Effective Communicator

When I think of someone who I feel have effective communication skills, I would like to say my Education Coordinator. I choose her because she is very effective at ensuring that her staff is informed on all the important task of the program. We are constantly in staff meetings and training to improve our productivity in our class environments. She also relates to the role of the educator so she always finds creative ways to communicate with her staff and parents. She is a true example of what an effective communicator posses.

Hopes and Goals for ECE

In my continuous work with children and families, I hope to grow as an individual. One thing I enjoy about the early childhood field is the flexibility for those who work with children. Working with families from diverse backgrounds will allow me the opportunity to maintain a neutral understanding for the families I work with.  One goal for the early childhood field would be to educate those unfamiliar with diversity. Informing others about the importance of advocacy for young children and families will help the local and national organization understand the work early childhood educators do to implement an environment that is culturally responsive to all diverse backgrounds. I believe this to be the foundation that will expand on social justice throughout the world.

I want to thank all of my colleagues for sharing this journey with me. It was my pleasure to learn intimate details about you all past or present. During the past eight weeks, I have learned more about myself and what I need to do when working with the children and families that I provide a service for. I wish you all the best.

 Welcoming Families From Around the World

 

In preparation for the arrival of a family that has emigrated from China, I must first gather information on their country. As a Teacher at a Head Start Program, this will be a totally new experience to me. I am fortunate to be enrolled in a diversity course, that will expand my knowledge on how to prepare a culturally responsive class environment.

 The first method I would implement to help transfer the environment would be to research the origin of the families hometown. In doing so will allow me to gain historic information of the countries culture, language, and education. The second method I would implement is to have all the forms translated into the families language to assist in conducting the required home visits and parent-teacher conferences. If this is not available then the program will provide a translator during these conferences.The third method would be to provide materials that are related to the families culture. These materials would be pictures and or artifacts, clothing, toys and label everything in the classroom in their native language. The fourth method would be to research the preschools in heir country to learn more about the teaching strategies that they implement. The fifth method would be to allow all the families to make a poster board with family photos and information related to their culture to allow everyone to learn about one another. 

In my efforts to make this family feel inclusive into a brand new environment, my hopes are not to make the family feel singled out from everyone else. As we have learned in viewing the video on "Microaggression", we can intend no harm to someone who is of different origin or culture but in one form or another cause harm. Presenting an environment that showcases the appreciation for diversity will allow the family to open up to moving into a strange land. Showing that your program has the materials and equipment to provide a service for the family shows that the program provides a high-quality service and appreciation for all the families in their program.

The Personal Side of Bias, Prejudice, and Oppression

I have not personally experienced any bias, prejudice or oppression thus far in my life. Although it never convicted me in person, but I have witnessed it through media and movies. As I reflect on this issue, I recall a time when one of my co-workers shared an experience with me.  At the time her oldest son was a pre-teen in middle school. The school he attended was in an area where Caucasians were dominating race. One particular day after school her son was chased home by a gang. She continues to share that this gang was the skinheads. Now I have seen this gang in movies but never in reality.  She was truly upset that that happened to her son and proclaimed to address the issue the next day to the principal. 

To know that a child had to experience this makes my heart heavy. Unfortunately, this is something that happens throughout our society and even worldwide. I became uneasy for her son at the time of the incident because he was a victim of a senseless act. I became very angry the more I thought about it. I even thought how could I help him to get revenge on his attackers.  Although the incident happened around the school, there was not much the principal could do to get justice for him. But I think if the school collaborated with the community and educated those in the community as well the school then incidents such as this one wouldn't happen as much or not at all. Some people are blinded to the inequalities that others have to endure by them because they are exposed to such behavior on a daily basis.  

Practicing Awareness of Microaggressions

During the readings of this week's resources and viewing the video with Dr. Sue, it has been brought to my attention just how easy it is to experience microaggressions. For example, there is a five-year-old boy in my class and I was made aware that he was on medications. These meds would make him very drowsy at times. This one incident occur in the classroom around transition time. My assistant blurted out to him Did you take your meds today because you are all over the place? To me, this was not the appropriate thing to say to a child nor the time to ask the question. So later in the day, I shared with her that we as child care professionals are not allowed to make fun of children. She reassured me that she wasn't making fun of him but thought it was appropriate to so. 

So in observing this experience made me realize that as the Lead Teacher of a classroom, I not only need to model for those I work with but be able to address any moments that I feel that any individual rather it be a child, assistant, volunteer and even parent are being disrespectful to another in my classroom. The only way to keep my classroom a place that is inclusive of all cultures, beliefs and or religions is to not allow anyone to feel targeted at all. 

Perspectives on Diversity and Culture

For this week's Blog assignment  I interviewed my oldest daughter (16), my co-worker and a close friend. Each was asked to define diversity and culture. It surprised me to get such rapid responses from them. It was also amazing to see the resemblance on their answers to the resources I had the opportunity to read. Each of interviewees all defined culture as one's belief, practices, food, etc in one group. They defined diversity as one collective group of various ethnicities.  In the text, "Anti- Bias Education", a cultural group is related strongly to his or her ethnicity, which reflects the place of origin and cultural background of the person's ancestors(p.56). 

My daughter's response stuck out the most because she included economics as a part of defining someone's culture. Just as discussed in the video with the panel of early childhood professionals, Julie defined culture as one's race, ethnicity, economic and even language abilities. The one thing omitted from my interviewees' responses were the various levels in culture. You can be a part of a culture but be on a different cultural status amongst your own group. This could be due to language or economic as well. Upon completion of these interviews/ discussions, it allowed me to see how diverse each one's meaning of the two terms can be. That many are only familiar with the surface culture. Prior to this course,  I would have never thought that ethnic groups or culture as a whole can be so diverse.

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).

My Family Culture

In the event that I was force to move to another country due to circumstances out of my control, I would take with me, my mom's memorial blanket, my dad's ashes and our family photos. I choose these items because they share the beginning memories of my parents. I look at my parents as the foundation that has started the culture of my family. Without their union there would be no me. They are the reason many traditions are continued throughout my immediate family.

With hopes of taking these items along on my journey to my new destination, I would feel heartbroken if I couldn't bring all of my items with me. Being denied the opportunity to bring all of my items that connect me to my culture, will prolong my ability to adjust to my new environment. One insight that I gained from learning about family cultures, is how important it is not just to me but to all families. We may ignore the settings in which they spend their time away from us, believing they are not very important. In fact the home environment greatly influences what goes on in school( Christian,2006,p.12).  As an early childhood professional I have  made every effort to support the child individually but i have learned that including the family in the process is just as important. 

References

Linda, G. C. (2006). Understanding families: Applying family systems theory to early childhood practice. YC Young Children, 61(1), 12-20. Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/197591231?accountid=14872