What I have learned

One hope that you have when you think about working with children and families who come from diverse backgrounds (any format and any length) I hope to inspire all families to be who they are and accept their differences from other cultures.

One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice (any format and any length) One goal I would like to set for early childhood is always learn, know, and acquire information about my students and their families, so I can properly assist them and help them become success. I give everyone a fair chance in learning and adjusting to change.

A brief note of thanks to your colleagues Thank you all for sharing your personal stories and thoughts about diversity as well as your discomforts/comforts. It has been great getting to know you from your writing and your life stories. I know you all will be amazing educators in diversity, because you have shown in your writing how to be diverse. I appreciate all the wonderful compliments said in previous blogs as well as discussions. Best wishes as we get ready to end this journey, only two more classes to go. I don't know about you all, but I am VERY excited to start applying what I have learned in these courses.

Start Seeing Diversity Blog: Creating Art

When I think of diversity, I think of different individuals coming together from all walk of life and cultures. Diversity is for everyone, no matter how young or how old. Diversity has been around since our ancestors, in fact each one of us is mixed with many different ethnic's. No matter what state, what family, or what culture, we all are apart of a diverse world and impact it with our lives. I have chosen to do a photo collage to display how I view diversity.

 

Photos courtesy of: Google

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

A time when you witnessed an adult (or yourself) reprimand or silence a child after he or she pointed out someone they saw as different (e.g., "That lady talks funny," " That man only has one leg!" "Why is that man so pretty!"). Include what the child said and what the adult did or said in response. (Note: If you cannot think of a specific time ask a friend or family member.) Working in a daycare/preschool setting, things like this will often arise and teachers will have to deal with them. My center is diverse in teachers as well as children, so it is common for other children to notice something different about another child. My students (and some others) have commented on the fact that my skin is darker than theirs (Caucasian students) and some have said that, " Joan (name changed due to HIPPA) looks like you Ms. Onie, she is the same color." I laugh and say, "You're right." There was no harm done in them realizing that I and their peer looked similar in color and they didn't. This shows their growth, they are recognizing different things in their environment. I also have students who have to wear braces on their feet to help them balance when they walk, so some students have asked me, "why does Johnny (named changed due to HIPPA) have to wear those braces?" I simply tell them, "It helps them learn how to walk and keep their balance." Children are naturally curious about things, so it is natural for them to ask questions. When I feel a student is making fun of another students because they are different, I will tell them that's not nice.

What messages might have been communicated to this child by the adult's response I believe that they child understood that is was okay to ask questions to something they wanted to know about. Also, just because someone is different from them doesn't mean that they are less important than they are.

An example of how an anti-bias educator might have responded to support the child's (or classroom's ) understanding An anti-bias educator will listen to the child and explain to them how we are all different. Everyone in the world is unique; however, they are just as important as you and me. Derman-Sparks and Edwards stated it well in chapter 1, "As in all other areas of learning, young children try to make sense of their world by organizing what they observe and experience into "theories." This is true for how they explain their observations of skin color, gender, culture, disabilities, and so on." (Derman-Sparks & Edwards, 2010, p.14).

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).

Blog: Gender, Gender Identity, and Sexual Orientation

Some of the ways you noticed that homophobia and heterosexism permeate the world of young children including books, movies, toys, stores, culture of early childhood centers, and schools

• With our world being diverse in many different venues, our children are subjected to many facets of life. Let's start with families, there are two sets of families at my current job that are homosexuals. Both families are female, however there used to be a gay couple who brought their children as well. Children who grow up to be homophobic are children who were never taught about gender and sexuality or given a chance to create their own opinion. In this weeks media presentation, one example of bias was when the children were playing doctor and the girl wanted to be a doctor, but one of the children said she couldn't because only boys were doctors. This is just a small example of how children view the world around them. Another example I have, in my classroom my students love to comment on colors and how some are boy colors and some are girl colors. They say pink is for girls and blue is for boys, well when babies are born that is the common colors we see them in, blue boys and pink girls. The narrator in the media segment stated, "One of the most helpful ways to respond to a biased comments is to ask why the child thinks that" (Laureate Education, Inc., 2011).

Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families.

• Children are a open book, they want to know all they can and ask lots of questions, as they should. How can children learn if we don't teach them things about life? The truth is homosexuality has become big and there are many families who are same sex partners. Children have the right to make their own choice when they get older, so it is our job to educate them on those choices, whether heterosexual or homosexual, they have the choice. It would be on the same lines of black history, taking black history out of curriculum or history books when teaching about history. Black history played and still plays a huge part in American history, children need to know how society handled biases, prejudice, and racism.

Reference
Laureate Education, Inc. (Producer). (2011).  Start seeing diversity: Gender [video webcast]. 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_3465515_1%26url%3D

A World of Thanks!!!

I want to say thank you for helping me and assisting me through this course. I'm sure I would not have the success I have had, without all of you posting and commenting on my blog. I wish everyone much success as we are nearing the end of our journey and beginning a new one. Once again Thank You!

Week 6

 Are high-performing groups hardest to leave?

• In my opinion I think high performing groups are hard to leave. There has been a lot invested in the group from each individual, so saying good-bye is difficult. It's just like a sitcom that was on for several seasons, it's hard to say good-bye when you have worked with people for years.

Which of the groups that you participated in was hardest to leave? Why?

• None of the groups I have participated in were difficult for me to leave. My main objective in any group is to get the assignment done or activity done. It's a bonus if I connect with my group members, but it takes more for me to deeply like someone.

 What sorts of closing rituals have you experienced or wish you had experienced?

• There weren't any closing rituals used when leaving the group, everyone just went their own way. The closest I come to adjourning from a group is my current job, I have worked there for 7 years, when I leave it will be hard for me to.

 How do you imagine that you will adjourn from the group of colleagues you have formed while working on your master's degree in this program?

• I imagine that I will say good-bye and go my separate way.

Why is adjourning an essential stage of teamwork?

• It shows honor and respect for the work they did and the long hours they spent on the project. It shows honoring each other and giving respect for each other's time.

Week 5

Think about any disagreements, or conflicts, you have recently experienced or are currently experiencing at work with a supervisor or colleague, or someone in your personal life. Share at least two strategies you have learned about that might help you manage or resolve the conflict more productively, and why these strategies might be effective. For example, could you suggest a compromise? Could you look for a broader range of solutions to your disagreement? Could you use some of the principles of nonviolent communication or the 3 R's to better help you resolve this conflict?
• Whenever I have had a disagreement with a colleague, initially I want to go to them and say some not so nice words, but before I approach them I calm down and then I talk to them calmly and resolve the issue. Most of the time it depends on the situation and if its worth disagreeing.
• I try not to have conflicts with my colleagues, because most of the time they are petty and make no sense or changes any situation. I try to always make sure I am the bigger person and apologize if there's a need for one and keep things peaceful.

Also, if appropriate, ask your colleagues for their input and advice regarding, if not specific problems, how they have learned to be more effective communicators as it relates to conflict resolution skills.

•  A colleague believes that not handling or approaching the situation is best.
• Another colleague believes that it's best to get the issue resolved before there's animosity.