Evaluating Impacts on Professional Practice

Family diversity includes heritage, culture, and traditions. Understanding each individual family's identity will allow educators and parents to view children and as unique individuals who, in society, form a combination of mixed identities with diverse experiences and backgrounds (Brooker & Woodhead, 2008). It is important to analyze one's own biases and potential stereotyping in order to eliminate them and facilitate an educational environment where a welcoming, accepting, atmosphere is established for all children. Educators will then also be able to develop and implement programs that cater to children's needs in ways that encourage healthy development through exploring different cultures and respecting others and their beliefs regardless of race, religions, or other categories of "-isms." Children are extremely impressionable and it is, therefore, vital that our opinions and views of others are not discriminatory, thus allowing children to imitate and identify with positive emotions towards one another. Children should learn that each person is not defined by a single component or definition but are made up of several personal truths about oneself. 

I am fortunate not to be surrounded by many "-isms" in the international environment that I teach in. However, I have discovered that I, myself, have behavioural biases where I am prejudiced against people who are intolerant and disrespectful. Being in an international school, I have not come across any parent or educator who is disrespectful towards particular races. I do anticipate that when potentially moving to smaller, local schools in regions of developing countries, I will be faced with particular difficulties associated with racism. As I wish to work in Cambodia, working to provide healthy early childhood care for children who are not fortunate to receive adequate educational care, I may experience barriers in establishing such a system and working with local educators as they may be initially dismissive of my ideas and of me being there as a foreigner. It would be important for me to learn about traditions, norms, and the culture prior to my endeavour in order to enable positive communication and relationships between colleagues. When colleagues are opposed in areas of ideas and methods to a large scale stemming from a stereotype or bias, more than a disagreement of opinions, a festering negative atmosphere may cause discourse in the school. This could be transferred to the children attending the school and hinder their development of certain skills, such as conflict management, as well as also preventing families from reaching a particular goal or obtaining a positive relationship with one party because of the clear separation between the educational parties involved (Klein & Miller, n.d.).

References:

Brooker, L., & Woodhead, M. (2008). Developing positive identities. Early Childhood in Focus.

Klein, A. S., & Miller, M. (n.d.). In support of family-teacher partnerships. Early Childhood News. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=359

Observing Communication

Adults need to provide a positive influence on children's lives and support them to allow them to thrive. Positive reinforcement allow children to feel good about themselves and enable them to gain more confidence which will create an opportunity for healthy growth and development. Good adult and child interactions are "respectful, playful, enjoyable, enabling, and rewarding (Learning and developing through interactions, n.d.). It is important to give children feedback on what they do, affirming their efforts, celebrate their progress and achievements, and help them tot learn from mistakes or challenges. 

In order to understand more about communication between adults and children, I observed the dynamics of parent and child. I sat at a restaurant during dinner and was seated next to a woman with her 2 children, perhaps aged 5 and 9. It was quite crowded but not too difficult to hear and I could observe their gestures and interactions without being indiscreet or disturbing. This was not as much of an observation of communication but a lack thereof, which is equally as crucial to note. The children were given electronic devices to play whilst the mother was on her mobile telephone and only put them down to eat. When eating, they would discuss school and the mother constantly asked about grades and moved on without the mother commending them or making any further comment. It was a constant series of questions that seemed to not impress or worry her. The children were, however, not eager to please as they seemed resigned to the interrogative nature of the conversation, as if had many times previously. I initially thought that the lack of communication, prior to the meal, was disconcerting because of their reliance on technology and the limited personal connection. The conversation between them, on the other hand, was more puzzling as it seemed almost robotic, lacking emotion. 

The children did not express their likes or dislikes and the mother didn't seem to really listen or acknowledge the children's statements as if she was not really listening intently (Stephenson, 2009). This communicative style seems as though it was a reoccurring theme, not a one-off instance. As parents, it's important to be engaging with your child's life. To make the communication more effective at this one point, however, would have been better facilitated if the technological devices had been removed and they perhaps discussed various topics about their day, as opposed to merely about grades and report cards. This would create a connection between the parties and allow positive reinforcements to establish good future relationships for the children. The bond between parental figure and child is important and should encourage a child to feel safe and happy. The, what I can only assume to be prolonged style of communication (perhaps a certain degree of neglect), can cause a child to feel demoralized, unimportant, and disappointed in themselves because they can't live up to an idea that they think their parents or guardians have of them. 

Open communication is vital to build an honest and healthy relationship. Sometimes adults treat child as incompetent and less adequate individuals. I hope, and like to think, that I treat each individual child with respect and as equals. I have found that in a crowded classroom, it can be difficult to effectively listen to each child for a good amount of time each day but I try to ensure that I do so. I would like to improve my ability to discuss conversational techniques with parents and colleagues in ways that do not insult or target them. 

Resources

Learning and developing through interactions. (n.d.). Aistear. Retrieved from http://www.ncca.biz/aistear/pdfs/guidelines_eng/interactions_eng.pdf

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=37131016&site=ehost-live&scope=site

Creating Affirming Environments

A family child care home should be inviting, dynamic, and armed with tools for children and families. The individuality of each child and their family should be recognized and celebrated, which encourages the inclusion of culture, religion, gender, ability, additional needs, and family structure. The staff present in the family child care home should liaise with families to ensure that needs of the child are met, they can seek advice and support from community agencies, adopt a positive unbiased attitude themselves (professional development opportunities for anti-bias education can be available),  and publications and training sessions can be set up to increase their awareness of different needs and inclusive practices. Multicultural approach to the program should be set in place where a separate coordination unit can assist in providing multicultural ideas and liaising with educators to help them meet particular needs. It is important to ensure that all children and their families are supported in their cultural identities, language, and religious beliefs. Family feedback can be encouraged in order for educators to understand progress of their child at home and at previous child care centers.

Cultural sharing events can be held where parents can get to know one another better and learn about each other's cultural backgrounds. An initial meeting with each child's family could be had at the start of their enrolment in order to provide parents with a clear image of what occurs at the family child care home as well as provide educators with more information about the child, their needs, and their background. 

Within the center, easily accessible tools for children and families should be available. Multicultural and diverse reading materials should also be on display for children to access, not excluding particular groups and ensuring that different types of home dynamics are also addressed (How can educators effectively involve families in anti-bias efforts?, 2013). Non-stereotypical but all inclusive resources, decor, and toys should be on display for children because "what children do not see in the classroom teachers children as much as what they do see" (Derman-Sparks & Olsen Edwards, 2010). 

Resources

Derman-Sparks, L., & Olsen Edwards, J. (2010). Creating an anti-bias learning community. Anti-bias education for young children and ourselves (pp. 32-51). Washington, D.C.: National Association for the Education of Young Children (NAEYC).

How can educators effectively involve families in anti-bias efforts?. (2013). Anti-Defamation League. Retrieved from http://www.adl.org/assets/pdf/education-outreach/How-Can-Educators-Effectively-Involve-Families.pdf

Understanding Diversity

Being able to work with children from different backgrounds and who have varying needs is a fulfilling aspect of teaching in general. With my personal long term goal of working with impoverished children, I aim to learn more about the effects of trauma on children and ways in which I, as an educator, am able to reduce its impact on their development and future learning.

For early childhood education as a whole, I think that an aim should be for curricula to be developed in such a way that encourages acceptance of diversity in everyday life, embracing differences and reducing bias through teaching that promotes healthy, unprejudiced everyday thinking amongst individuals and collectively. 

As a part of my course, specifically learning about diversity and equity in early childhood, I would like to verbalize my gratitude towards my fellow colleagues who have provided me with perspectives I have never considered, ideas that I will integrate into my own teaching, and their moral support that has been offered through common achievements and challenges. 

Trauma's Impact on Children

This first picture that I drew depicts a child cowering in the corner as we see her father's shadow screaming at her. It is meant to display how some children deal with certain trauma, removing themselves from situations, both during the traumatic occurrence and in other situations post trauma. It conveys the idea that the abuse children receive can haunt a child for a prolonged period of time, being "pushed into hiding" (Ryan, n.d.).

The second picture shows the faded image of a sad child grasping at a way to get out. Children should feel the ability to reach out to someone when they are in need and keeping them trapped in a horrific situation will encourage children to develop new fears, become sad, have reduced concentration, become angry, and feel irritable amongst more severe issues that may occur as they become older (Children and trauma, 2008). 

The last image drawn displays children holding hands and is meant to convey resilience. With the opportunity to build a support system, children have a greater chance of suffering less after traumatic incidents or being able to remove themselves from traumatic situations, thus becoming stronger individuals (Resilience in child post-traumatic stress disorder, 2007). 

References:

Children and trauma. (2008). American Psychological Association. Retrieved from http://www.apa.org/pi/families/resources/children-trauma-update.aspx

Resilience in child post-traumatic stress disorder. (2007). Dartmouth Undergraduate Journal of Science. Retrieved from http://dujs.dartmouth.edu/fall-2007/resilience-in-child-post-traumatic-stress-disorder#.U_BFwdwxFFI

Ryan, J. (n.d.). Recovery from childhood trauma. The National Association for Christian Recovery.  Retrieved from http://www.nacr.org/wordpress/37/recovery-from-childhood-abuse

Communicating Differences to Children

At a school I used to work at, there was a young girl who had only 2 fingers on one hand. The children would ask her questions about her hand, for example "why is your hand like that?" and she would simply reply "because I was born that way." When asked how she is able to play the piano, a teacher assistant overheard and stepped in to confront the children. She spoke with a harsh tone and told the children to leave the girl alone and that one should not ask questions such as those. 

By dismissing the children's natural curiosity, the teacher assistant, let's call her Anne, was giving the idea that there was something wrong with this child and actually highlighting her differences to a negative degree. Anne also provides children with the opportunity to ostracize the girl because of her difference. By dismissing their questions, instead of allowing appropriate questions and the ability to gain more information about other individuals, Anne has in a sense created a potential bias about someone by allowing the children to develop a judgment based on limited information and on a face value basis (Avoiding bias, n.d.).

In a similar situation, it would be more ideal to address the children's curiosity and put the discussion on hold but get back to the topic once one has gained more information from the parents and the child, given their permission to discuss it as well and allow an open discussion to be had about various differences in general so as not to single out the girl as well. 

Resources:

Avoiding bias. (n.d.). Walden University. Retrieved from http://writingcenter.waldenu.edu/774.htm

Gender Identity and Sexual Orientation

I believe that one should not make a point to include or exclude, but keep it natural, with regards to a particular genre of books. It is important to find a wide range of literature for children and when questions arise with relation to content, it is important to reply as unbiased as possible without discussing one's own values. Therefore, age appropriate literature is necessary regardless of different topics discussed in the books, otherwise it is classified as censorship; subjecting children to one's own values and imposing them on others. Books for children should include a wide range of genre, culture, and by authors from all over the world.

If a parent informs an educator about their concerns with a teacher who is perceive or self-reported as homosexual or transgendered, it is vital to put one's stand on what is valued and good care for children, which does not include sexuality but includes the qualities of being a caring educator, instilling good learning habits to children, etc. However, if they have an issue about sexual orientation of a teacher, they must discuss it with a school administrator because of legal repercussions. As a fellow educator, however, it is important to reassure the parent that the school hires the best educators regardless of sexual preferences and that teachers in the school do not impose their sexual orientation on children and that it remains private to the individual teacher as they do not flaunt their sexual preference. 

A teacher should be able to convey knowledge, teach skills, challenge and inspire children, which should be a standard for all teachers regardless of sexual preference. Unfortunately, teachers who may be homosexual, lesbian, bisexual, or transgendered are "often judged by different standards than those that apply to other teachers" (DeMitchell, Eckes, & Fossey, 2010).

Resources

DeMitchell, T., Eckes, S., & Fossey, R. (2010). Sexual orientation and the public school teacher. Boston University, 19(65). Retrieved from http://www.bu.edu/law/central/jd/organizations/journals/pilj/vol19no1/documents/19-1DeMitchellEckesandFosseyArticle.pdf