Evaluating Impacts on Professional Practice

As I think of the different “- isms”, I feel that racism and sexism are among the “-isms” I may endure. Stereotypically, many people view working with children in the early childhood field as being primarily a female profession. I feel that being in this field there is a strong possibility that I will be discriminated against due to my gender while in this profession. I also plan to work with children of all nationalities. With that in mind, I am positive that someone of a different racial group will visit my center and be biased towards myself and my institution because of my race. For instance, in the community I live in there are mostly Caucasian and African Americans. As a result, I plan to cater to both groups. In my opinion, the African American group would be more appreciative of the environment as opposed to Caucasians; based on my race. I could very well see Caucasian parents questioning my capabilities in terms of caring for their children. In contrast, the African American community would be generally accepting. Personally, I believe that this would cause undue strain on me mentally. I could envision myself being an emotional wreck because all I aim to do is help young children become successful adults with the help of their families, and I think that the color of my skin should not dictate my capability to serve them accordingly. As I endure this form of racism, I would hope that the parents I am servicing at the time would be very supportive and encouraging towards me as I work through any racial difficulties.

Observing Communication

The communication experience between a young child and an adult took place at the birthday party at the movie theater. There was this one little boy that was a guest and relative of the birthday boy.  The little boy that was a guest was a little younger than that of the birthday boy.  The host which was the mother of the birthday boy had her hands full with the normal birthday things. It seemed like the little boy that was the guest just could not find his place in this setting. Every time the host would invite the children to participate in parts of the party. This little boy would say I don’t want to do that. Then she would tell if did not want to participate it was okay but to allow everyone else the opportunity. He would then kind get quiet until the next activity would come. Finally, when it was time to get popcorn before the movie this little went on and on about not wanting any popcorn. This time the host ignored him (I thought) and prepared all the children popcorn including this child. The children got their popcorn right before they went into the movie. The host told the little boy to help her give the bigger children the popcorn. The little boy eagerly accepted and when everyone had gotten their popcorn there was one left over. He took it and set down and enjoyed the movie eating popcorn.

The situation taught me that the little boy was intimidated by being around bigger children. I really applauded the way the host address the little boy. She made him feel important in the environment by making him a helper. It wasn’t that the little didn’t want to be there he just did not know how to fit in with the birthday boy and all of his other friends because he was younger. It was weird to see that play out but what was more special was the way the host empowered the little boy in this situation. I feel that this was a definitely an example of speaking the language of children.  As in the video the hosts made the little boy feel listened to and seen.

I really like the way the host in my observation change the way the little boy felt about himself at the party. He went from being intimidate by the bigger kids to finding his way to fitting in with them. I feel that if I was in the situation I would have really gone out of my way to support the little fellow too. I have learned that it is really important to listen to children. They don’t have the capability of communicating like adults so it is important to really listen to them. They are expressing themselves to the best of their abilities.  I want to practice on listen more to children and paying close attention to what they say and not say to best support them in their circumstance.

Reference:

Laureate, 2011. Communicating with young children".   

Creating Affirming Environments

The community I live in represent many ethnic groups therefore in order, to develop an anti bias environment.  My front door would say welcome with a mixed picture of each child that represents the many ethnicities in the community. Upon entering the setting I will place a sign in section for the child and their family along with a cubby for each child to place their belonging in. The walls and bulletin boards display bright beautiful color. I will create a bulletin board section that will allow each child to take turns sharing pictures of themselves and their families. . My staff will represent diversity ethnicity as well. It would also display various forms of families such as single parent, extended family biracial and so forth. The material I will include in the environment to introduce anti bias is different varieties of music, the library will include books from various area represent every form of diversity. It will also include stories, puzzle, games and dolls.   I would also establish an area for dramatic play that will focus on diversity by incorporating various clothing items from different cultures in addition to play food dishes and more.  Many of the residence in the area have porches as represented in Andriana’s care home with that in mind I would like to have environment that has walk up porch as you enter and exit the environment (Laureate, 2011). I also like the area that allowed children having separation anxieties time to adjust.  I choose to include each of these entities into my anti bias environment because I feel that through each representation each child and their family will see some of themselves in the environment as well as expose them to other differences regarding culture, race, social identities and so forth. In regards to the cubby area for the child it gives them feeling of acceptance to be able to place their belongings in a place of their own which one of the most important factors to me.

References:                                                                       
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Laureate Education, Inc.( 2011). Welcome to anti-bias learning community.