him to lunch in a stroller. Jadan, another pre-k child in the other class ask me: “Why is Aidan a baby?” Derman-Sparks (2010), recommends paying attention to children’s interest in human differences and encouraging them to express their feelings and questions. I would answer Jadan trying to explain that Aidan wasn’t a baby his body had just not developed like his. Children learn from each other and I decided it would be best to introduce the boys. So, I did on the playground, and they became friends. Aidan has an amazing personality and Jadan learned that just because his friend had a disability he could still communicate, laugh, sit and roll the ball, and be a little boy. I could have chosen to ignore Jadan or silence his questions, but I did not. Our educational journey is unique and faced with different challenges daily. I do not know all the answers to tackling anti-bias task, but Derman-Sparks (2010) states: “Each person’s development as an anti-bias educator has its own pattern, pace, and timetable. The key is to keep going, keep moving, and keep committed. We must celebrate each victory-acknowledge and share the small daily successes and the larger ones. That is what gives us the strength (and joy) to stay the course. Reference Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC). Retrieved from: http://quotations.about.com/cs/inspirationquotes/a/MakingADiff1.htm

Who’s wrong and who’s right?

Gender identity is not a new issue just one that has not been publically discussed in past decades. I know in my childhood and teenage years if you acted differently you stayed hidden in the closet so to speak. Then generations begin to change and people were referred to as “gay”. I believe people are people but I do know my cultural and religious beliefs teach me that homosexuality is wrong. I have friends that are homosexual and I do not judge them. I don’t understand so who am I to say what’s right or wrong. In this week’s video about the two families who ponder over their son’s gender identities was interesting. I did not even think about these differences surfing at such young years of age. Dr. ZUCKER suggest the more you engage in a behavior, the more likely it's going to continue. This is true. The more we engage in behaviors and habit the more it forms our identity or mold us to be who we are. Dr. EHRENSAFT states: If we allow people to unfold and give them the freedom to be who they really are, we engender health. And if we try and constrict it or bend the twig, we engender poor mental health. I agree with both doctors. So my question is: How do we as educators respond to children’s play preferences in the classrooms. I teach pre-k exceptional children and we encourage all centers of play to all genders. Are we doing the right thing? I think so. Boys have an opportunity to play in housekeeping while my girls have an opportunity to build with blocks. Resource Audio: Spiegel, A. (2008). Two families grapple with sons' gender identity: Psychologists take radically different approaches in therapy. Retrieved from http://www.npr.org/2008/05/07/90247842/two-families-grapple-with-sons-gender-preferences (22 minutes)

Communications

“If you just communicate, you can get by. If you skillfully communicate, you can work miracles.” —Jim Rohn, American entrepreneur, author, and motivational speaker

Communication is more than just words! Think about your gestures: eye contact, hand movements, body language, culture, situations, friends or family members? I have gained beneficial knowledge in this class from the instructor, materials, and CLASSMATES! I wish everyone best wishes on their future classes and professional paths. I have enjoyed reading your discussions and blogs weekly. Thank you for sharing from your hearts and sharing your expertize.

Kristi

Adjourning

Why is adjourning an essential stage of teamwork?

At the end of a successful team project there is a sense of accomplishment, proudness, and success, but at the same time the team will move onto other projects. Adjourning will play a big part in my life as a student. Through my Master’s program I have had an opportunity to respect and bond with other students. The discussions have opened my eyes and my heart to better understand diversity and the importance of communications. This adjourning will be exciting and sad. We will say our good-byes while wishing each other the best in their future endeavors.

One of my hardest good-byes would have been my graduating for my Bachelor’s education degree. A small group of us had bonded and worked on many group projects with each one being a success. We had a designated leader, each one knew their responsibility and most of all was the trust we had established.

Any time you have a sense of accomplishment in a team setting you can say “job well done” to all.

Conflict Resolution

Life is not about winning and losing - it's about learning. When you fall down, you pick yourself up and note where the pot-hole was so you can walk around it the next time. A person who has gone "too far" knows just how far they can go. No "winners - and - losers", just "winners - and - learners" (CNVC).


Recently I experienced a small disagreement with my team-teacher about the lesson plans. I truly appreciate the way we work together, but once I have my plans down and know what I’m going to do the next week, that’s what I want to do. Well on Monday morning she wants to “what I said reinvent the wheel”. I will have my copies and books pulled and she decides she wants to do something different it drives me crazy. Two strategies that may help me resolve my emotions and resolutions are: make observations not evaluation of the situation by identifying specific behaviors and conditions (CRNHQ). I should not jump to conclusions before observing the outcome of changing the plans. Another strategy that would help in this situation would be cooperative. A strategy that benefits the relationship, serves mutual rather than personal goals, and strives to produce solutions that benefit both parties (O’Hair & Wiemann, 2009, p. 212). I think I have intertwined my channels of communication in my own mind not looking at the big picture and being unfair to my co-worker. But, she should compromise and communicate with me, so I can adjust to the changes. I know this should not irritate me, but it does. I need to be cooperative and willing to look beyond my wants to help resolve this small issue between us.


Resolving issues, challenges, opportunities: How we respond to conflict is a life learned habit through our culture. Life is a learning development, not a game. It’s not about winning or losing.


Resource:
O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s
Retrieved: http://www.crnhq.org/pages.php?pID=12#skill_3
Retrieved: http://www.cnvc.org/Training/NVC-Concepts

Who Am I as a Communicator?

This week’s assignment taught me different ways in which I perceive and make sense of my world. Such perceptions have a significant impact on how I communicate and relate to others. The evaluations appeared to very similar. My daughters and mine were very close in scores across all three categories. My co-worker on the other hand scored me differently on the communication and verbal aggressiveness scale. She rated me with lower scores which reflects that I have more self-concept and self-esteem that what I perceive. O’Hair and Weimann (2009), elaborates on self-esteem as essentially a set of attitudes that people hold about their own emotions, thoughts, abilities, skills, behavior and belief that fluctuate according to the situation or context. My attitude toward public speaking is I’m too shy and I have a lack of self-esteem.

Through the evaluations I confirmed that I do not like large group public speaking, but I am good at listening and face-to-face symbolic language.

My assessments in the three categories confirmed prior knowledge of my communication skills. On the communication anxiety inventory I scored moderate, which indicates I am concerned with some communication contexts. Based on the mid-point level my anxiety was situational. I agree with this information because I have a fear of public speaking. It makes a difference in what situation I’m in; including, situations such as the cultural context of the audience, the relationships, and the age and gender. I speak in a different tone and manner if I’m speaking to the ladies group at church than at the faculty meetings at work. For the listening styles profile I’m described as a people-oriented listener. I am empathetic and concerned with others emotions. This listening style may impede my ability to make competent judgments, because I believe anything someone tells me or I trust open-heartedly of others. On the verbal aggressiveness scale I scored in the moderate range. This means I’m considerate of others conversations and I can agree to disagree and not attack the person’s view.
One thing that surprised me is that others do not sense my shyness as much I do public speaking.

Any communication skill one can learn will benefit the person professionally.

How do I communicate differently?

I believe everyone communicates differently with people from different groups and cultures. We communicate based on socioeconomics, education, ethnicity, language, and other cultural factors with people that are different from us.

I communicate with my colleagues, parents, and community in a professional manner. I have some grammar issues and I find myself selecting my words more carefully than when communicating with a close relative or friend. Grammar is a set of rules that is important for creating words, phrases, and sentences. I agree with O’Hair and Weimann (2009) using correct grammar of a particular language helps ensure communication. A strategy I already have in place is to use better grammar skills when communicating professionally. I have to be careful and watch my subject-verb agreement. I practice grammar skills, and I’m advancing my personal growth development in education to help me develop politically correct grammar when speaking as a professional.

Being raised in the south of the U.S., I am connected to what we call: “A southern slang”. My family and friends share this same slang with me, therefore when communicating with them our cultural language is mocked. Slang is language that is informal, nonstandard, and usually particular to a specific group; it operates as a high level abstraction because meanings of slang are known only by a particular group of people during a specific time in history (O’Hair & Wiemann, p. 80, 2009). When communicating with someone different than me it will occasionally create misunderstood communications. As I grow in my language skills I can’t help but be more aware of others verbal and nonverbal communications. There are a few of the behaviors I would like to change personally for me. Strategically I can be aware of both my verbal slang and my nonverbal gestures.

As a teacher I communicate with my students differently. They are very young children and are acquiring their language skills and building vocabularies. I chose simpler terms and try to be clear and always appropriate responses. It’s up to me to help my students develop their communicational skills. I will continue to educate myself on strategies and interventions that will allow me to gain knowledge to be prepared to teach language.

Resource
O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s.

Communications and Relationships

Blog assignment this week was to observe communication actions of characters on a T.V. program with and without sound.

Characters relationships without sound:
The show is centered on a family that is experiencing conflict. Conflict is simply an argument or negative interaction between two or more involved in some actual disagreement (O’Hair & Wiemann). Based on what I’m observing the characters are expressing anger and disappointment. At the end I think the issue may be resolved.

My assumptions were correct about the conflict, but the conflict was not directly family oriented. It was more of a community conflict. It appeared to me that perhaps the plot was based on a family’s disagreements and they were struggling to resolve the problem amongst themselves.

My assumptions would have been different if I had been familiar with the program. I knew nothing about the family or friends and their prior relationships. I also did not know the show was centered on the local fire department which was what the conflict was related too.

This week’s assignment made me think deeper about inaccurate perceptions. We often jump to conclusions about others conversations when we don’t know the characters. There are also power struggles and attitudes toward conflicts. I believe that’s why we as educators need to learn to be good listeners. Body language plays a part in communication but can be misread. Through listening we gain insights to what people are truly trying to say.

Resource
O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s.

Mrs. Principal

When I think of someone who demonstrates competent communication I think of our administrator Mrs. Principal. She is always honest and straight forward with her communications. She never sugar coats an issue, but explains the issue and any options if needed. She always speaks in a clear and grammatically correct manner, and always professionally. Her body language and gestures are also demonstrated in a professional manner. I admire her and try to model examples of her communication skills when applicable. As an educator it is good to have professional mentors. Everyone respects her and nobody wants to leave our school.

Hope, Goal, and Farewell

One hope I have when thinking about working with children and families who come from diverse backgrounds is I continue to have the passion I have instilled in me for acquiring knowledge concerning different diverse cultures and family’s values.

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is for all educators to have updated professional development training for our continuous changes in diversity. Our classrooms are ever changing and adapting to new family cultures, bilingual families, and socioeconomic status. There are many “ism’s” in society and we as professionals need knowledgeable tools to help us provide equity and justice to all.

I would like to thank all my colleagues for sharing many interesting posts and discussions. It helped me learn a lot about diverse identities and my “social identities”. Best wishes!

Hmong Cultural Traditions

For preparation to be culturally responsive towards this culture I will educated myself about their country’s history,food,religious beliefs, gender and societal roles. I hope that these preparations will benefit both me and the family by allowing me an understanding of the family’s cultural ways. These understandings can help me when conducting parent conferences; in addition to preparing lesson plans supporting family traditions.

Country’s history
We have a community of the Hmong culture, so for the students and their families I have chosen the Hmong people for my study. The Hmong are an ethnic group in several countries and through my research I learned their ancestors are originally from the southern mountainous part of China. I learned they are very proud and independent people. And after some taxation laws in the early Dynasty’s they rebelled and began moving into the countries of Vietnam, Thailand, and Laos. The Americans recruited many to fight against communism in 1960’s. Throughout history, the Hmong have remained identifiable as Hmong because they have maintained their own language, customs, and ways of life while adopting the ways of the country in which they live. In the United States, new generations of Hmong are gradually assimilating into American society while being taught Hmong culture and history by their elders.


Food
Their food is very bland that consist of vegetables and spices. They also believe in very healthy food that helps heal the soul.
Interesting facts: "Hmong people have always lived and harvested the land that nourishes them." They grew lots of vegetables and ate fresh meat with few sauces. Dishes were spiced with aromatic herbs."Our diet was always very lean," Vang says.
Mustard greens, bitter melon, pepper, ginger, lemongrass, cilantro, green onion, green papaya and homemade tofu - these are key ingredients to the cooking she knows. (And, for the record, hot chile - which many Americans would find far from bland.)
Vang speaks of an herbal chicken soup, nqaij qaib hau, a dish every mother understands. Hmong women eat this soup every day for a month after the birth of a child. The Hmong say the herbs, some of which have no English translation, help strengthen the blood and increase the production of breast milk.

Religion
Contemporary Hmong people cannot be characterized as subscribing to a single belief system. Missionaries to Southeast Asia converted many Hmong people to Christianity beginning in the 19th-century and many more have become Christian since immigrating from Southeast Asia to the West. However, most Hmong people, both in Asia and the West, continue to maintain traditional spiritual practices that include shamanism, and ancestor veneration.
These spiritual beliefs are combined with their beliefs related to health and illness. In traditional Hmong spiritual practices, one does not separate the physical well-being of a person from their spiritual health; the spiritual realm is highly influential and dictates what happens in the physical world. According to these beliefs, everything possesses a spirit, both animate and inanimate objects. There is a delicate balance between these two worlds, thus the necessity to revere and honor the ancestors for guidance and protection. The spirits of deceased ancestors are thought to influence the welfare and health of the living. Individuals perform rituals which include the offering of food and spirit money, pouring libation, and burning incense to appease the spirits and earn their favor.

Gender Roles
The male gender is recognized as the dominant figure in the Hmong culture. Role of the male head of the household does the worshipping of ancestral spirits. Clan (xeem) remains a dominant organizing force in Hmong society.

Societal Orginization
Clan membership is inherited upon birth or occasionally through adoption. All children are members of the father’s clan, through which they will trace their ancestors. Women become members of their husband's family upon marriage but will retain their clan name of their father.



References
http://en.wikipedia.org/wiki/Hmong_customs_and_culture
http://www.jsonline.com/features/food/85002642.html