Exploring Roles in the ECE Community: Local and State Levels

I am actually very content in my current job position.  This is the start of my sixth year teaching preschool in my school district and I may never leave this job!  I enjoy my coworkers, assistant and the wonderful children and families in my preschool.  In Wyoming teachers are paid well and since I work for the school district I am paid the same as all teacher from grades kindergarten through high school. I truly enjoy what I do and I love working right with the children.  I could one day see myself going to teach kindergarten or being the supervisor of the preschools in my school district.  A preschool supervisor interests me because I have experience in preschool and I would love to see more preschools available in our school district.  I also feel like I am gaining knowledge and experience that I could use to help other preschool teachers.  This position would not require any additional schooling but I believe preschool teaching experience would be extremely beneficial.

Once I started looking into organizations in my state it was interesting to learn about some of the organizations working to improve and promote early childhood education.  It made me realize that there are many opportunities right here in my state to be more involved in the promotion of early childhood education.  One of those organizations is Wyoming KidsFirst.  Wyoming KidsFirst mission is “To lead a public-private partnership in the development of an accessible and sustainable, high-quality early childhood system that supports communities and families” (http://www.wyokidsfirst.org).  Later in my career it could be interesting to be the Executive Director of Wyoming KidsFirst.  I am not exactly sure of the educational requirements for this job but the current director has a bachelor’s degree, although it is not in education, and she also has a master’s degree in public administration.  I definitely believe that experience in early childhood education would be necessary and important.

I have heard a lot about the National Association for the Education of Young Children (NAEYC) and have even had the opportunity to attend one of their conferences.  It was a great learning experience and wonderful opportunity to be around so many other early childhood educators.  Working for the Wyoming Early Childhood Association (WYECA) is a job that would interest me because this organization is a state affiliate of NAEYC.  The requirements for being the president of the WYECA is you must be a member of NAEYC and WYECA, demonstrate potential in leading the group and previously served as a board member.  I believe in all of these jobs it is important to have experience as an early childhood teacher prior to having a supervising role.  I believe you also need to be a good communicator and have good collaboration skills.  In all of these positions it would be important to be able to work together with other people to accomplish goals and encourage growth in the early childhood field.   

Reference

Wyoming KidsFirst, (2015).  Retrieved from http://www.wyokidsfirst.org.

Reflecting on Learning

Throughout this course I have learned a lot and reflected on how what I am learning will look like in my own classroom.  One of my most passionate hopes for my future as an early childhood professional is to make every moment count.  I do not want to miss out on any of those teachable moments with my young learners.  Days get busy and there is so much going on in a classroom that sometimes I feel like I miss out on a great opportunity for me to help my students be more confident or aware of what is happening around them.  I do not want to miss out on the opportunity to help them see how their words and actions are influences someone else’s feelings.  I want to help teach them the skills to be able to stand up for themselves and others against prejudice.  Many times I feel like these skills can be taught throughout each day if I just make sure to take the time to teach them.  In regards to the families I work with I want them all to feel welcome and visible in my classroom.  I want them to feel comfortable to ask questions and be willing to work with me to help their child develop.  I want them to know how important their love and guidance is in their child’s ability to learn and grow. 

Thank you to all of my colleagues and instructor during this course.  It has been a joy to read your discussion and blog posts and to see the different perspectives shared during this class.  It is always a good educational experience to hear other people’s ideas and views on different issues.  Thank you for taking the time to do great work during this class and help me grow as an early childhood educator. 

Impacts on Early Emotional Development

I chose to look at the Caribbean because I love to vacation in the Caribbean.  We have taken a few cruises in the Caribbean and I have visited some of the islands in this area of the world.  After visiting these islands I have always been interested in learning more about the children on these islands.  One island I looked closer at was Dominica.  My husband and I took a tour on this island about five years ago.  When we arrived on the shores of the island it was very beautiful with all different types of colors on the buildings.  We had a wonderful time on this island but saw from the beginning that it was definitely less industrialized then other islands and we wondered about the economy on the island. 

“UNICEF is on the ground in over 150 countries and territories to help children survive and thrive, from early childhood through adolescence” (UNICEF, 2011). When I looked at the UNICEF website I found a story about a seventeen year old boy, Remoff, who at a young age lived with a variety of different people while his parents worked at jobs on other islands.  He was headed down the wrong path until he finally got help and started attending Social Centre.  Social Centre is a school funded by UNICEF with a location on the Dominica.  Since Remoff did not have a strong support system at home he did not have the emotional or financial support to stay in school.  UNICEF has given him the opportunity to work on his high school education and hopefully move on to college.  Many children do not have access to daycare or preschool in the Dominica.  This lack of educational opportunity can have a negative effect on children’s emotional wellbeing and development.  A nineteen-year-old named Christian is working with the Roving Caregivers Programme to help support and train parents to provide a better life for their children (UNICEF, 2011).  This was a great opportunity for children and families to see the importance of male figures helping in the development of children. 

Another island I looked closer at was Jamaica.  I was saddened to read about how prevalent sexual abuse against children is in the Caribbean.  In this region sexual abuse against children is greatly underreported and victims are made to feel a great deal of shame.  “A study in Jamaica indicated that men often believe they have a right to engage in sex with girls under their care, while children in Guyana reported believing that sexual violence can be blamed on a victim’s clothing” (UNICEF, 2011).  Any type of sexual abuse would have a devastating effect on a child’s emotional wellbeing and development. 

As I was reviewing this website I found it very upsetting to read about all the challenges children face but I also found it inspiring to know that there is an agency working to help these children.  It also reminded me that children right here in America face some of these same challenges and devastating situations.  I was reminded of the importance of really knowing the children in my classroom and being a strong resource for them and their families. 

Reference

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

The Sexualization of Early Childhood

As I started to read the introduction from the book So Sexy So Soon my jaw began to drop.  Even though I have noticed how girls are dressing more provocative at a much younger age and I have heard young children say things that I thought should never have come out of the mouth of a child that young, some of the stories told at the beginning of this introduction were very disturbing.  “Sexualization has to do with treating other people (and sometimes oneself) as objects of sexual desire . . . as things rather than as people with legitimate sexual feelings of their own” (Levin & Kilbourne, 2009, p. 4).  I do take notice of some of the clothing teenage girls wear as well as young preschool girls.  It is disturbing to me when I see teenage girls wear shorts that pretty much show their bottoms.  It is even more irritating to me when they wear these types of clothing to school and the school does nothing about it.  Our school district actually made a stronger dress code for students and teachers that go into affect this school year.  I am interested to see if the school really makes students or teachers change their clothes when they are dressed inappropriately.  I see preschoolers wear clothing that I feel is just too grown up for them.  If it is something a teenager would wear if it were in their size then I am not sure a preschooler needs to wear it.  I feel like we push young children to dress way above their age because parents think they look stylish and cute. 

“When people are sexualized, their value comes primarily from their sex appeal, which is equated with physical attractiveness. This is especially damaging and problematic to children and adolescents who are developing their sense of themselves as sexual beings” (Levin & Kilbourne, 2009, p. 4).  If you listen to children play in a preschool classroom you will hear them make remarks to what someone looks like and how these looks affect that person’s ability to do different things.  For example a girl might say she wants to be the cheerleader but another student will tell her you have to be pretty to be a cheerleader.  It is sad to see how much importance is placed on what people look like.  Young children watch the older children and adults in their lives place too much value on what they look like.  This can also be true when it come to dieting.  It is amazing to listen to young girls talk about going on a diet or things they will not eat because they need go on a diet.  Our society places too much value on what people look like on the outside and not enough value on what people are like on the inside. 

“The sexualization of childhood is having a profoundly disturbing impact

on children’s understanding of gender, sexuality, and relationships” (Levin & Kilbourne, 2009, p. 3).  As an early childhood educator it is extremely important to be a good model for your students.  Make sure you are dressing appropriately and professionally.  Make sure you are not only commenting on certain children’s outfits but also making sure everyone in your classroom feels special.  Make sure you model healthy eating habits and be aware that children are constantly watching what you do and say.  Also make sure you are available for your students and willing to answer their difficult questions.

The readings this week have opened my eyes to sexualization and made me want to be more aware of its implications on my young preschoolers and my own children.  I realized I had a little bit of knowledge regarding this subject but not nearly enough.  I also realized I had no idea how big of a problem this is can be and how young it can start.  This is an issue that is not going away but one that definitely needs to be addressed at an early age. 

Reference

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating Impacts on Professional Practice

I would have to say that throughout my life I have not experienced that many isms.  My Walden education has opened my eyes to exactly what isms are and how they influence my own opinions about different issues.  This week I am going to talk about classism.  “Classism is an attitude, action or practice of an individual or institution, backed by societal power, that gives preferential treatment to or treats as superior those with more economic resources or higher social status and treats as inferior or denies access to those with fewer economic resources or less social status” (Derman-Sparks & Edwards, 2010, p. xi).  I have always pictured myself as a working mother.  There has never really been a time in my life where I thought I would be a stay at home mom.  I believe teaching is the perfect job because you get the same holidays off as your children and I get to spend a lot of time with them during the summer.  I do put in a lot of extra time at work during the school year but I believe it all evens itself out.  On the other hand I have often felt like my own mother wishes and believes I should stay home with my children.  My mother was not a stay at home mother while I was growing up because financially she wasn’t able to be.  There have been times when I have felt that my mother has looked down on me because of my choice not to stay at home with my children.  This feeling has also carried into my classroom.  I have wonderful families that attend my preschool but many of them are stay at home mothers.  I have great respect for stay at home mothers and sometimes feel like it would be harder than being a working mother.  Even though there are times when I feel this way there are also times when I hear stay at home mom’s complaining about what they have to get accomplished and I think you have no idea.  Try getting all of that stuff done on top of having a fulltime teaching job.  I definitely try to not let this feeling impact my teaching and I do believe I have learned to appreciate the challenges of stay at home moms and working moms.  I believe it is important to remember that we all have challenges, obligations and many goals we are trying to get accomplished whether we are doing that in a working environment, at home or both. 

Reference

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

Observing Communication

I often watch and listen as my eight-year-old son, Cutler, and my husband have conversations about a variety of different topics.  My husband does a great job of listening to Cutler and getting his ideas and perspective about different situations.  Many times when Cutler wants something or wants to do something my husband will not say no right away but will give Cutler a chance to explain why.  I watch my husband get on my son’s level, stop what he is doing and really listen to Cutler.  “Listening is the process of recognizing, understanding, accurately interpreting, and responding effectively to the messages you hear” (O'Hair & Wiemann, 2012, p. 158).  I see Cutler’s satisfaction and eagerness to explain what he is thinking.  I can tell that Cutler really appreciates his dad’s willingness to be a good listener and I can see how it encourages effective communication between them.

My husband also does a good job asking Cutler questions.  He really challenges Cutler’s thinking about different issues by asking questions and encouraging Cutler to look at ideas from different perspectives.  One of the recent conversations I observed was when Cutler and his neighbor friend across the street wanted to have their own yard sale.  Instead of saying no right away my husband took the time to listen and ask questions about their idea.  My husband also did a good job of educating the children on what a yard sale actually involves and how much work goes into doing one.    

There are times when I need to practice my husband’s communication skills.  I know I need to be more patient and truly listen to my children instead of saying no to an idea right away.  My learning this week has reinforced the reasons for needing to be a better listener.  I also need to make sure I give my children a chance to really express their feelings and ideas before responding to them.  I know I do a much better job of this at school but I also want to be an effective communicator with my children at home.

Reference

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's.

Creating Affirming Environments

“An environment rich in anti-bias materials invites exploration and discovery and supports children’s play and conversations in both emergent and planned activities” (Derman-Sparks & Edwards, 2010, p. 43).  In my family child care program I would have a sign-in area where the parents sign the child in each day.  I liked Adriana’s idea of having an area in that sign-in where parents can say how the child slept the night before or any concerns they have about their child for that day (Laureate Education, 2011).  This helps the teacher get a better understanding of the child’s home environment and gives parents the opportunity to share how their child is doing at home.  I would include a schedule for the day’s activities.  I liked Adriana’s scheduled that included pictures for the children and parents to see (Laureate Education, 2011).  I would include pictures of the children and families from my program, which would help children, and families feel more included and involved in the program. 

I would of course have a variety of anti-bias materials.  I would have a book area with a variety of books that displayed all types of abilities and similarities and differences.  I would have a dramatic play area with a variety of clothing, food, dolls and toys.  I would have a block area with a variety of blocks and Legos.  Also there would be a variety of wooden people who came from different races with a variety of different abilities.  I would have an art area with many types of art materials.  I would have a writing center with a variety of writing materials and puzzles.  I would also have a listening center where children can listen to books and different sounds.  I would have a texture table that would include materials consisting of different textures.  All of these areas will be changed up depending on what our area of focus is for that week.

I liked Adriana’s idea of a special place for children to express their emotions (Laureate Education, 2011).  I would have an area in my program where children could go when they were have big feelings.  This would be a place where children could learn how to calm themselves down and talk about their feelings.  My program would also be covered with pictures of the children attending my program.  Children love to see themselves and their friends in pictures.  “Relationships and interactions with children and families, the visual and material environment, and the daily curriculum all come together to create the anti-bias learning community” (Derman-Sparks & Edwards, 2010, p. 51).    

References

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

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author