I have learn a lot from the reading this week with communicating with young children. I never knew that babies felt like that were being dismissed when you are talking to them but not looking directly at them. Eye contact is important when speaking to a child. You should use hand gestures when speaking to children. You should talk to a child at their level instead of talking to them at an adult level.
I remember a visit with friends of mine some years ago. I can't remember how old their baby was. We were sitting in the living room having a conversation, and my friend's daughter started babbling. His wife started back talking to their daughtering in the baby language and for about a minute the mother and daughter had a conversation. The daughter was sitting in her mother's lap, and they were looking directly at each other. After the conversation was finished, I asked the mother did she understand her daughter, and she said yes. Next, I asked the father did her understand the conversation, and he said no.
Recently, My nephew girlfriend's daughter came over to visit. I was sitting at the kitchen table with my sister and my brother. We said hi to her, and she said hi back. I think she is between two and three years old. She begin to tell us how mad she was at her mother, and she wasn't speaking to her mother. My brother asked me and our sister did we understand what she was saying and we said yes. While she was talking I was making eye contact with her, and I was engaging in conversation with her. I have learned to let the child finish speaking before you engage with them.
Sunday, May 24, 2020
Saturday, May 23, 2020
Observing Communication
My observation was a video of Quality Interactions Early Years at Carterhatch Infant School. I have learn that you must let the child lead the learning. If the child lead the learning, then he or she is more motivated to learn. The teacher stressed the importance of getting to know the child and the family. The children are observed in the center by learning the child's background and interest. The teacher will know the child by letting the child lead the interactions, explaining concepts, encouraging children to think, and to listen to what the child is interested in. When children are provided safety, the child confidence will grow, and the child will be encourage to think on their own.
The teachers were using learning journals to write down the wow moments when the child do something on their own the first time. In doing a task the teachers would stand back watch, listen and let the child struggle. The teacher would step in to help the child only when the child could not complete the task. In the video there were no use of persona dolls, I think that these persona dolls could have been used because "Persona dolls are a powerful tool which helps young children solve problems and communicate complex thoughts, situations, and feelings." (Laureate Education, Inc, 2011."
I have learned from this observation is to let the child lead. I must learn to speak to the child on the child's level and not on an adult's level. I must get to know the child's strengths and weaknesses. I must find out what the child's interest are, and I must trust in the child and watch, listen, and let them struggle before I come to their aid. There will be adult child interaction where I will lead the instructions. The child should lead the learning because then the child will be more motivated to learn. You must work as a team with your colleagues by being positive and supportive.
Reference:
Laureate Education, Inc. (Producer). (2011). Persona dolls [DVD]. Strategies for working with diverse children. Baltimore, MD: Author.
The teachers were using learning journals to write down the wow moments when the child do something on their own the first time. In doing a task the teachers would stand back watch, listen and let the child struggle. The teacher would step in to help the child only when the child could not complete the task. In the video there were no use of persona dolls, I think that these persona dolls could have been used because "Persona dolls are a powerful tool which helps young children solve problems and communicate complex thoughts, situations, and feelings." (Laureate Education, Inc, 2011."
I have learned from this observation is to let the child lead. I must learn to speak to the child on the child's level and not on an adult's level. I must get to know the child's strengths and weaknesses. I must find out what the child's interest are, and I must trust in the child and watch, listen, and let them struggle before I come to their aid. There will be adult child interaction where I will lead the instructions. The child should lead the learning because then the child will be more motivated to learn. You must work as a team with your colleagues by being positive and supportive.
Reference:
Laureate Education, Inc. (Producer). (2011). Persona dolls [DVD]. Strategies for working with diverse children. Baltimore, MD: Author.
Saturday, May 16, 2020
Creating Affriming Environments
The family child care center settings will include a welcoming entrance for the students, their families members, and the community members who wish to visit. There will be pictures of the different racial makeup of the community. I will include pictures of past students and their family members in the lobby. There will be pictures of the employees with a list of their certifications on the walls in the lobby. The makeup of the employees will represent the community we serve. Parents will be encourage to participate in the activities of their children in the classroom. Every new students parents will fill out a questionnaire of what expectations they have for their child and their child's likes and dislikes.
In the lobby there will be different books, magazines, and brochures representing the different cultures that we serve. In the classrooms there will be age appropriate toys, books, and instructions materials for the children. These materials will represents the different cultures being served. There will be pictures in the classroom of women doctors, scientists, firemen, and policewomen. There will be photos of men working in occupations as nurses, secretaries, and homemakers of different nationalities. There will be different furniture, games, toys, and dolls of all appropriate age groups.
Classroom bulletin boards, circle time presentations, and table displays will be created by "once a month, my staff and I send home a fun, voluntary activity for children and their families to work on." (Derman-Sparks, Olsen Edwards, 2010). Materials will be provided to honor children diversity both within and beyond their identity groups. Children will be taught to learn how their families are the same and how they are different, and they will be asked to discuss the differences and the similarities. We will make sure the environment is rich in anti-bias materials by including toys, pictures, and posters.
We will discuss with the parents about family differences and bias that are both concrete and personal. The adults in the families will be asked "What games do you play when you were young." (Derman-Sparks and Olsen Edwards, 2010). The safety of the children, staff, and their family members will be of the upper importance. There will be an inclusion of children and adults from various racial, ethnic, class, and disabilities backgrounds.
Reference
Dreman-Sparks, L, & Olsen Edwards, J. 2010. Anti-Bias Education for Young Children and Ourselves.
In the lobby there will be different books, magazines, and brochures representing the different cultures that we serve. In the classrooms there will be age appropriate toys, books, and instructions materials for the children. These materials will represents the different cultures being served. There will be pictures in the classroom of women doctors, scientists, firemen, and policewomen. There will be photos of men working in occupations as nurses, secretaries, and homemakers of different nationalities. There will be different furniture, games, toys, and dolls of all appropriate age groups.
Classroom bulletin boards, circle time presentations, and table displays will be created by "once a month, my staff and I send home a fun, voluntary activity for children and their families to work on." (Derman-Sparks, Olsen Edwards, 2010). Materials will be provided to honor children diversity both within and beyond their identity groups. Children will be taught to learn how their families are the same and how they are different, and they will be asked to discuss the differences and the similarities. We will make sure the environment is rich in anti-bias materials by including toys, pictures, and posters.
We will discuss with the parents about family differences and bias that are both concrete and personal. The adults in the families will be asked "What games do you play when you were young." (Derman-Sparks and Olsen Edwards, 2010). The safety of the children, staff, and their family members will be of the upper importance. There will be an inclusion of children and adults from various racial, ethnic, class, and disabilities backgrounds.
Reference
Dreman-Sparks, L, & Olsen Edwards, J. 2010. Anti-Bias Education for Young Children and Ourselves.
Thursday, April 23, 2020
Blog: What I have Learned
One goal that I have when working with children and families from diverse backgrounds is to welcome them into the educational system, the classroom, and the community, and I will become an advocate for diversity in both the educational system and my community by being responsive to my student's needs and their family's members needs and values by teaching people to respect, value, and celebrate diversity.
One goal of social justice, equity, and diversity is to equip my students, my students' family members, my colleagues, and my community to recognize and challenge our racial, homophobia, sexist, and ageist bias towards different groups of people because they do not look like us. I will advocate for children to have the right to learning opportunities which will help them achieve their full potential and for the children to become engaged learners and valued members of society.
My colleagues, I have valued your feedback from the discussion that we have had in this course. We have shared personal experiences which has shaped us for the person that we have became today. I have valued the diversity of my colleagues and your insights and thoughts, and Dr. Dassa your feedback and guidance in this class has been invaluable and insightful.
One goal of social justice, equity, and diversity is to equip my students, my students' family members, my colleagues, and my community to recognize and challenge our racial, homophobia, sexist, and ageist bias towards different groups of people because they do not look like us. I will advocate for children to have the right to learning opportunities which will help them achieve their full potential and for the children to become engaged learners and valued members of society.
My colleagues, I have valued your feedback from the discussion that we have had in this course. We have shared personal experiences which has shaped us for the person that we have became today. I have valued the diversity of my colleagues and your insights and thoughts, and Dr. Dassa your feedback and guidance in this class has been invaluable and insightful.
Saturday, April 18, 2020
A Poem to my Mother a Dementia's patient-Trauma
I watch you struggle with your memory
You could not understand our conversation sometimes
But I was there for you because you were my mother
I would hold you hands and look into your eyes
I knew the real you was still inside but your dementia was not letting you speak
There were times your medication would keep you up for two days with no sleep
You would sing all day and night worshipping our God
Yet we was there for you
The last conversation we had
You were sitting in your wheel chair and you reached out your hand as I was walking by
I pulled up the chair next to you
The conversation was not vocal because the dementia would not let you speak
It was a mother and son holding hands and looking into each other eyes
I still needed you as my mother, and I did not want to let you go
but I knew you had fought the good fight and It was time for you to rest now
You was not confused that day, but the smile on your face and the love in your eyes
let me know that you were still there even though you could not speak
The hardest part was letting go of your hand and walking away from you, but you smiled
and you let me know that it was going to be okay only as a mother could.
You could not understand our conversation sometimes
But I was there for you because you were my mother
I would hold you hands and look into your eyes
I knew the real you was still inside but your dementia was not letting you speak
There were times your medication would keep you up for two days with no sleep
You would sing all day and night worshipping our God
Yet we was there for you
The last conversation we had
You were sitting in your wheel chair and you reached out your hand as I was walking by
I pulled up the chair next to you
The conversation was not vocal because the dementia would not let you speak
It was a mother and son holding hands and looking into each other eyes
I still needed you as my mother, and I did not want to let you go
but I knew you had fought the good fight and It was time for you to rest now
You was not confused that day, but the smile on your face and the love in your eyes
let me know that you were still there even though you could not speak
The hardest part was letting go of your hand and walking away from you, but you smiled
and you let me know that it was going to be okay only as a mother could.
Saturday, April 11, 2020
Start Seeing Diversity Blog. "We Don't say those words in class.
An incident comes to my mind is when a young white child who was shopping with his parents came up to me, and he started a conversation. He was asking me why I had this display table in this retail store. Why were people putting money in the basket on the table? His mother and father were standing a few feet apart looking at clothing. While we continued to talk he came around the table to stand next to me, and we continued the conversation. However, the next question he asked changed our conversation.
He put his hand right next to mine, and he asked my why my hand was darker than his? I turned to look at his parents to see if they were going to answer the question. Their reaction were priceless. They both looked at me and their child with shock and embarrassment. The farther walked away from the clothing rack, and he did not look back, and his mother turned around and begin to continue looking at the clothing like nothing had happen. I answered him by talking about God. You know how God made animals to be different, and he said yes. I told him that God made people with different skin colors. Even though our skin colors are different, we should still get to know people. It is not the skin color that will decide if we are going to become friends with that person, but it is their words and actions.
He looked at me and, we continued our conversation, and then he said goodbye, and he walked over to his mother, and they left the store. An Anti-Bias educator would have asked the child why he asked that question. In the Laureate Education Video one of the teachers asked a young girl why she did not want to play with the brown doll and she quoted "because the brown doll was dirty." (Laureate Education, 2010) The teacher set up a time to wash all of the dolls, and the student begin to play with the dolls because it was now clean. Early Childhood Educators should show people of color in pictures as doctors, lawyers, nurses, policemen and executives in businesses. Some television shows, books, and photographs still portray people of color in stereotypes roles as criminals.
In Africa, people people live in cities and rural areas and not just the jungles. Anti-Bias educators must include photographs, books, and start conversations to help children unlearn their biases toward their peers. Instead of asking children questions of characters that they have seen on television, children should be shown images of people during the same things because images can help children depict stereotypes which will help children unlearn stereotypes about people.
He put his hand right next to mine, and he asked my why my hand was darker than his? I turned to look at his parents to see if they were going to answer the question. Their reaction were priceless. They both looked at me and their child with shock and embarrassment. The farther walked away from the clothing rack, and he did not look back, and his mother turned around and begin to continue looking at the clothing like nothing had happen. I answered him by talking about God. You know how God made animals to be different, and he said yes. I told him that God made people with different skin colors. Even though our skin colors are different, we should still get to know people. It is not the skin color that will decide if we are going to become friends with that person, but it is their words and actions.
He looked at me and, we continued our conversation, and then he said goodbye, and he walked over to his mother, and they left the store. An Anti-Bias educator would have asked the child why he asked that question. In the Laureate Education Video one of the teachers asked a young girl why she did not want to play with the brown doll and she quoted "because the brown doll was dirty." (Laureate Education, 2010) The teacher set up a time to wash all of the dolls, and the student begin to play with the dolls because it was now clean. Early Childhood Educators should show people of color in pictures as doctors, lawyers, nurses, policemen and executives in businesses. Some television shows, books, and photographs still portray people of color in stereotypes roles as criminals.
In Africa, people people live in cities and rural areas and not just the jungles. Anti-Bias educators must include photographs, books, and start conversations to help children unlearn their biases toward their peers. Instead of asking children questions of characters that they have seen on television, children should be shown images of people during the same things because images can help children depict stereotypes which will help children unlearn stereotypes about people.
Saturday, March 21, 2020
Seeing Diversity Video: Gender, Gender Identity, and Sexual Orientation
Movies, television shows, books, and toys helps show homophobia and heterosexism without knowing it. Mothers are portrayed in their traditional female roles of the family as cooking, cleaning, during laundry, and shopping. Women working jobs are portrayed as secretaries, teachers, and nurses.The father is seen as the breadwinner who is working a day job making money to support the family. Father roles are teaching their sons to play sports, work on cars, build things. If a girl would like to work on cars or a young boy want to play with dolls, then the homophobia of some parents will appear.
I remember when I was during a service call in Atlanta, GA, and one of my customer's son came into the room where I was, and he was all dolled up with makeup and a dress on, and he was elementary school age because of this"We find the look unsettling today, yet social convention of 1884, when FDR was photographed at age 2 1/2, dictated that boys wore dresses until age 6 or 7, also the time of their first haircut. Franklin’s outfit was considered gender-neutral." (Magiaty, J. 2011). It startle me for a few seconds until I figured out that it was him and not his sister. I spoke to him just like I spoke to him as before. My opinion of him and his family never changed. Until movies, television shows, books, and toys become gender neutral then people's biases and homophobias will never change.
Childhood centers should include books depicting gay or lesbian individuals. Most children in childcare centers will have their first experiences learning about lesbians or gay people at these centers. Some children will have learn about the LBGT community from their families, and the opinion of their family members may be negative of gay and lesbian people. The teachers can ask children in simple children words what do they think of people being gay or lesbian. Children in these childhood care centers should be taught that people in the LGBT community are not harmful. Gay and lesbian people like people of the same sex they are.
Children book can help both children and their parents learn how people can have a different sexual orientation in a simple way. Children will be able to"Come out and not to be ashame to speak about their families." (Laureate Education, n.d). Books on gay and lesbian people should be included because childhood centers are to teach inclusion and not exclusion/
Reference:
Laureate Education (Producer). (n.d.). Start seeing diversity: Sexual orientation [Video file]. Retrieved from https://class.waldenu.edu. Magiaty, J. (2011). When did girls start wearing pink. Retrieved from http://smithsonianmag.com-culture/When did girls start wearing pink-1370097.
I remember when I was during a service call in Atlanta, GA, and one of my customer's son came into the room where I was, and he was all dolled up with makeup and a dress on, and he was elementary school age because of this"We find the look unsettling today, yet social convention of 1884, when FDR was photographed at age 2 1/2, dictated that boys wore dresses until age 6 or 7, also the time of their first haircut. Franklin’s outfit was considered gender-neutral." (Magiaty, J. 2011). It startle me for a few seconds until I figured out that it was him and not his sister. I spoke to him just like I spoke to him as before. My opinion of him and his family never changed. Until movies, television shows, books, and toys become gender neutral then people's biases and homophobias will never change.
Childhood centers should include books depicting gay or lesbian individuals. Most children in childcare centers will have their first experiences learning about lesbians or gay people at these centers. Some children will have learn about the LBGT community from their families, and the opinion of their family members may be negative of gay and lesbian people. The teachers can ask children in simple children words what do they think of people being gay or lesbian. Children in these childhood care centers should be taught that people in the LGBT community are not harmful. Gay and lesbian people like people of the same sex they are.
Children book can help both children and their parents learn how people can have a different sexual orientation in a simple way. Children will be able to"Come out and not to be ashame to speak about their families." (Laureate Education, n.d). Books on gay and lesbian people should be included because childhood centers are to teach inclusion and not exclusion/
Reference:
Laureate Education (Producer). (n.d.). Start seeing diversity: Sexual orientation [Video file]. Retrieved from https://class.waldenu.edu. Magiaty, J. (2011). When did girls start wearing pink. Retrieved from http://smithsonianmag.com-culture/When did girls start wearing pink-1370097.
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