Sharing My Thoughts

Optimizing Brain Development

     Did you know that a baby's brain begins to work after conception and anything that traumatize them earlier in life can affect them in the long run?  "The fact that children are affected by their surrounding is too obvious to bear repeating.  Child development specialists have produced decades of research showing that the environment of child earliest years can have effects that last a lifetime" (The Urban Child Institute, 2015, p. 1).

     This is the reason why it is so important for parents to pay attention.  "It will help them to learn exactly how experiences affect children" (The Urban Child Institute, 2015, p. 1).  Knowing this information can aid our efforts to help children who are at risk and to undo, where possible, the effects of early adversity.

     I believe that this topic is important because these are studies come from a neuroscientist.  They are giving out this information and parents and educators need to be informed about how a child's brain is affected when bad things occur early in their lives.  

     My question to my classmates are would you sit and want to learn about how your child's brain develop so you can have a better understanding of their development skills?

References

The Urban Child Institute. (2015). Baby's brain begins now: Conception to age 3.  Retrieved from

     http://www.urbanchildinstitute.org/why-0-03/baby-and-brain  

Impacts on Early Emotional Development

     My hope for my future as an educator is to continue to get education.  I enjoy learning more about the Early Childhood field.  I have made plans to continue my education here at Walden University.  I have signed up for the EdS degree in Early Childhood Education.  I'm excited about my new journey, but I hate that the classes will be 11 weeks long.  As for children and families whom I work with, I will continue to be there for them and to help them in any ways possible.  They are my heart and they are the reason that I get up every morning.  I enjoy what I do and that is BEING AN ANTI-BIAS EDUCATOR!  As for my classmates, I really enjoyed these past eight week with you all.  I enjoyed reading you all discussions and blogs and reading your comments on my posts and blogs.  You all are true educators, and I am so grateful for having the opportunity to be your classmate.  Good luck on your journey as an anti-bias educator.  Until we meet again!  C. Curry

Impacts on Early Emotional Development

South Asia

     I chose South Asia as my area of the world to research.  Why?  Because I wanted to learn about children in South Asia and this was the perfect opportunity to do so.  The challenge that children are confronted with in South Asia is access to early childhood education is low with only half of the children attending preschool today.  This is worrying especially because pre-school is crucial to ensuring enrollment and school retention at later ages.  According to MICS 4 data, only two-thirds of children the ages of 36 to 59 months are developmentally on track in South Asia.  The proportion of children aged 0 - 59 months old who are left in inadequate care is also alarmingly high, meaning that several young children do not receive the nurturing and responsive care they require for achieving their developmental potential.  According to data from UIS, only half the children in South Asia attend early learning programs.  This, in turn, affects their school enrollment, participation, and retention.

     I've learned that not only children in the U.S. aren't able to attend early childhood programs, but it also happens all around the world.  At least in the U.S. there are government programs that can help families to get their child enrolled in early childhood programs, such as CCDF, On My Way Pre-K programs, and many others.  I'm so glad that there are programs in other countries like the UNICEF that cares about the well-being of children and try to help families.  

References

UNICEF (2011). Retrieved from http://unicef.org/infobycountry/

The Sexualization of Early Childhood

     I believe this is a very important topic to discuss in early childhood.  I've really didn't pay attention to sexualization in early childhood until this week.  I teach at a center that is all boys.  I noticed that they always wanted to dress-up as super heroes and believed they were strong and manly when they are allowed to play.  But I do remember when my classroom had girls that when they had show-n-tell on Fridays' most of the girls brought in make-up kits. I've also noticed the way parents, especially mothers how they dress around their children. The fathers having tattoos all over their bodies.  Recently, I read an article titled "Body Image" and I found it very interesting.  The article mentioned that "children today are being exposed to more images than any previous generation, due to advances in technology that have made mobile internet, interactive television and sophisticated video games commonplace in many homes" (Defries, 2010, p. 20).  It also stated that "a recent Government commissioned report caused a stir by claiming that this increased exposure to images that often conform to superficial gender stereotypes is teaching young girls that being attractive is all that matters, while young boys are learning it is manly to be disrespectful to women" (Defries, 2010, p. 20).  I believe this to be so true!  Not only that, but it depends on what the parents allow their children to watch at home.  The media plays a big contribution to sexualization and children because that is all that's on television is pretty girls and manly boys.  

     This article also mentioned that "young children are being influenced by a "drip drip" effect of exposure to sexualized messages, themes and images over time and from a range of different places.  Children are being sold the idea that they must look "sexy," which can lead to an obsession with their personal appearance and can have a serious impact on their mental health" (Defries, 2010, p. 20).  This is not good for children.  They are too young to be thinking about their appearance.  They should focus on being a child and loving the person whom they are as an individual.  I remember when I was young, didn't care if I was manly or strong.  I was being an explorer and talking walks in the woods and learning wild life.  

     As an educator and what I've learned about sexualization, I should focus on having materials in my classroom that does involve sexualization.  For example, I should take out the super heroes costumes from my dramatic play area for the boys.  Having those type of costumes will have the boys to think that they are powerful and strong.  I should put doctors, police, constructor workers costumes in the dramatic area.  I should also be careful about the selection of books that I read to my boys.  They enjoy listening to stories that have super heroes in them like the Hulk, Superman, The Avengers.  I need to replace them with books that are more beneficial to their learning.

References

Defries, M. (2010). Body image. Nursery World (Haymarket Business Publications Ltd), 110

     (4215), 20-21.

Evaluating Impacts on Professional Practice

     I have always thought that being an African American male in early childhood education would encourage parents to really want their child to learn and succeed in my classroom.  Sometimes I do see it and sometimes I don't.  I have learned that some people don't find it normal for a male to work with preschoolers.  It's okay if they teach in elementary, but not preschool and I am usually stereotype by others, especially parents because of my gender in this field.  I recall a time when I had a little girl that started in my class.  I noticed when I spoke to her she seemed scared.  When her mother finally met me she said, "I would like for my child to go in another teacher's class.  I do not want her to have a male teacher."  I didn't know what to say because I've never had a parent to request something like this because of my gender.  I directed her to my center director.  My director told her that if she have a problem with an male teacher to take her child elsewhere, and the parent did. 
     This really made me depressed for some months because I never thought that people really felt that way because of my gender.  It made me interact less with my students, especially my girls because I was always thinking about what that mother said about me.  It had me to really question my career.  I didn't feel the same way about teaching preschoolers like I used to.  The only way I bounced back was from talking to my best friend.  She have been a preschool teacher for a long time and she gave my the courage to keep on teaching. She told me, "Mr. Curry, you are an awesome teacher!  You're going to face some stereotype from people because of your gender and race in this profession.  Be strong and ignore them and keep changing the lives of these children.  They need you!"  I felt what she was saying.  Her kind words changed me and made me to become to best teacher that I am today.  Thank you Rhonda Hooks for your kind words!

Observing Communication

     I observed a teacher at the child care center that I work communicating with a five-years old boy.  This observation was done during outdoor time or recess.  The teacher claimed that she saw the little boy pushed his classmate on the playground.  What I've noticed about the conservation was the teacher was kind of screaming at the child and wasn't really trying to listen to what the child was saying.  After she screamed at the child, she told him to go and sit in time-out and not to get up until she told him to.  While the child was walking to go and have a seat he was crying so bad.  I felt so bad for him.  So, I goes over and sit with him.  First, I tried to calm him down.  I gave him a hug and rubbed on his back and told him to breathe in and out slowly.  After the little boy calmed down, I begin to ask him questions about what happened on the playground.  He told me that he pushed the little boy because the little boy pushed him first.  I told him that when situations like that happens, come and say something to the teacher.  I also told him that hitting your a classmate is wrong.  That's the reason the teacher put you in time-out, but at the same time she should of listened to your part of the story and talked to you and your classmate.  Finally, I asked him if something like this happen again, what should you do?  He said, not to hit or push my classmate. To come and talk to the teacher about what happen.  I gave him another hug and I told him that he can go and play.  

     Reflecting on what I saw from the multimedia segment which featured Lisa Kolbeck.  She mentioned that the teacher need to listen and ask children questions.  This was something that I didn't observed the teacher doing when she was speaking to the boy on the playground.  I believe  what mad the little boy very upset was he wanted to tell the teacher why he pushed the other boy, but the teacher didn't give him that opportunity.  Children loves when adults listen to them and ask questions because it make them feel important.  As you can see, I took the time to care about the little boy emotions and listened to what he had to say, and by giving him that hug at the end it really made him feel accepted.  I pulled the teacher to the side and told her that she didn't handle the situation correctly.  You should never scream at a child.  That will make them upset!  They feed off of adults emotions.  Also, you didn't give him a chance to explain his story.  You can't go by what you saw him doing and you need to ask questions and accept their emotions.  This situation could of been a whole lot better if you would of just listened to him.  

Reference

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

     Author

Creating Affirming Environments

Base on this week reading and multimedia segment of Adriana's care home.  This is my idea of my own family child care home promoting an anti-bias education environment.

Message Board

My family child care home will have a message board for the family to read when they enter the room. It will be a marker board posted close to the entry door.  I saw a message board in the multimedia segment from the tour of Adriana's care home with the word "Welcome" written in English and Spanish. I believe having a message board is important because I can communicate to my parents and keep them inform of current events that is going on at the child care.  The messages will be written in English and Spanish.

Family Tree

My family child care home will have a family tree displayed on the wall.  I believe it is important to have a family tree so the children can see their classmate's family as well as theirs. I will have my parents to bring in a family photo to hang on the tree.  I saw in the multimedia segment that Adriana had photos of family on her wall.  This would show the different diversity of families in my family child care home.  

All By-Yourself Area

My family child care home will have a by-yourself area.  I believe having an all by-yourself is important because children can go and be by themselves if they need it.  Also, it's an area if the child feels angry or just need to be away from his or her peers.  The children can also use this area to quietly read books. 

Print Literacy

My family child care home will promote print literacy.  I believe promoting print literacy is important because it teaches children the word and the picture of each item in the classroom.  The name of each item will be label in English and Spanish.  My children will be able to learn almost everything in my family child care home in English and Spanish.  I believe print literacy is very important in licensed child care and family home child care.  

Books

My family child care home will have an anti-bias library.  My library area will have a variety of books on social diversity of the children and families.   Derman-Sparks and Edwards (2010) stated that "three good sources of suggestion are www.childpeacebook.org, www.teachingforchange.org, and the Anti-Bias section of NAECY's website: wwwnaeyc.org" (p. 46).  I believe this is important because children will be listening to stories that relates to anti-bias and how to overcome these problems that they might encounter.

Music

My family child care home will have a diverse selection of music CD's "and homemade tapes incorporates and reflects children's home cultures and languages as well as the larger community, country, and world" (Derman-Sparks & Edwards, 2010, p. 52).  My children will have the opportunity to listen and sing to different variety of children music from around the world.  Children can also bring music CD's from home that they enjoy listening to.  

Puzzles

My family child care home will have puzzles for my children that represents multicultural and different diversities of children and families.  I will also have puzzles that are homemade using pictures from magazines and photos.  

Wall Hangings

      

My family child care home will have pictures of different diversities of families and multicultural children on the walls.  I will also have photographs of my children doing fun activities in the classroom and outdoors.  A good idea that I read from our textbooks was to "send cameras home, and ask parents for duplicates of family" (Derman-Sparks & Edwards, 2010, p. 45).  I would have to ask parents for permission for me to photograph their  child and to duplicate and use their images.  

Dolls and Figurines

My family child care home will have a variety of dolls and figurine of families from different diversities for my children to play.  I will have dolls and figurines that have different physical abilities.  Derman-Sparks and Edwards (2010) stated "a wide range of authentic people toys including appropriate homemade dolls featuring diversity of age, race, gender, and body type, including people with physical challenges" (p. 52).  I believe this is important to children because it teaches them about different diversity of children's dolls and about children with disabilities.

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. Baltimore, MD:

     Author

*  One hope that I have when I think about working with children and families who come from diverse backgrounds.

     I believe this is an excellent question to ask an educator.  When I think about working with children and families from diverse backgrounds, I think of the word "respect and trust."  I believe that if I show children and families from diverse backgrounds respect, in return they will respect and trust me as an individual and as an educator.  When children and their families know that they are being respected no matter what their racial background are; that's builds a relationship and trust.  In order for an educator, children, and families to be connected that relationship and trust must be created first.  This is what I've learned as to being an educator and an anti-bias educator.  

*  One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice.

     I would like to attend conferences, training, or workshops that relates to issues of diversity, equity, and social justice.  I would really like to attend a workshop that are for males in the early childhood field.  I would like to listen to their stories on bias as a male educator and how they overcome or dealt with these issues.  That would be wonderful!  

*  A brief note of thanks to your colleagues.

     I would like to say that I really enjoyed reading everyone posts and blogs for the pass eight weeks.  You all are wonderful and amazing educators and I would like to wish each and every one good luck on our journey.  

Start Seeing Diversity Blog: Creating Art

     Greets everyone!  I decided to use Wordle.net as my piece of art.  I believe that Wordle.net is an excellent website to express words into art.  I think that art is a way of expressing how you feel.  Your emotions!  These words represent how I feel as an anti-bias educator and also demonstrates what I've have learned during my eight weeks in this course.  Thank you!

We don't Say Those Words in Class!

     I remember hearing a child in my classroom tell another child that she is too dark to play with them.  Both girls were African Americans, just one was light-skin and the other little girl was a darker complexion.  I had to intervene because we don't say things like that in my classroom.  So, I told the little girl that said the comment that "we don't say things like that in the classroom!"  I told the other little girl whose feelings was hurt that she is a beautiful girl.  I told the other little girl that when you say stuff like that to someone, that will make them feel sad.  I asked the little girl, would you like for someone to say to you, "I don't want to play with her because she is too bright!"  That would make you feel sad.  I continued to say, that we all might have different skin color, we are still the same inside.  For example, we all have hands, feet, body organs, emotions, we need food to eat to live, and a house to live in and to keep us safe.  We are all the same! 

     Here are some strategies to use if a incident like this happens in your classroom.

1.  Stay Calm

2.  Set limits-  Firmly, yet calmly, remind the rejecting child that it is not okay to make fun or to exclude others because of who they are.

3.  Explore feelings- Provide emotional support to both children.  Let the injured child know that she is wonderful in your eyes.

4.  Go beyond no; try to figure out what underlies the rejecting child's behavior- children do not learn much when they hear only no. 

5.  Take action that respects children's developmental understanding and their culture's interaction style-conflict-resolution methods are one way to do this (Let's figure out what is happening).

6.  Respect children's learning process- no one-time comment or intervention teaches anyone a new way of thinking.  Interacting with real people has the biggest impact, but useful experiences can also come through books and other media.

Reference

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves.

Washington, DC: National Association for the Education of Young Children (NAEYC).

Gender, Gender Identity, and Sexual Orientation

*  Some of the ways I noticed that homophobia and heterosexism permeate the world of young children including books, movies, toys, stores, culture of early childhood centers and schools.  

     As a preschool teacher, I have noticed homophobia and heterosexism permeate the world of young children because of their parents.  I had a parent that did not like his boy playing with dolls in the housekeeping area.  If the father would walk-in and sees that his boy is playing with a baby doll in housekeeping, he would tell him that boys don't play with dolls.  They play with trucks!  The father even asked me to keep him from playing with the dolls in housekeeping.  I told him that children learn from play and if I keep him from playing with dolls, I am keeping him from learning.  Not only that I will be keeping him from playing with something that he wants to play with in the classroom.  I continued to say, when boys play with dolls, that is not making him to be a homosexual.  The same goes for movies, books, and etc.   It depends on what the parents are feeding in their children's minds.  

*  My response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families.  

   Early childhood centers have books that depicts death, multicultural, feels, etc.  I don't see why it would be wrong to including books depicting gay or lesbian.  But it should be age-appropriate and send a message to the children just like the other books.  Also, if the are learning it from early childhood centers at least it will be in a positive way.  

*  How I would respond to a parent/family member who informed me they did not want anyone who is perceived homosexual or transgender to be caring for, educating, or interacting with their child?

     I believe this is an excellent question to ask an educator.  I would tell the parents that it don't matter what sexual orientation a teacher have, as long as he or she is giving your child the best education possible, so that he or she can be successful in the future is what matters.  We are here for the education of your child.  

*  If I have ever used or heard homophobic terms such as "fag", "gay" "homo", "sissy", "tom boy", or "lesbo" as an insult by a child toward another child?  Or, by an adult toward a child?

     I have heard all of these terms as an child and adult.  When my sisters use to get mad at me, they would call me a "fag."  I use to hate so much that I would want to fight.  When I got older and was called a "fag", I would just ignore it and kept on moving.  I realized when I got older that it is just a word that people would say to get me mad.  When I was a child, I have heard people calling girls "tom boys" if the were better at doing things that boys usually were known for doing. Like sports!  

Time Well Spent

     The three deeply felt learnings from this program were doing the observation of three adult educators, compiling a toolkit, and doing research on early intervention.  I enjoyed doing the three adult educators interview because I was able to learn strategies and techniques to use when I become an adult educator.  I was also able to connect with my old instructors when I was going to school for my associates.  It brought back old memories!  I also enjoyed putting my toolkit together because I was able to put strategies that I can use in my classroom as an adult educator.  The main lesson that I enjoyed doing was the Capstone Project for this class.  I gained so much knowledge on early intervention.  I also learned the gaps in the system to keep families from getting services for their child.  

     My long term goal is to get my PhD.  I would be on top of the world if I get it.  Being called Chris Curry, PhD would be my dream.  First, I might go and get my Education Specialist Degree which is higher than a Masters.  It's only 9 courses to get it.  I love getting all the education I can get.

     I can't believe that eight weeks flew by that quickly.  I'm happy and sad at the same time.  I'm happy because I have finally made it here.  This journey has been a long journey.  I'm sad because my classmates who have followed me from the beginning of this program or now departing our ways.  You all are amazing individuals!  Good luck on your future plans and thank you all for everything.  Love,

C. Curry

Quote  "Every child deserves a champion-an adult who will never give up on them, who understands the power of connection and insists what they become the best that they can possibly be"  Rita Pierson.

Jobs/Roles in the ECE Community: Internationally

The three international organizations or communities of practice that appealed to me were...

1. https://www.unicef.org

I like this organization or community of practice because they work in 190 countries, so that means they are nation wide.  Their intentions is to save children's lives.  This is the main reason that I like this organization because they care about the well-being of all children.  Even their rights!  Also, they help with fulfilling their potential, and they "never give up" ( UNICEF, n.d.).  

2.  https://www.savethechildren.org

I like this organization or community of practice because they protect children from harm.  "When crisis strikes and children are more vulnerable, we are always among the first to respond and the last to leave" (Save the children, 2011).  "We ensure children's unique needs are met and their voices are heard" (Save the children, 2011).  

3.  https://www.unesco.org

I like this organization or community of practice because "UNESCO works to create the conditions for dialogue among civilizations, cultures, and peoples, based upon respect for commonly shared values" (UNESCO, 2011).  

The job that I found that was interesting is titled Assistant Principal.  The assistant principal will support the leadership team in organizing and foster a positive environment that is conductive to the needs of all students, staff and parents.  This includes:  leading, directing, and developing instructional and non-instructional staff programs; mentoring and evaluating staff; and assist the principal in the implementation, supervision and assessment of the total school instructional program.

Experience:

*  Teacher Coaching:  2 years (Required)

*  Assistant Principal:  2 years (Required)

*  K-8 School Leadership:  2 years (Required)

Education:

*  Master's (Required)

License or certification:

*  K-12 School Leadership License (Required)

References

United Nations Education, Scientific, and Cultural Organization (UNESCO). (2011).

     Retrieved from http://www.unesco.org/new/en/unesco/about-us/who-we-are/introducing-

     unesco/ 

United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from 

     http://www.unicef.org/

Save the Children. (2011). Retrieved from

     http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.html

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

The three national /federal organizations or community of practice that stood-out to me were...

1.  IDEA- Department of Education

https://sites.ed.gov/idea

     The reason that I like this agency or organization because they care about children with disabilities and their families.  Also, this is an excellent website to find information and explore resources on infants, toddlers, children, and youth with disabilities.

2.  Family and Social Services Administration

https://www.in.gov.fssa/carefinder/

     The reason that I like this agency or organization because they believe in collaboration with children and families. I also like that they sponsor On My Way Pre-K program and Paths to Quality.  Both are excellent programs to use if you are operating a preschool or child care center.  

3.  Zero to Three

https://www.zerotothree.org

     

     The reason that I like this agency or organization because they believe that all babies and toddlers have a strong start in life.  They envision a society that has the knowledge and will to support all infants and toddlers in reaching their full potential.   

     The job that I was interested is Educational Diagnostician.  Essential Duties and responsibilities include the following:  Implements and maintains a comprehensive program of diagnostic services for the district, adequately meets all local, state, and federal requirements.  Education and Experience:  Master's Degree in Special Education/Five years of teaching experience in special Certificates, Licenses, and Registrations Valid Indiana License in special education (Mild intervention).  Even though, I might not be qualified for this job, I will add it to my community of practice.  

Exploring Roles in the ECE Community: Local and State Levels

The three local or state organizations that I have chosen are:

1.  Early Learning Indiana

https://www.earlylearnin.org

2.  United Way of Central Indiana

https://www.uwci.org

3.  Head Start and Early Head Start

https://www.in.gov/fssa/carefinder/2679.htm  

The reason that I chose these three specific organizations because they are well-known in the state of Indiana.  They all contribute a lot to the early childhood programs.  The one that appeal to me is United Way of Central Indiana.  Wenger (2006) stated that "communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly" (p. 1).  United Way of Central Indiana is a community impact organization supported by a wide network of people like myself.  Together with local partners, they set and reach community-wide goals that make Central Indiana and the world a better place  They also give early childhood programs grants to help with making their centers high-quality for children.  

I believe that Early Learning had more job opportunities that were interesting to me.  There was one job titled Family Engagement Specialist that caught my attention.  The requirements listed below are representative of the knowledge, skills, and/or abilities required to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Customer Service/Communication – Provide prompt, attentive, and friendly customer service in-person and by phone; represents the organization well; maintains personal accountability and ownership for providing excellent customer service. Communicates verbal and written ideas and thoughts clearly, accurately, and respectfully; seeks and responds to feedback from customers to improve service; seeks to understand the perspectives of others.
Collaboration – Cooperates and works together with all co-workers; plan and complete job duties with minimal supervisory direction, including appropriate judgment; collaborates with and supports coworkers by helping out where needed; creates and maintains positive relationships with coworkers; asks for and listens to coworker feedback and incorporates feedback into revised processes; completes work on time and with proper quality; supports cross-training and shares learning with others.
Professionalism/Respect – Demonstrates professionalism in appearance and actions; handles difficult or stressful situation in a calm and respectful manner; demonstrates fair treatment of others and supports a positive work environment.
Problem Solving/Decision Making – Logically resolves most problem situations and develops alternative solutions when faced with obstacles; uses innovative ideas to resolve problems and develop effective solutions, takes responsibility for actions.

Reference

Wenger, E. (2006). Communities of practice: A brief introduction. Retrieved from

     https://wenger-trayner.com/introduction-to-communities-of-practice/