Time Well Spent

Here we are at the end of our journey!  We have spent a large amount of time over the past two years with each other in classes.  We created a community of support, encouragement, compassion, and understanding that inspired each of us to blossom and flourish.  We began our journey identifying our passion.  We ended the journey by developing a Capstone Project that transformed our passion into action.   

I learned so much on this journey!  The most important lesson is to recognize our communities of practice in everyday life and to utilize them as we did in class and for our projects.  We depended on each other for support and guidance; we learned from each other, we asked questions, we sought expert advice from Dr. Teri when necessary.  I learned that teamwork and collaboration are important ingredients for a functional community of practice.

Second, I learned the importance of self-reflection as well as viewing life from different lenses.  Knowing ourselves, what we’re made of, who we are, and where we’re going are paramount to our success.  Realizing our path looks different from the perspective of the children, families, and communities with whom we work is the beginning of developing wisdom.

The third lesson that will continue to help me along my path of ensuring all children are nurtured and have access to developmentally appropriate opportunities is the importance of research.  The wealth of information available about the multitude of programs for children is overwhelming.  The amount of programs that offer assistance to help teach, train, and community organize is astounding.  Additionally, problems children face and barriers that must be overcome to help all children develop to their fullest is just as staggering.  I discovered this information and so much more through research. 

I have two goals in completing this master’s program.  One is to teach in a community college to inspire students to reach a higher level of commitment and advocacy.  The second is to teach a parenting class which corresponds with my capstone project.  Always, my goal is to be a lifelong learner.

Thank you to all my colleagues in this class and previous classes.  Thank you to Dr. Teri and to all the professors that have been committed to ensuring our success!  Our journey together has changed my life.  It is clear to me that we have all been called upon to transform our passion into action by becoming leaders in the early childhood field.  Ending this journey reminds me of the challenge presented by Mahatma Gandhi, “You are the hope of the future. You will be called upon, when you are discharged from your colleges and schools, to enter upon public life to lead……” (Gandhi, n.d.).   

Reference

Gandhi, M. (n.d.). The selected works of Gandhi, Vol. 6, The Voice of Truth. Retrieved from http://www.mkgandhi.org/edugandhi/students.htm

Jobs Roles in the ECE Community:  Internationally

         This week I explored the International Step by Step Association (ISSA) website.  I chose this website because the association is concerned with quality care for children and advocates for equal access to education for all children (International Step By Step Association, n.d.).  The approach ISSA implements for early childhood development are based on allowing children to make choices with an emphasis on peer interaction.  ISSA reaches out to those for which quality childcare is not available.  A very attractive service offered by ISSA is to train adults in parenting skills, which coincides with my Capstone Project (International Step By Step Association, n.d.).  ISSO has many resources available to members; however I was not able to locate employment availability.

         Next I explored the Save the Children website.  I was encouraged to learn the tremendous work this organization performs globally.  Save the Children helps communities to reorganize and rebuild after tragedy strikes.  This organization also concentrates on providing assistance to women during pregnancy, childbirth, and the early years of their babies’ lives (Save the Children, 2013).  The organization seeks health care workers on a global basis to assist in decreasing the number of deaths in children less than five years of age (Save the Children, 2013).  There are many opportunities for careers with Save the Children. I research a job opening in Washington D.C.: Information and Documentation Specialist, Education and Child Development, which is part of the International Program.  This job entails global marketing for early childhood programs as well as coordination and distribution of information.  Qualifications include the ability to write and edit as well as layout and publication (Save the Children, 2013). My educational and work experience meets the job requirements, but I have no experience publishing.  The website also highlighted 43 other job openings, six of which were related to child development and literacy.  The job I found most appealing because of the job responsibilities is Early Childhood Coordinator for the Early Steps to School Success Program located in West Virginia. This program utilizes home visiting to address developmental activities, health issues, and parenting skills from birth to age five to ensure a smooth transition when children enter school (Save the Children, 2013).  I am qualifies for this position, especially based on my educational background and social work experience that involved home visiting as well as working with a variety of government agencies.  The successful applicant must live in the community which would entail relocating.

         I also explored the United Nations Children's Fund (UNICEF) website because my communication partner from a previous class shared with me the many contributions UNICEF made to his county of Benin, Africa, such as installing indoor plumbing (Claudio, 2011). UNICEF, a global organization, works for the betterment of children and carries out the philosophy of helping all children develop to their fullest capability.  A main goal of UNICEF is to improve the living condition and lives of those living in poverty (United Nations Children's Fund (UNICEF), n.d.).  The website featured a temporary appointment for an Education Specialist (Emergencies) in Bamako, Mali.  Qualifications include knowledge of and experience in complex emergencies.  I do not have that knowledge or experience.  Although I retrieved this information from the website on February 15, 2013 I do not know how current it is since the dead line to apply expired. 

         Reflecting on the various websites and job openings I explored, the most appealing job is the Early Childhood Coordinator position offered by Save the Children.  I am regretful that a move to West Virginia would take me further away from my children and family.  I am encouraged by the wonderful work accomplished by every organization and am hopeful a position with Save the Children will become available in closer proximity to my present location.    

References

Claudio. (2011). Retrieved from personal e-mail

International Step By Step Association. (n.d.). Retrieved February 15, 2013, from http://www.issa.nl/program_early_child.html

Save the Children. (2013). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

United Nations Children's Fund (UNICEF). (n.d.). Retrieved February 12, 2013, from http://www.unicef.org/

Jobs/Roles in the ECE Community:  National/Federal Level

         I reviewed many Federal websites as well as state and local sites to determine the scope of early childhood programs that include home visiting, parenting classes, and working with teen parents.  As I reflect, progress, and discover along the final trek of our Master’s program I am becoming more focused on combining my many years of experience in the social work field with my years of experience and education in the early childhood field.  A website I found most interesting was: www.nola.com/education/index.ssf/2011/03/teen_mothers_get_help_staying that featured an article about an innovative program for teen parents. The article described a program at the Cohen Senior High School in Louisiana that is supported by an Early Head Start grant with the goal of assisting teen parents to complete high school.  The program makes use of a social worker that makes home visits, provides monetary assistance for child care, and conducts parenting classes. The website did not feature any job openings.

         The second website I reviewed based on my interest to incorporate my social work skills with ECE was Nurse Family Partnership – NFP found at:  http://www.nursefamilypartnership.org/about/careers.  This is a National website that had two job openings posted; one with a home base at the NFP National Service Office in Denver, Colorado with travel to Texas, Oklahoma, Nebraska, and Kansas.  This position is a Program Developer that cultivates political and fiscal support for the program.  It involves work on the state, county, and city level.  Requirements include a Master’s Degree in Public Health and two to four years of experience in franchising organizations as well as an understanding of how state and local governments and funding agencies work.  Although this job sounds challenging, I do not possess the necessary qualifications.  The second position is for a Chief Operating Officer, Denver, CO.  Requirements for this position include experience as a senior manager with experience in sales, marketing, and IT.  Other positions posted were for nurses.  I believe the NFP program is a vitally needed program to support teen parents and ensure their babies receive the best parenting necessary to ensure their development.  I believe beginning work on a local level and aspiring to advance to employment on a National level is more realistic for me to consider.

         While I was researching NAEYC’s website at:  www.naeyc.org I discovered that a program within my home state of Pennsylvania holds the designation of an exemplary program.  The Montgomery County Community College Children’s Center in Blue Bell, PA provides child care and family support to a diverse clientele and maintains an anti-bias approach.  I find this program exciting because of the affiliation to a community college.  My original goal for pursuing a Master’s Degree was to teach at a community college and this type of child care center lends itself to blending teaching adults with providing child care.  The website did not post vacant positions.

        The Health and Human Services website at:  www.acf.hhs.gov/programs/ecd/programs/home-visiting, explored the Affordable Care Act Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) and Tribal MIECHV.  This program allows for partnership at the federal, state, tribal, and community levels.  The goals for this program include improving parenting skills and encourage home visiting.  Home visitors are nurses or social workers with the goal of helping families with all aspects of health, child development, and nutrition.  I am encouraged that social workers are included in this program and foresee the need to include more professionals from the early childhood field.

References

National Association for the Education of Young Children, (2013). Retrieved from www.naeyc.org

Nola.com, (2013).  Retrieved from www.nola.com/education

Nurse Family Partnership, (2013). Retrieved from http://www.nursefamilypartnership.org/about/careers

U.S. Department of Health and Human Services, (2013). Retrieved from www.acf.hhs.gov

Exploring Roles in the Early Childhood Education Community:  Local and State Levels

            While researching resources for early childhood organizations and agencies I came across a nationally based program that contributes to community based programs called “Parent-Child Home Program”.  “This is an evidence-based and research-related early childhood literacy and school readiness program.  Its goal is to strengthen families and prepare children for academic success through intensive home visiting, especially families who do not have access to educational opportunities to prepare their children to enter school ready to succeed (Parent-Child Home Program, 2013).  Families served by this program are low income from any background, location, and educational background.  Services are initiated and provided by partnering with local organizations, including school districts, social service agencies, and various community based programs (Parent-Child Home Program, 2013).  This program particularly interests me because it would enable me to combine and utilize my early childhood experience and education with my social work experience.  Additionally, this programs website provides valuable information that will assist me with my Capstone Project.  Job opportunities include being a state coordinator that oversees all aspects of the program, including starting the community based program, selecting appropriate curriculum materials, and all aspects of running the program.  I am qualified for this position based on my BS in Early Childhood Education and many years in the social work field.  There are no programs in the county or surrounding counties of my home state of Pennsylvania.

I explored two other websites of state operated programs.  The first was the Pennsylvania Department of Public Welfare (DPW).  The website outlined many programs DPW provides oversight to including The Mentor Parent Program, Inc., Early Intervention, and Parent to Parent of PA.  The Mentor Parent Program’s mission is “to provide assistance and training to parents and professionals to provide one-on-one mentoring and support, to provide information and appropriate referrals, to develop home-school partnerships, to foster parent involvement with the early intervention & education systems, and to develop community awareness of the needs of children with disabilities” (The Pennsylvania Department of Public Welfare, 2013).  This program is interesting to me because its mission and one-on-one support to parents of children with disabilities is much needed and a very rewarding endeavor.  The Parent to Parent of PA program has an opening for a Regional Coordinator for the Northeastern region.   I am qualified for this position, however the starting salary is much less than my current position and the location is not within a reasonable travelling distance.  Other job opportunities  are provided through Pennsylvania State Civil Service Commission. 

            The third website I explored was The Pennsylvania Department of Education.  This state agency includes Keystone Stars, PreK Counts, and works jointly with DPW to provide Early Intervention.  PA Pre-K Counts is designed for “children who are between age 3 and until the entry age for kindergarten; are at risk of school failure and living in families earning up to 300 percent of the federal income poverty level (such as a family of four earning $67,050) who may also be English language learners or have special needs” (The Pennsylvania Department of Education, 2013).  I am interested in this program as well as Early Intervention because both programs provide children with necessary developmental skills needed to help them become successful when entering school.  Presently there are no job openings; however the civil service jobsite is frequently updated.  My current position is within the Pennsylvania Civil Service system which allows me to bid on jobs as they become available.   

References

Parent-Child Home Program, (2013). Parent-Child Home Program’s National Center website. Retrieved from http://www.parent-child.org/

The Pennsylvania Department of Public Welfare, (2013).  The Pennsylvania Department of Public Welfare website. Retrieved from http://www.dpw.state.pa.us/forchildren/earlyinterventionservices/index.htm

The Pennsylvania Department of Education, (2013).  The Pennsylvania Department of Education website.  Retrieved from http://www.education.state.pa.us/portal/server.pt/community/pennsylvania_department_of_education/7237

Welcome back for the last class of the MS in Early Childhood Studies program!  As part of our class assignment we created "wordles", a very clever endeavor.  My use of modern technology sometimes leaves much to be desired, however after many attempts I finally decided I had to publish my Wordle to the public website viewed by everyone on the Internet! 

To access my Wordle:

Social Change.pdf (162.083 KB)

One more adventure along this journey amongst many new paths and many well-travelled roads!
 

Special Thanks!

          When I enrolled in Walden’s master’s program I was unprepared for everything the journey would encompass.  I remember writing a paper during my first class outlining what I would need to ensure completion of the program.  I identified one of my needs as taking care of myself in order to maintain the stamina needed to continue the pace of working full time while taking classes.  What I was unprepared for was the experience and expertise my colleagues would share with me as we traveled together.  I did not foresee my need for support or that I would try to support my colleagues as much as I could.  The support everyone provided along this journey helped me gain insight and knowledge I could not possibly have gained on my own.  The class material along with personal experiences that were shared enriched and broadened my understanding of the importance and extreme value of our profession.  Over the past year and a half the names of some of my colleagues have changed, however the support and camaraderie has not!  Good luck to everyone!  I hope we all are able to fulfill the dream that was our driving force to embark upon this journey.  jomazzei@yahoo.com

 

Adjourning

One of the hardest groups for me to leave was also the group I devoted the most time helping to build.  Early in my career I worked for a year as a VISTA Volunteer with a Mental Health/Mental Retardation program.  The program director had written a grant to obtain VISTA Volunteers and shortly after getting us on board she resigned her position and relocated.  Prior to leaving she told us her vision was to develop a puppet show to provide education about mental disabilities to the community.  The volunteers bought into the vision.  To realize the vision we spent much energy on the forming stage of getting to know each other, the agency staff and getting agency staff on board to “buying into” our goals and developing clear directions regarding the project (Abudi, 2010).   In conjunction with agency staff, community members, a recording studio, and other agencies we all spent countless volunteer hours writing a script, making puppets and a stage, writing and recording songs and practicing, practicing, practicing!  We progressed into a cohesive, well developed team and developed strong friendships.  We celebrated the success of the project after each performance; however we did not formally “adjourn” prior to the team members moving off into different directions (Abudi, 2010).  Perhaps we each considered our “adjournment” the sad good-byes we bade each other as the VISTA project ended.

I have been contemplating the question, “How do you imagine that you will adjourn from the group of colleagues you have formed while working on your master’s degree in this program?” and have not formulated an answer.  It seems like yesterday that I was brushing my forehead while exclaiming, “Half way there”!  We share so many personal stories and have grown so much while pursuing our master’s!  My first thought is that most school “adjournments” are celebrated with a graduation ceremony.  My second thought is that we should incorporate what we’ve learned about team development and begin with the forming stage of discussion with each other and developing objectives/goals to plan for an adjournment celebration and start to think about the roles we will each take to meet our goal (Abudi, 2010). 

I would like to take this opportunity to thank my colleagues for the support you continuously provide me and for sharing your personal stories.  I am a better person for learning to listen through reading your postings and blogs.  The lessons I learned from each of you are inexpressible!  Thank you!

Special thanks go out to a colleague that shared her story of an acting group she participated in while in college (Beene, 2012).  Your story sparked my memory of the VISTA project I described above.   Until participating in such a group, it is hard to fathom the effort and commitment involved.

References

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

Beene, H. T. (2012). Discussion Board, Communicating and Collaborating in the Early Childhood Field (EDUC - 6165 - 1), week 6

Conflict Resolution

       My son recently moved into an apartment off base and decided it was time to “take stock” of his finances and track where his money was going.  In doing so he discovered a rather large payment that was automatically deducted from his account.  Of course he contacted me quite upset with his dilemma of not knowing where this payment was going or for what purpose and assumed I would know the answer and fix it.  My son was using anger and aggression to manipulate me into “fixing” his problem.  My first reactions were to reassure my son that it was very mature of him to get a handle on his finances, recognize his frustration (O’Hair, 2009), and begin formulating a plan to discover where the payment was being sent.  I also used deep empathetic listening (The Center for Nonviolent Communication, n.d.) to hear his frustration.  During our discussion I was very cognizant of the importance of “power with” my son.  I realized he was struggling with a very real financial dilemma and with learning to become independent.  Fixing his problem would undermine his independence.  My course of action was to remain centered on the matter at hand and steer clear of any personal attacks or blaming.  We worked on a cooperative strategy and a compromise by working together (O’Hair, 2009 p. 212).  I began asking probing questions requiring specific and precise answers and specific research to find the answers while always reassuring my son that each step of the way brought us closer to the answer (p.215). 

I knew my son was paying off school loans via direct debit and he said he did not have any other payments made by direct debit.  His first step was to contact the college to determine the source of his loans and then to ascertain the loan company handling the loans.  I maintained a supportive climate providing my son an opportunity to explore these avenues independently while explaining the purpose and remaining focused and calm (p. 204).  My encouragement and support helped my son feel good about the research he was doing to solve his own dilemma, while simultaneously learning important tasks involved in money management.  As it turned out, my son discovered he was paying on a loan he forgot about and the loan required only one more payment!  We arrived at a solution that fully satisfied both of us – win-win!! (p. 216).  

References

O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s

The Center for Nonviolent Communication. (n.d.). Foundations of Nonviolent Communication. Retrieved from http://www.cnvc.org/learn/nvc-foundations

Communication

       When comparing my self-evaluation and those of my daughter and friend the one thing that surprised me most was how similar our evaluations were.  I try to be honest and forthcoming with myself and recognize areas I need to improve.  Over the years I worked on becoming more respectful of the viewpoints and intelligence of others and to maintain a good balance between respect and consideration of other’s viewpoints (Rubin, 2009).  Although this was my goal, I was not aware of how others perceive me. 

The postings submitted by my colleagues on the Discussion Board provided many insights into the complexities of schemas and perceptions.  Many of the choices we make in our communication behavior, from the clothes we wear to the way we speak, are determined by the way we want others to perceive us (O’Hair, 2009).  When presenting ourselves in a specific light we must realize others perceive and interpret us based on their own schemas retrieved from their memories (p. 40) therefore others may not grasp the intention of our communication behavior.  Being mindful of this is a reminder to ask questions and listen effectively to ensure our messages are received the way we intend and that we are receiving the intended message of others.  Another way to improve the accuracy of our perceptions is not to rely completely on first impressions, which often lead to inaccurate conclusions (p. 44).

A second insight I gained this week is how first impressions lead to stereotyping.  When answering questions about a picture of a woman many of the answers were based on past experience.  The way the woman dressed evoked memories of particular groups of people that were dressed similarly.  Generalizing the style of dress to fit a particular socio-economic status or educational level prompted placing this unknown woman into one of these categories, thus developing a stereotypical view of her.  Without being mindful of this process it may become natural to continue making assumptions and place people into generalized categories based on stereotypes. 

          Awareness of the process of schemas, perceptions and stereotyping is important in working through barriers to effective communication and acceptance of diversity.  Effective communication and accepting diversity are paramount to working effectively with children and their families.  Being aware of our own schemas and preconceived perceptions will assist us to being sensitive, mindful and respectful of the viewpoint and intentions of others, especially children, their families, and our colleagues.    

                                                  References

O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s

Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication research measures: A sourcebook. New York: Routledge

Strategies to Communicate More Effectively

          One aspect of my job involves visiting nursing care facilities.  I find that I communicate with the residents of nursing homes differently than I do with my colleagues at the office.  I tend to stand closer and speak louder and slower than usual.  A strategy I would employ to adjust my communication style to the individual with whom I am speaking is observing body language and visual cues to ascertain if the person is comfortable with how close I am standing to them and if they are able to hear my voice and grasp what I am saying when talking at a normal volume and pace.  By focusing on the other person and adapting my communication style the other person will feel at ease, making effective communication more likely (Beebe, 2011). 

A second strategy to developing effective communication skills when working with elderly individuals is to ask questions.  Asking questions is a simple technique to confirm the accuracy of assumptions, such as nursing home residents are hard of hearing.  It helps reduce uncertainty and helps both parties develop greater understanding (p. 106).  Taking the time to listen effectively to the answers increases trust and allows the other person to feel respected.

The third strategy I would use to communicate more effectively with individuals residing in nursing homes is to establish common ground (p. 105). The person with whom I may be communicating grew up in a different era than I and eliminating the communication barriers may not be possible; however finding common ground to build a new dialogue combining both our cultures may create a common understanding to develop meaningful communication (p. 107).

My experience working with people residing in nursing homes is that the time and effort taken to establish a rapport supportive of effective communication is that the reward is overwhelming.  I once spoke to a marvelous woman that told me her story of traveling cross country by hopping freight trains.  Priceless!

Reference

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon

Smash

          Monday night I sat in front of the TV to watch a program I never watched before.  I do not own a VCR or recorder, so I watched part of the program with no volume and part with volume.  I do not watch a lot of TV so I do not know the names of the actors.  The first part of the show began with a group of people sitting in a theatre facing the stage.  A man and woman stood on stage talking.  Based on facial expressions and body language the atmosphere was tense.  No one was smiling and conversations were short and did not appear to be warm.  The scene changed to a couple standing outside conversing.  The man rolled his eyes at what the woman was saying.  The woman walked away.  My impression was that they were not happy with each because their facial expressions were stern.  The scene changed to a group of men and woman sitting in a lobby talking.  The woman that was just outside was part of the group.  The group looked a little drained, as at the end of a busy day.  The next scene was of a different man and woman talking in a bedroom.  The woman put her head down on her hands and the man kissed the top of her head.  He looked pensive, not loving as his lips were tightly pressed together.  The last scene I watch with no volume was a different couple outside arguing.  He looked sad as she pushed him away.  He attempted to kiss her.  My overall impression was that tonight’s episode (Monday night) was about tension between the characters and they are not a happy group.  (NBC (Network), 2012).

          With the volume turne on the next scene I watched was back on stage.  A man was playing the piano and the woman I had just seen outside named Julia was telling him, “I could kill you.  Do you know what he was saying to me?”  Julia was in tears.  The atmosphere was tense.  The program ended with the characters walking into church to hear one of the characters sing.  Everyone was relaxed and with their family.  Julia’s husband was with her.  Julia smiled revealing a much different impression than previously.  The couple from the bedroom also attended the church service.  In fact, she was one of the singers.  While sitting in a pew watching her sing her partner exchanged a glance with a blonde sitting in a different pew – the look indicated that there are feelings between them.  After watching the program with volume, my impression was that the program is about relationships and roles people play within their everyday lives as well as on stage.  (NBC (Network), 2012).

          What I learned by watching Smash without volume and then with volume was how revealing our eyes and facial expressions such as smiling, frowning, and a lips-tight stern look are when communicating.  I was also reminded of why I do not watch much TV. 

Reference

NBC (Network). (05/07/2012). Smash [TV program].

Competent Communication

          A colleague at work demonstrates competent communication.  An attribute she exhibits that stands out as very effective in her workplace communications is that she attempts to understand a particular situation while evaluating and respecting other’s input before making a response (O’Hair, 2009).  Many times she interjects with probing questions prefaced by, “May I ask…”  During individual conversations and meetings my colleague maintains eye contact and usually sits leaning slightly forward demonstrating her interest. Her behavior at work is professional indicative of her ability to determine the appropriateness for the particular culture and situation (p. 19). 

          I admire my colleague’s ability to communicate effectively and would like to model her competent communication processes.  My friend’s ability to demonstrate professionalism is apparent in her verbal communication as well as her appearance.  I believe appearance enhances the effectiveness of communication.  We portray an image by our vocalizations, listening skills, body language, and appearance.  My colleague is adept at “behavioral flexibility” (p. 19), a skill I admire and strive to achieve.  I remind myself frequently to practice better listening skills and monitor my verbal and non-verbal interactions in a culturally sensitive manner.  I appreciate my colleague’s honesty and respectfulness in her communications and strive for the same.

Reference

O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s

Professional Hopes and Goals

     My hope working with children and families from diverse backgrounds is to play an active role in making the playing field level so every child has an equal opportunity to reach his or her fullest potential.  I hold the vision that every child and family can be empowered to recognize diversity as an enrichment and use opportunities to learn from one another.  Stereotypes, microaggressions, and the “-isms” can and will be recognized as well as the role each person plays to perpetuate these unfair and biased attitudes.  Children and families will be empowered to advocate and work to diminish inequities and become active participants making society more equitable for all children.

     A goal I would like to set for the early childhood field is that awareness of diversity, microaggressions, and the “-isms” becomes common knowledge.  This can be accomplished by targeting awareness on all levels, including early childhood programs, the school systems, and adults.  Education of the general public so that the “-isms, and diversity become common knowledge involves participation of the media and technology used by children and adults.  The media, technology, and education curriculums on all levels will be targeted as instrumental in achieving equity and social justice so that every child may reach their full potential.

     I do not feel I can be brief in expressing my gratitude to my colleagues in this class.  We have shared personal stories and private emotions with each other.  We have touched each other’s lives.  I have grown and become so much more sensitive not only to the pain microaggressions cause but also to the joy of embracing diversity.  My circle of friends has become more diverse and I am able to form deeper and fuller relationships.  Thank you for helping me gain an understanding of the day to day trials and tribulations of implementing diversity in early childhood settings.  Thank you for helping to grow alongside each of you!  

Welcoming Families From Around the World

     I am working for a child care center and we are preparing for a new student whose family just migrated from Benin, Africa and I was informed he will be placed in my room.  I was told that Benin is located in West Africa bordered by Togo and Nigeria.  The climate is tropical and Benin is sub-Saharan.  The main industry is agriculture.  My new student, Claudio will speak French, a language I do not speak.   I immediately begin researching the culture of Benin, the types of schools and family attitudes toward education.  I am also interested in learning about the music and foods of Benin and research if foods can be purchased locally.  Of particular interest is the family structure and religions of the country.

     There is an employee of the child care center that works part-time in the kitchen and speaks French fluently.  I make arrangements for this employee to assist me communicating with Claudio and his family.  I ask her to teach me a few phrases and words that will be helpful in meeting my new student’s needs during his transition into the program. 

     After completing my initial research I schedule a meeting with Claudio, his parents and the interpreter.  I am very careful to ensure Claudio and his parents are comfortable and understand what is spoken.  My goal is to ascertain their goals for Claudio and to explain the child care’s goals so we may work together to combine and incorporate their goals into the curriculum.  We discuss their family culture, their views about education, and their customs and foods, special toys that Claudio may share with classmates or that may be purchased by the center as well as special holidays and religions celebrations. The family shares that Claudio has several favorite books from Benin that he would be willing to share.  With the interpreter’s assistance, we discuss how the family handles discipline and discuss the guidelines used by the center.  We also discuss Claudio’s learning style within the family and the general learning styles that are prominent in the schools in Benin. I ask Claudio and his parents to suggest changes we could make in the classroom to reflect their culture and help Claudio feel more comfortable and at home.  Claudio’s mom agrees to volunteer in the classroom twice a week and his father will volunteer one day a week.

     Claudio’s family provided many suggestions for books, learning materials, and snack foods that reflect their country and customs.  I begin ordering books, including audio books in French and English as well as posters and several new games and toys that Claudio’s parents suggested.  The interpreter helps me add French words to all the items that are labeled around the room.  We plan a snack menu that includes some of Claudio’s favorites.  I schedule a meeting with the center director and other teachers to discuss incorporating suggestions and ideas Claudio’s parents made into our curriculum.  I plan to discuss the differences in the learning styles and discipline and to seek guidance, suggestions, and participation of the staff.  I share that I would like to add music around the world to our plans so that the children can make musical instruments, including some used in Benin.

     Last, I sought permission for the kitchen staff interpreter to spend time in our room, especially Claudio’s first day, to assist with the language barrier.  I shared all the information I gathered and learned with my children and together we planned to make Claudio’s first day a special day for him.

     My hope is that Claudio and his family will have a smooth transition into the culture of the center and our room.  We will assist Claudio to be proud of his heritage and language while learning a new culture and making new friends.  My knowledge of cultural diversity will be broadened and I hope to broaden the students’ views and knowledge of diversity as well. 

Resource

Smidt, S., (2006). The Developing Child in the 21st Century: A Global Perspective on Child Development.

The Personal Side of Bias, Prejudice, and Oppression

     An incident that happened at work reflected classism and brought to light the magnitude of how people that are part of the dominant group are not aware of the hurtfulness of their actions.  Everyone’s favorite employee was forced into retirement due to her medical condition reaching a serious level.  We were all very sad and continue to keep tabs on her by getting updates from her best friend.  During a conversation I was having one of the clerical staff this employee’s condition was mentioned.  I realized that she was totally unaware that the employee’s condition had gone from serious to critical.  While I was updating her she started to cry.  She said, “Oh my, that’s my girl!  Every time I asked her best friend how she was doing I was told that she was fine”.  My heart broke!  I was sad to realize the extent of the hidden biases in an environment I spend the majority of my waking hours!  My friend suffered the result of classism by the dominant group because she is clerical staff.    

    This incident highlighted inequity in my work place based on the hierarchy of class.  Witnessing the devastation my friend felt first because she became aware that someone she obviously loves is in the dying process and second because she was excluded from this information.  The feelings this incident brought to me were anger and a deep feeling of unfairness. 

     There is great power in leading by example.  I am hoping my colleagues will follow my lead and develop relationships at work that are not based on an individual’s place on the totum pole of hierarchy and that this incident will be the beginning of awareness of the inequity the dominant group practices based on class.  My friend left my work area, still crying, and went directly to the sick employee’s best friend.  This time she was updated on the condition of her dying friend.  My friend used the moment as a step toward enlightening the other employee of the effect being excluded from information had on her. 

    In an adult world people are capable of educating and advocating for themselves.  Change occurs with knowledge, awareness, and sensitivity.  People must become knowledgeable about biases, prejudice, and microaggressions.  Next people must become aware of their own biases, prejudices that result in microaggressions.  Finally, people must become sensitive to the feelings of others and the effect biases, prejudice, and microaggressions have on the recipients. Every adult is responsible for this undertaking.  In a child’s world family, teachers, clergy, community members, and institutions are responsible to teach and instill equality and equity.