What I Have Learned

I think about young children so differently than I did a year ago. It sounds a bit corny, but I hope that young children have an opportunity to attend school in a classroom that reflects diversity.  While diversity in general is important, it is even more important to represent the diversity of the children whose classroom becomes their home for many hours each week.  The importance of this has become clear to me because of my diversity learning.

However, before our classrooms can truly reflect diversity, early childhood educators need to be taught as we were.  A class or two in diversity needs to be required where teachers have an opportunity to interact, question, and reflect.  Throughout this course, I have grown because of the time taken to look back and understand (and admit to) my stereotypes.  Without this reflection, I do not think that I would have changed, because I entered my initial diversity class believing that I was not a biased individual.  So, for me, I think that early childhood educators need additional knowledge on diversity.  I’ll make an effort to include a bit of diversity into each of my workshops, because diversity education needs to be a part of everything we do in our classrooms.

 

For me, this class has been intense.  I have met many colleagues that were new to me.  I have shared a tremendous part of myself, and I thank my colleagues for giving me the confidence to share.  Your comments have helped me on my voyage of growth.  I am glad that I changed my specialization to diversity from adult learning; it has been a pleasure working with each of you.  Thank you, and I look forward to our next class together.

 

Dr. Kien, thank you for your extreme organization and patience.  Your notes regarding each week’s assignments were extremely helpful, as we knew exactly what was expected.  Due to my job, I need to work ahead, and you were patient with me, answering my many questions.  Your comments throughout the course have helped me grow and look at my own biases in a light that will enable me to be a better ‘me’ and a better early childhood professional.   Thank you, thank you, thank you!

Creating Art

 

 

Initially, I was going to color the paper to represent varying skin tones... period.  You can see my original idea on the background of this work.

However, although the colors reflected diversity, there was something missing... the children.  So, I purchased some people on cardboard, and I colored them and made clothes.  Each child represented has his or her own style, making them unique.

Then, after placing the children around the outside of the paper, it looked almost like a border, which was pretty awesome. 
Again, I felt something else needed to be there.  For me, the addition of the word "Friends" brought everything full circle.  Pelo (2008) stated in our textbook "teachers prioritize anti-bias, culturally sensitive teaching and learning."  This picture and the inclusion of the word "Friends" does just that!

I hope it makes you smile... I have the picture on the wall by my desk, and whenever I look at it, I smile.



We Don't Say Those Words in Class!

       
        The timing of this blog posting is perfect.  Just this week, I was conducting an observation of an after-school director.  Although not positioned in a regular class, Mr. Jared took over for a counselor in order to be observed.  This after-school program is housed in a community center where children are bused in from various schools.  Today, Mr. Jared worked with second grade students. 
        Even before I was escorted into the classroom, it was quite obvious that the majority of the students in the community center were African American.  By the time I entered the classroom, it was more than evident that I was the only white person in the entire building; I felt somewhat isolated.  I definitely was ‘different.’
         I walked into the classroom eager to observe Mr. Jared in action.  I have worked with him previously in an intro class, and I knew he would do an amazing job with his students.  Mr. Jared approached me, shook my hand, and introduced me to the class.  There were approximately 16 children, and they readily said “hello.”  Then, one of the girls (Jennifer) raised her hand and without hesitation, she stated “Mr. Jared, how come you didn’t invite a black person to watch you?  There aren’t any white people in the center.”  Visually Mr. Jared was in shock.  While I shared his shock, I immediately become interested in observing how he would handle this remark.  It was a perfect setting to compliment my learning. 

         I was disappointed, to say the least.  Mr. Jared told Jennifer that wasn’t a nice comment and apologized to me for Jennifer’s question.  At this moment, I felt more shock than after Jennifer’s question.  First of all, her question was totally legitimate and deserved an answer; she meant no harm by her first.  And secondly, Jennifer was not sorry for her question.  “Although children may not understand the full meaning of their biased comments, these can become the basis for more developed prejudice if adults do not respond to them” (Derman-Sparks & Ramsey, 2008, p. 44).  Since I was a guest in someone else’s territory, I held back.  However, Mr. Jared’s lack of explanation was extremely important. 

       I wanted to help Mr. Jared explain about differences.  I wanted to answer Jennifer in a way that would give her question value.  I bit my lip and began writing.  During the interview portion of our observation, I was no longer able to keep quiet, and I shared some ideas with Mr. Jared.  I immediately suggested the use of puppets, and I believe, from my observation, that the puppets would involve all of the children (I actually used persona dolls in my own classroom all of the time).  In the media segment (Laureate Education, Inc., 2010), N. Spangler suggested that by using persona dolls (or puppets), there is a power of taking this tender topic and having it one person removed.  The doll (or puppet) actually becomes the children’s friend, and children will readily engage with the doll’s challenges.  As N. Spangler (Laureate Education, Inc., 2010) suggests, it’s not condemning them; it’s an extremely powerful tool that would work for Mr. Jared.

        Initially, he was defensive (which is not fitting for his outgoing personality!), but I would not let him continue to apologize.  He needed to hear me out, and then, the choices to make were his.  It was an interesting discussion, and I do not know if he totally understood.  But, he did promise to think about my ideas; that’s a starting point. 

References

Laureate Education, Inc. (Producer). Learning from another’s life story: Anti-bias in ECE settings. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6357/CH/mm/audio_player/index_week6.html

Derman-Sparks, L. & Ramsey, P. (2008). What if all the kids are white? In A. Pelo (Ed.), Rethinking early childhood education (pp. 43-47). Milwaukee, WI: Rethinking Schools.

Gender, Gender Identities, & Sexual Orientation

          Throughout my Walden journey, this is, indeed, the most bazaar blog that I have written.  The events are unbelievable, although real.   Read on, you’ll understand.
          I went to our neighborhood Toys R Us store, with a specific agenda in mind.  Immediately, I headed for the section where they had doll houses, looking for portrayal of families.  There were many [and I mean many] choices of miniature dolls.  Most of the dolls were sold in groupings, representing a family.  Amongst the choices were heterosexual families with varying amounts of children.  It was interesting that none of the choices of dolls were mom, dad, and child; there were, at least, 2 children, and most, although not all, were one of each sex child.  Then, there were additional miniature children dolls that could be purchased separately.  I did not, however, see specific small dolls that would enable the child playing to have a family with 2 moms or 2 dads; a child could, however, utilize only 1 parent doll to represent a single family head of household.  Some of the groups had dolls resembling a grandmother or grandfather, which was nice to see.  While I would never have given this much thought (which is a problem), I am flabbergasted at the packaging of these minatures.  The implication is that most families are represented by heterosexuals.  I can just hear a little girl, who lives with 2 mothers, picking up a package of dolls wondering where the other mommy is.  
        Then, frustrated, I went to examine their children’s book section.  As I searched through the books (most of which I was familiar with), I did not find any books that represented homosexual or heterosexual families.  Dora was in a majority of the books, although I did not see her family in any of the books; a little girl in the store told me that Dora’s mommy had twins.  This would lead me to believe that Dora was a part of a heterosexual family.  There were many of my favorites, such as “Brown Bear, Brown Bear, ““The Very Hungry Caterpillar,” and “Cordouroy.”  In Cordouroy, we do meet Lisa’s mother, but the rest of her family in not visible. 

          I felt the books were limited and not a good representation of what is available for children.  So, I went to the library to visit the children’s section.  I asked the librarian, A. Front, if she has any specific books that represent homosexual families.  Instantly, A. Front told me that that they used to have one book, but it was pulled from the shelf (A. Front, personal communication, January 20, 2013).  She went to the shelves and found the book, “Uncle Bobby’s Wedding” by Sarah Brannen.  Quickly, A. Front informed me that I could look at the book quickly, but it should have been removed; a parent complained (A. Front, personal communication, January 20, 2013).  When she saw my disbelief, she told me to check the internet, because it happened in New York and made the papers.  (A. Front, personal communication, January 20, 2013).   Quickly I read the book, eager to get home to see what this scandal was all about.  The book is about 2 male guinea pigs, Bobby and Jamie, who are getting married.  Bobby’s niece, Chloe, wonders if she will still be Uncle Bobby’s favorite niece once he is married.  Definitely, the message of homosexuality is shown in a positive light, and the author meshes that nicely with Chloe’s feelings. 
            Believe it or not, I did find the article; can you even believe this?  “A local resident complained about the content of the book in September 2012; the book was pulled from the shelf, although the Director of the Brentwood Library has yet to decide whether to permanently remove the book from the library’s circulation” (Seth, 2012, para. 1).  There were similar articles, including mention of a similar situation in another library in July 2007.  I was curious as to what happened to the book.  I called the Brentwood Library, and the book is no longer available from the library.  Guess that says it all!
            With all of this said, what would I say to a parent who did not want a similar book in an early childhood classroom.  I would explain the need to promote diversity in their classrooms; parents need to understand why this is important.  If teachers hand choose the family structures that they will discuss, a child will definitely be left out.  I admit to not feeling this way previously, but I think this book has as much right to be on a classroom shelf as a book depicting 2-white parents or 1-black mother or… I even really liked that the author chose to use animals, rather than a particular race.  If the book is in a preschool classroom, it is not stating that same-sex marriage is the ‘right’ thing, but it is an option and a reality in our world.  Children do, in fact, live in families with 2-moms or 2-dads.  It is our job to make these children feel safe, rather than different.  In a taped interview (Laureate Education, Inc., 2010), T. Reynolds shared that her family never talked about homosexuality.  I believe that this is the case in many preschools, too.  However, is a little girl living happily in a family with 2-dads any less important, or valuable, than a little girl living happily in a family with heterosexual parents.  I do not think so. 

 Laureate Education, Inc. (Producer).  (2010).  Learning from another’s life story (Video webcast). In EDUC 6357 Diversity, development, and learning.  Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6357/CH/mm/audio_player/index_week3.html

 Seth, J. (2012). Book pulled from library shelves: Follow-up story and interview with author.  St. Louis Community Activism Examiner.  Retrieved from http://www.examiner.com/article/book-pulled-from-library-follow-up-story-and-interview-with-author

Definitely a FANTASTIC Experience

Perhaps, I had a bit of myopia myself when I thought about on-line learning.  I had predetermined ideas.  I knew that on-line learning would be way too impersonal for me.  In some ways, it was an easy way out.

I was totally wrong.  On-line learning is not easy or impersonal.  I have never worked harder for anything in my life; my days were not my own… my life was engrossed in assignment deadlines; I would not change it for the world.  I have learned more about early childhood than I imagined possible.  It has been a whirlwind of emotions.

As far as my colleagues, I have formed a bond with many of you.  With all of my heart, I hope that we do not lose contact.  I understand the inevitable; I know that some of us will drift apart, but in that midst, there will be a few that will remain in my tangled web.  I know that, one day, we will all meet in person; maybe to celebrate this milestone in our life.  It has been a great ride, and I appreciate that you traveled down the road with me.  I couldn’t have picked a better group to learn from; early childhood is lucky to have you amongst them.  I wish you only the best ahead and I hope you will keep in touch.  My personal email is beginningsteps@bellsouth.net

Being Part of a Team

A Very Magical Team

I join groups in conferences all of the time… when I teach at the college, I feel as if I am the leader of a group of students… I was a member of many groups while in college… when I had my son, I joined parenting groups… in Walden, I become a member of a discussion group, which changes with each new course… when I was a preschool director, I was a member of several groups… I am a member of the buddy readers group… I think of myself, in many ways, as a gluten for punishment, because I do not only join groups, I become involved. 

In many ways, high-performing groups really are the hardest for me to leave, probably because my involvement is so intense.  I do not know if having clearly established norms would affect my feelings when I left the group, because if I was not comfortable with norms, I would probably experience limited involvement.  However, without a doubt, the group that I never wanted to leave was my public speaking club at California State University (notice how I said "my" public speaking club!). I was a member of this group for my last two years of college.  The main group objective was competing in speech competitions, so we shared a common goal.  We were together on campus, in the evenings, and on weekends.  When we were not practicing, we were listening to music, talking, or just laughing.  We were not considered a “hip” group at the college; we stayed away from bars and never drank.  We shared birthdays and holidays; we went competed together throughout Florida and elsewhere.  We were there for each other; we listened, and we cared about what everyone in our group thought; we even disagreed, learning from these disagreements.  I remember the night of graduation; although we still communicated for many years afterwards, we were no longer a part of the speech team.  Our relationship was very different.  We were an outsider to the students competing. 

Now, I find it difficult to leave my 40-hour early childhood classes.  At my age, I find this attachment amazing.  I see these students for six weeks, two nights a week or six Saturday’s in a row.  We bond; we respect each other.  We become part of a group; a group of early childhood educators.  I take my responsibility as their teacher very seriously, and I have built some amazing relationships with my students.  When my mom passed away, students came to my house, offering me support and kindness.  During our last class, we shared a pot-luck dinner together before class starts.  Students bring a bit of who they are into this dinner, and their culture in evident in their offerings.  It’s a wonderful ritual to adjourn the group.  For me, adjourning the group in this way is essential for the completion of the group’s purpose. 

I’m certain I will feel a similar feeling after this class.  We formed a team throughout the individual classes, but when we submit assignment number 8, we need to move on, adjourn from this group, and join another group.  Without doing this, we would never move on; we would never obtain our master’s degree.  This class will be the most difficult, because for the most part, we will be going down different paths.  Abudi (2010) stated “adjourning provides the team the opportunity to say good-bye to each other and wish each other luck as they pursue their next endeavor.”  I do have some solace in knowing that I have made some friends that will remain a part of my life forever, and I so look forward to meeting these individuals in person.  Others, I am thankful that they were a part of my group; they have encouraged me, just like group members are supposed to do.  We have listened, shared, disagreed, and grown with each other.  While I know we have to move on, sometimes I wish that we could remain a group forever!

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

I Need Specifics! A Communication Challenge

This is a challenging blog assignment for me.  When I have a disagreement or conflict with someone, it is truly personal, and for the most part, I will bend over backwards to find a compromise or give in.  I do not like conflict.  I take it personally when someone is upset with me, although I am beginning to understand that it is alright if we agree to disagree.  I’ve also come to the reality that I cannot please everyone.

For the conflict that I chose to share, I have changed names… just because you never know who might read this blog.  

Months ago, I scheduled a workshop at a school in Florida.  The contract was signed, sealed, and delivered.  The only thing missing was the location and the amount of participants.  One month prior to the training, I reached out to the supervisor only to find out that a location was still being acquired, and the exact number of teachers would be determined based on the location.  It seemed like we were going in a circle with no end, but I was determined to be patient.  However, at two weeks prior to the workshop, I was informed that nothing has changed; the circle was not opening.

At that point, my patience had run its course.  Without a participant count, I could not prepare my supplies.  A count was critical; the location was not.  After speaking with the supervisor (AKA training director or consultant), I was informed that I need to remain patient, because she was doing the best she could.  Then, she went on to suggest that I plan for 50, and if there were 100, I could just add to the amount of supplies; at least, I was ahead of the game.  This was not a pretty circle anymore, because I began to take it personally, which I understand was not a great choice.  However, I resented her telling me what I need to do for my workshop, especially since so much of my art workshop is hands-on.  It is imperative to have a count; there is a huge difference between 50 and 100. 

To make a long story short, I found out 3 days prior to the workshop that there would be approximately 80 in attendance.  My husband and I crammed during this time to prepare, making certain we had enough materials for the workshop. 

This entire incident was, in fact, a huge learning experience for me, and after taking this course, I understand so much more.  Without a doubt, I needed to suggest a compromise.  I would prepare for a number of participants between 50 and 75, and that would be the cap for the workshop. 

Knowledge of Magda Gerber’s 3 R’s might have added a bit of sugar to this predicament.  This individual and I have built a relationship through a respectful, responsive, and reciprocal relationship.  I have presented numerous times for this group.  As an educator, I pride myself on my workshops, and I understand the huge amount of time needed to prepare.  I was not going to do anything but my best, and unfortunately 3 days prior was not respecting my time; in addition, she was not, in my opinion, responsive to my needs as a speaker. 

As an early childhood communicator, I learned that I need to be open and up-front.  While suggesting a compromise might have worked, I, also, could have been more specific.  I just presumed that the supervisor understood what went into presenting a quality workshop.  I was literally in disbelief that nothing was falling into place, especially with my workshop right around the corner.  Looking back, it would have helped tremendously if I explained the reason for needing a count of participants; this might have encouraged understanding.  Instead I became frustrated, adding to the supervisor’s obvious frustration, and our personalities were adding to the conflict.  This explanation would have built respect, encouraging a responsive answer; this would have gone a long way to build upon our reciprocal relationship! 

(I will add as a PS that I did ask a fellow colleague of mine what she would have done in a similar situation… she sparked up and said, “I would have cancelled!”)