Evaluating Impacts on Professional Practice

  

Children learn about racial stereotypes early and  those biases can have damaging consequences. When children become aware of bias against their race or ethnic group   it may have a profound effect on how they react to everyday situations.Racism is prevalent today’s society. I am not personally experiencing it in my interactions with others, but indirectly ,I am affected with all of the different incidents involving African American 's  in today's society. Racism is showing its face in a variety of ways.

 As an early childhood educator, I try my hardest not to let things that may impact me affect my daily interactions with the children.  According to the Early Childhood Education Assembly (ECEA), "It is our duty and responsibility to educate children, who hold the key to the future, so that this kind of hatred and racism is no longer a possibility”( Statement about the Role of Early Childhood Education and Racism. n.d.). If racism shows its ugly face in the classroom environment, I will channel any negativity or emotional feeling into a positive teachable moment for children. Teachable moments are times when something unexpected occurs and the teacher helps to guide the unexpected occurrence into a  positive learning experience.

Many diverse families come into our programs. We do not agree or believe in the all the same things or do things the same way. Don't let other  people's perception of who you are impact or effect who you are as a teacher. One of our greatest attributes as teachers is the ability to set aside our biases and ensure that we are doing everything possible to make sure that children will be successful in the future.

                                       
                                                         References

                     

Statement about the Role of Early Childhood Education and Racism. (n.d.). Retrieved October 01, 2016, from http://www.ncte.org/positions/statements/early-child-educ-racism

OBSERVING COMMUNICATION

              I have a little girl who is usually the last one picked up by her mother from my preschool classroom on the days that she attends. I have been able to observe many conversations between the mother and her daughter.  The time that she is picked up is when are outside for afternoon play near the end of the day. When Mom comes picks her up she is “not ready to leave.”  Today is a little different because Mom has an appointment and needs to leave right away.

            Mom usually doesn’t get upset but talks to her and gives her the reason why they have to go. The little girl always says that she has to finish something first before she leaves and the mother sits down to wait.  They continue to have two-way conversations with each other while the child continues with whatever activity she is doing at the time. Today the mom promises the little girl a treat if she leaves right now. The little girl is not giving in to Mom, and so the Mom gets a little upset. She starts to talk about taking away some of the little girl’s treats and this make the child angry. She starts to pout and cry.  Mom gets down on the daughter’s level, holds her hand and says she is sorry that she got upset, but they have to leave. She grabs her hand and leads her to the door. The child did not have a chance to respond or ask any questions why. I say “see you tomorrow”, but he child does not respond.

            In my opinion, I do not think it is good to use rewards or promise punishment to get children to do what you want them to do. It may have been better to talk with the child before school and let them know that you will be picking up early today because you have an appointment. This way the child would be prepared and know that they are leaving early. Ending a good time is hard enough. It should not be a process that is filled with ultimatums or false promises and never happens on a regular day when the Mom does not have an appointment.

            Children do not react very well if parents have strong reactions and will tune you out if you appear angry or defensive. We have to remember to have sensitivity and respect when communicating with children (Laureate Education, 2011). The child probably received mixed messages because on other days she is allowed to finish her activity and hold conversations with her Mom.. Her feeling may have been hurt and she responded by pouting and crying to attempt to get her way. 

            As educators, we play a role in helping children learn to communicate with others. The choice of the words that we use with children is important. We listen with interest and respond in ways that will build conversations, and allow children time to formulate their ideas and answers(Rainer, & Durden, 2010). I think about the earlier times I may have limited children’s conversations by limiting their choices or cutting off communications especially during transition times.    I try to communicate with the children positively and reassure them that  what they have to say is important. I may not be able to listen right now, but I will at the first opportunity available.

                                                References

Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Author

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. Retrieved from the Walden Library using the Education Research Complete database

Creating Affirming Environmnents

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           Having a Family Child Care Home would be exciting. The media segment with Dr. Sparks and Adriana Castillio (Laureate Education, 2011) gave me a fantastic glimpse into what a family childcare home that focuses on creating an anti-bias learning environment would resemble.  The environment and how it is arranged will influence how children learn. The environment must reflect the children and their interests. We have to insure that we create a setting that is important that is rich in possibilities for exploring cultural diversity.  

1.                      My family child care home will be similar to Adriana’s from the media segment. Parents will immediately feel welcome because there will be pictures of the children and their families as they come into the home. There will be a daily schedule, information board of upcoming events and general information for all parents. There will be cubbies for children to put their personal belongings. Families will be at the center of the curriculum (Derma-Spark& Edwards, 2010). The curriculum in the classroom should come from children’s “questions, interests and teachable moments”(Derman-Sparks& Edwards, 2010) that we may encounter every day.  My home will be arranged so that we will have several interests centers There will be a dramatic play, art, reading area with books, writing table, block area, and manipulative area. Children’s artwork and their pictures will be displayed throughout the room.   

                             

In the dramatic play area there will be materials that reflect children's cultures, backgrounds and the community in which they live.

            

            There will be many multicultural books in the reading area

 

Block area

Art Area

Materials in this area will include writing materials in a variety of skin tone colors.

Manipulative Area ( puzzles & table toys)

1.  

                                                               References 

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

 Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: