The Sexualization of Early Childhood


     My reaction to the ideas shared in the reading" So sexy so soon" comes as no surprise to me concerning some of things children are learning and saying thses days. The reasons being, they are viewing too much television, playing too many video games, hanging out with people who are too old for them to hang out with, and trying to hard to fit in. Girls who are having self esteem issues because they are considered not to be as pretty or thin is affected the most. In the article, Levin, and Kibourne (2009). talks about the things they say, such as the girl in dramatic play area singing and dancing, she has seen it on television, and probably is listening to the wrong source of music. The six year old, asking "what is a blow job", he has heard it before, and is just curious about what it means. There is no need to be surprised about what children are asking, saying, or viewing, it's out there for them to see. They are being exposed to much to soon. 

     I can recall several examples of how prevalent sexualization is in early childhood. When I was working with 4 year olds in a preschool classroom, some of them acted well over the age of five. They loved to go to housekeeping and pretend to be the grown up. They could make a custom based on their imiginations to become what they wanted it to look like. During group dance time, some of them would dance like what they brought from home, not according to the music we had at school. Was I surprised, the answer is NO, I was not. I am working in a elementary school environment with grades first through fifth, some of the clothes the girls wear at an early age here is sad. The first graders are wearing heels, and short skirts, it's not their faults, parents are buying them for them to wear.

    The messages these children are recieving today is that it is okay to dress the way you want, and that everyone needs to be thin. This is the only way they will be excepted. It is ruining our children. It is causing them to become depressed because they can not look like what they see on television, or they are different from their friends. As an early childhood professional, it is my job in helping children at an early age to realized that all people are different, no two people are alike, and they all have something unique to offer, it does not matter what you look like, the color of your skin, your race, we are all special.

   The role of parents for the education of their children is to promote values, those that are meaningful, to instruct their children to do the right things in life, and not be influenced by others. These includethe way we talk around children, gestures and actions, they are watching us, we must make positive influences in their lives not negative ones. I always try to correct children when I feel they are going in the wrong directions, but in a good way, to let them know I care and love them, and they are important to me.

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/intriduction.pdf

Evaluating Impacts on Professional Practice

     The consequences I might expect for the children and families with whom I work while I experience specific "ism(s)" in my own life is racism, sexism, and ageism. The reason I chose racism is due to my experience now as a professional and as a African American living in todays society and also living as a middle class family who has to work everyday. The reason I chose sexism is most of the time women are not priviledged to the type of jobs they are educated to perform. And also on certain jobs men feel that over weight females can not work on jobs even though they have the same degrees or higher. My reasoning for choosing age-ism is closley relate to my beliefs about sexism. The consequences is that certain areas I demonstrate my professionalism, there are still people out there that view me as being African American and may not deserve the same opportunties as people who are white. Also my age may have obstacles that might hinder me in a society which view are painted by what they percieved to be the perfect fit for how women are suppose to look on a certain job, and also those situations where some jobs may want people of a certain age group. I realize that labels hurt, and can damage a person for the rest of their lives. I want to be the one to make a differences in the lives of my children and their families where they don not have to feel hurt from the "ism(s)" in society base on their gender, color, race, economic status, or the class they belong to. I have learned from my studies in previous classes that as an anti-bias educator I have to let go of my biases, and also to recogniz those that are hidden, if I want to make a difference in the lives of the children and their families I work with on a daily basis ( Derman-Sparks & Olsen Edwards,2010).
   One thing I do know is that no matter what, these feelings ot hurtful experiences will no cause me to be frustrated or change my views when working with my children or their families. My heart is always open to listening and for helping. One thing I will remember from taking all of my courses this far in this program is it does not matter who you are based on your gender, race, culture age, sex-orientation, religious beiefs or age, respect goes a long way. I have to always recall what I learned about the Golden Rule, which is to treat others the way you would like to be treated", this is a statement to live by for successful daily interaction with anyone, especially the families and children we interact with. I am empowered with knowledge, I am encouraged, I am motivated, and I have the passion for teaching and working with children.

    If I allow the negative views of the world and society to interfer with these, then the people who have made me feel this way, win. This will cause me to have negative feelings which will be demonstrated through my behaviors, interactions, and the way I communicate with the children in the classroom as well as the way I may communicate with the families. I understand the consequences of "ism (s)', and I refuse to let them get in the way of children having a healthy development and learning opportunity in order to become productive citizens in a society where views are frowned upon based on your identity , economic status, class, sexual orientation, etc....

Reference
Derman-Sparks, L., Olsen-Edwards (2010). Anti-Bias education for young children and ourselves. National Association for the Education of Young Children, Washington, DC. (NAEYC).

Observing Communication

The observation that I observed happened in the Reading computer lab at the school I work in. The teachers in the school bring their children into the lab to take AR tests. AR tests are tests given on books in which the teacher, the child, or someone else has read to the child. On this particular day, a 2nd grade class was taking tests on the computer. What I noticed the most was the patience and the praise in which she was giving each individual child. She was so encouraging to them to be successful on taking the test. What caught my attention was, her words, and her tone. She would say to them I like these 100's, good job boys and girls, and you all are so smart. I just loved it.

Lisa Kolbeck stated in the media segment that it is important to let children have the space they need to learn and develop (Laureate Education,2011).  She also stated that that people that work with children are those who are starting to work with children it is very important that we not close children off with walls of our assumptions. We need to leave ourselves open to surprises, because they (children)  have so many surprises inside that we can learn about. This is so true, from my professional and personal experiences of working with children. If we just stand back and observe, and listen to what they are saying, not just during play, but any given activity, we can learn a lot.

I think the children in the 2nd grade class were very happy. Some of them would say to me, look Ms. Hollis, look what I made. Teacher talk is powerful in the classroom. It is very important in the development of children, especially when the language is used that they can relate to or understand ( Dangel& Durden,2010).

It is very important as educators that we watch our choice of words when we are communicating with children. The power of a hurtful word or comment can damage a young child for the rest of his/her life. I try to respect their opinions, and I always listen to what they are saying, because what they are saying is important too. Words shape our attitudes, feelings, and our thoughts (2010). The main purpose in my opinion when teaching and talking to children is to support their learning and development,  to not bring any hurt, harm or danger to them ., but to keep them safe, to nurture them, and to bring joy into their learning experiences in the classroom.

References
Communicating with Young Children. (Laureate Education,2011). Retrieved from https://class.waldenu.edu/webapps/blackboard/content/lait/Content.jsp?course_id=_419753

Rainer, D. & Durden, T.R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. Retrieved from the Walden Library using the Education Research Complete database: http://ezp.waldenulibrary.org/login?url=http://searchebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site.

Creating Affirming Environments

     Children need to feel safe, loved and nurtured in order to develop the basic trust they need for healthy development ( Richards, 2010). I am in total agreement with the statement by Richards in saying that the goals are for children in providing a family child care home is to develop a strong positive concept and empathy for others through healthy, intellectual, physical, social, emotional, and moral development ( pg.52).

     If I could design my own personal Family Child Care Home I would use the experiences provided in the readings by BJ Richards, and Adriana Castillo. My main goal would be to provide a family oriented atmosphere and a environment where families could leave their children and feel that their children are in a home that is similar and familiar to the home they live in. The materials I would use would be anti-bias related and a representative of the many cultures and differences as well as the similarities of my families. My room set-up would be one big area which will consist of divided off areas for a Reading center, a art center, a dramatic play center, a listening center, and large area for circle time. Each of these areas will be labeled by signs and pictures, along with the necessary materials for use in the learning and development of each child.
 
     The reading center will have a variety of books and puppets that are representative of teaching children the diversity of human life. The art area will have a variety of paint colors, markers, paper, and crayons which represent skin tones. The dramatic play area will have dolls of many cultures, real clothing and play costumes, and also real and found materials that are representative of home living. The listening area will have music that represent that represent children's culture's and languages, a tape recorder with a variety of stories with the tapes and read along books. The large group area will be for story time, block play, and large puzzles. This area will be my main area where the children can talk together, interact together, and have room for exploration. It will be an area where we can come together as a group at the end of the day for sharing and saying good bye.

     The readings and the media segment were both instrumental in helping me to implement my plan. I had the experience in working with preschool age children in a pre-kindergarten setting. I really enjoyed the experience of setting up the classroom. This is why I chose my action plan for setting up my family childcare home. The preschool settings are design as home away from home for children who attend the program. As Adriana Castillo recommends, anyone that wants to work with children, keep going, but never do it alone, because we always have good people around us, with good resources, because she di not do it alone, but found great people to work with ( Laureate Education, 2011). I totally agree, point very well taken in order to be successful.

References
Derman-Parks, L., & Olsen-Edwards, J. (2010). Anti-Bias Education for young children and ourselves. National Association for the Education of Young Children. Washington, D.C. (NAEYC).

Strategies for working with diverse children. Welcome to an Anti-Bias learning community. (Laureate Education, 2011). Retrieved from https://class.waldenu/webapps/blackboard/content/listContent.jsp?course_id=_419753.
      

What I have learned.........

     I have many hopes when working with children and families who come from diverse backgrounds. One hope is to help in creating an environment that contrasts the prevailing biased messages that they receive from others within the society they live in. My second hope is to teach young children in my classroom how to challenge biases about who they are by providing them with the appropriate skills. And lastly my hope is to instill in them that unjust things can be changed. I will encourage them to challenge biases, to take action on issues that are relevant to their lives.
 
     One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice would be: For every educator to continue in working with children and their families to encourage them to believe in themselves. As professionals we should always keep an open heart to receive what they are trying to say to us. There should be no room for bias in our teaching and learning of every child. Always remember to treat all families and children with respect and dignity.

     I would like to thank my instructor, Dr. Klein and  all of my colleagues for a rewarding and challenging eight weeks. I have been privileged to having been exposed to a whole new avenue of knowledge and learning. It has been a great educational journey. Thank you all for your insights, thoughts, and feedback. I hope we have more learning adventures together. I would like to leave each of you with these words:

                    Remember, every great dream begins with a
                    dreamer. Always remember, you have within you the
                    strength, the patience, and the passion to reach
                    for the stars to change the world......
                                                   Harriet Tubman
Reference
Derman-Sparks, L.,Olsen-Edwards, J. (2010).Anti-Bias Education for
Young Children and Ourselves. National Association for the Education
of Young Children. (NAEYC). Washington, DC.  

Start Seeing Diversity: Creating Art


                     We Are All Different but the Same..............


                                 

                    I look to a day when people will not be
                    judged by the color of their skin, but by
                    the content of their character

                                                        Martin Luther King, Jr.

We belong to different Culture groups

Differences in people and variety in cultures make everything less
boring than it otherwise would be, race is what makes us different, and the color of our skin, it is a great thing that no one is exactly alike which makes us all unique.

We are All Different But the Same...............

                        Diversity Is...... Being Different, But Being Yourself......

   Becoming an Anti-Bias Educator means to except the differences in everyone, because we are all unique in our own way......

"We Don't  Say Those Words in Class!"

The time when I witnessed an adult, myself reprimand or silence a child after he or she pointed out someone they saw as different, happened to me. My 15th year of teaching a group of 4 year olds was quite an experience. During this time there was total of 20 children, 17 whites and about three black children. We were dancing during large group music and movement, this particular little boy who was not very verbal, in my opinion he always acted more on the level of a child who was much older than 4. So, I join in to dance with them, he walks over and looks at me, and says, "You Are A Monkey", I had to really compose myself before saying anything. So, I say to him, why you say that, he continues to look at me, and says because you are, so sure of what he was saying. So, I did not bring attention to it, I just continued to dance. After the children were down for nap, I talked it over with the other teacher, we decided to talk to the children as a closing activity, about how we are all different, by the color of our skin, our hair, etc. We read the book, We are different, we are the same. I don't think he knew what he was saying, it was just someone he had heard someone else say. The message that would have been communicated to this child if I had made an issue out of it would have been that I was offended of what he said, and that I was angry with him for saying it. Becoming angry with him would have been wrong, he did not understand how the word "monkey" is offensive to the black race. This particular child is now in the 5th grade, and he respects me, loves me, and he is my friend.

 An anti-bias educator would have communicated to not only this child, but the whole class the importance of all of our uniqueness of being different in so many ways. They should never make fun of people who are different, poke fun at people, or discriminate against anybody, always be kind and always help if they see someone in need of a helping hand (Derman-Sparks & Olsen-Edwards,2010).

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