Reflection on learning

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This educational journey started as a way to increase my understanding and training in early education to better position myself in the job market.  My plans were to learn more about education to teach and to get a certification in early education. This program would help me to open my own day care center or service as director and manager. The more I learned about the diversity of early education it helped me to understand children and reach that goals. I have not opened a day care center, but one of the assignments gave me the opportunity to observe the activity in the classroom. This observation helps me to understand children and work with children one on one. At the end of the school year, the principal asked me to work for this school as a full time assistant teacher. Now I am working as a full time instructor assistant, for pre k in the public school system in early education and diversify learning. This inspired a passion for learning and   what my next step will be. This observation also landed me a full time job working within the public school system. Now I am assistant teacher for pre-K in the public school system. This will help me to grow as an educator and a profession developer in early education learning environment.  I love working with the children at this age. They are inspiring, challenging, and reception to learning more at this age. Children in preschool and early education have not developed bad behavior and are very easy to train to respond to command.   This is my hopes and passions for me future with early childhood development education. I plan to contain to grow and learn in the field and develop under the direction of a teacher that has been working with children for twenty five years. 

I like to take this opportunity to thank the instructor, staff, and my classmate for all the support, understand and growth in course. Without the staff members of Walden and the student body this program would not be a possibility. Without their help, this journey would not have been a possibility.

Impacts on Early Emotional Development

As a woman, you cannot think about the emotional trauma that a woman go thought after a rape. Now think about this rape happening to a small child sometime as young as infants. This can be emotional trauma for an adult woman and can have lasting trauma to a smaller child. How can someone do this and why do this happen? This question has been asked by millions of women as they become victims of rape. Many of these children come from around the world. Some of these families are living in poverty. Some may be on drug or alcoholism or some are just friend or family member. Rape has been defined as intercourse without the consent or forces sexual activity.  The majority of the victim of sexual assault is women (Rautio, 2008).

Some of the physical conduction and injuries from rape can be painful and bruise.  Which cause irritation and tenderness in the vaginal area, vaginal and anal bleeding, or tearing in the virginal or rectal area?  Woman of rape can have a flash back and emotional and physical and psychological effect of rape for days, months and years. This is happen to children every day. As an educator, we have to be understanding when parent come to us to tell us about one of the children we see every day in our classroom. (James, 2013).   

As educators, you have a job of understand the children live and problem that may affect their development and learning. What would you think when a parent come to you and tell you her small child has been raped?  This is an emotional subject for adults.  This is the reason why this subject is important to me. Why would an adult or any man damage a child body? This is a question that psychologist asked because this is a crime that damage the victim emotional more than crimes on the property and any other criminal act.

James, P. (2013). At a glance: United States of America. New York: UNICEF.

Rautio, D. (2008, December 23). Rape victims . Retrieved Aug 2013, from Independent medical expert answer: http://Web4Health

The Sexualization of Early Childhood

The Sexualization of Early Childhood

Today we are bombarded with an image that tells children that their bodies are sex object. This image sends the message that boys should be masculine, and girls should be feminine. The article “So sexy so soon” recognizes how changing times has exposed our children to information, words and the idea that what they see on television, media and even some children network that represent what children see. One image that comes to minds when I walk through the mall and see children fashion as the adult wear.  Television image shows children wearing makeup, dressed as if they were about to pose for sexy ads (Levin & Kilbourn, 2009).

The messages that media, television, and advertisement are sending tells children that it is okay to use children as a sexual object. This incorporates the message that children can be used as an object to promote business, to increase sale, and it create a negative environment for children. In an negative environment, children can be exposed to stereotype that narrowly defined a child appearance. When children focus on this type of appearance this promotes precocious sexual behavior  (Derman-Sparks& Edwards 2010).

As an early educator professor, it is clear that we have help show children as children as long as they can. We have to promote and protect children as much as possible. We have to encourage parent to work with schools to create a health environment. We want children to develop positive self-esteem to help them know the difference between good and bad sexual.

 

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).

Levin, & Kilbourn. (2009). So sexy so soon The new sexualized childhood and what parent can do to protect their kids. New York: Ballantine Books.

Wardle, F. (2011). Responding to racial and ethnic diversity in early childhood programs. Exchange (01648527), 198, 68-71. Retrieved from the Walden Library using the Education Research Complete database: http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=59177263&site=ehost-live&scope=site

Evaluating impacts on professional Practice

When I think about my experience of racism, prejudice and discrimination I can think back on a time when I was young and had to live with label, name calling and separation in school. This was a time that many black people want to forget, but some of the same prejudice and discrimination are here today.  Many take difference form but they still live in some people. I saw sign that said White Only, I saw young men put in jail with larger time because they were black men. I saw children living in poverty and low income because of economic and racism. I saw family home damage, broken into, or loans closed and turn down because of the neighbor did want you living next door. These think has been a part of my pasted. I remember as a child having strong opinions because the school system moved to change to laws and move all public schools in the city into one district and equal.

These all influence my ideas and belief in who I am. I have grown from this child of the past to a woman in the future who believes in right and wrong. Who believes that we all can live and work together as individual? The education and understanding in this course has given me more understanding about my own reflection and identity. It has given me more insight on classism, racism, and stereotyping from other individual that have walked in my shoes and beyond the stereotyping.

I think about the past and reflect on the future of the next generation that will come to understand this in a difference formal.  As an educator and professional I will focus on the future to help direct children in the right ideas and understanding that prejudice and discrimination is wrong. I will keep this focus on the children to answer question and a commitment that it is okay to be individual and formal opinion, but it is not okay to judge individual because of race, gender, religion, or class and economic condition. This is wrong when it come from television, media, or individual that we love.  It is right to stand up for individual because of age, bullying and other ism that surround us in our every day live.  My future will be working with children of all age and this will be the main focus to help them understand live can give you hard time and good time but you can impact other with your thought and ideas.

Reference

Christian. (2006). Understanding families: Applying family system theory to early childhood practice. NAEYC Journal, 12-20.

Derman-Sparks, & Edwards. (2013). Anti-Bias education for young children and ourselves. Washington D.C.: National Association for the Education of Young Children (NAEYC).

Observing communication

Observing communication

Today my grandchildren were over, and as I was working on fixing breakfasted for them they were playing in the floor. My grandson Kevin is 6 years old, and the girl is Camilla is 4 years old. I stepped back and watched them playing and to hear what they were saying. As I watched and listen, I was surprised to hear how they talked to each other.  Camilla begins to dance around the room and said she cannot play with her brother. I did not know what her response would be but, wanted to know why she would make this statement.  She said that she want to be a ballerina and boys cannot be a ballerina that only girls are ballerina. In my surprises, I did not know where this reaction can from because we try to teach our children that you can be anything you want to be with work.  I ask her why she thinks that your brother can not be a ballerina. She did not know the reason, but her understanding is boys cannot be a ballerina. I ask her why you feel that boys cannot be ballerina and where did you get the idea the boys cannot be ballerina. She still could not tell where she got the information just she was a girl and boys cannot be ballerina.  The question was asked to get a connection and rely to see what the reaction would be from them. I ask her what she want to be, and she said she will be a dancer, she then dance around the floor as if she was the dancer in a ballerina. She danced, and trying to jump, and leap in the air turning, making a circle in the floor. My grandson Kevin jumps in and said he wants to be a hippo in the zoo.  It was to get in the conversation because I in my observation my grandson has some sign of wanting to be the center of attraction. He also, made jokes, and try to be funny to get attraction.  A few minute later they started to talk about the games. They stop and pull out a puzzle to put together. This was to see how they play together, and work on the puzzle together in a problem solving project.  The boy would start putting piece together, and when Camilla could not find the right piece she would pull them apart. I draw the assumption that this is because of the tense span of a 4 year old.  Every day I stated to asks questions to understand their understanding of bias and stereotype that they will face and even be a part of this lesson. After lunch I had them to go back and work on the puzzle until they put it together. They have to put it together without my help and work on it together until it was complete.  I listen to their conversation on how each piece can together. In the end, the puzzle was put together, and we took a picture of it and I gave them the picture (Rainer-Dangel & Durden, 2010).  

In my observation, I learn that my children show sign of bias, but in a closer observation, it is not just the bias, but they have picked up information for other and from television. I watch, listen and found out that some of the bias come from not understanding what they saying and the true meaning of they say. The girl likes follow and do what her older brother.  She is hearing everything and asks question all the time. The boy is older and tries to dominate the group. He wants to lead but do not want his sister coping him it make him mad (Pierce & Johnson 2010). 

Children at this age form opinion and ideas this does not have to be something that has been taught. This class has taught me to listen to my children and look between the line to hear what they are saying and feeling. I have learned to talk to children with a softer voice to think about the children as important people just smaller. They have strong ideas, feeling, and want to be heard if you listen (Derman-Sparks & Edwards, 2010)

Reference:

Derman-Sparks, & Edwards. (2010). Anti-Bias education for young children and ourselves. Washington D. C.: National Association for the Education of Young Children.

Pierce, J., & Johnson, J. (2010). Problem solving with young children using persona dolls . NAEYC 1,2,3, , 106-108.

Rainer-Dangel, & Durden. (2010). The nature of teacher talk during small group activities . NAEYC 2,3 , 74-81. 

Observation Communication

Observing communication

Today my grandchildren were over, and as I was working on fixing break faster for them they were playing in the floor. My grandson Kevin is 6 years old, and the girl is Camilla is 4 years old. I stepped back and watched them playing and to hear what they were saying. As I watched and listen, I was surprised to hear how they talked to each other.  Camilla begins to dance around the room and said she cannot play with her brother. I did not know what her response would be but, wanted to know why she would make this statement.  She said that she want to be a ballerina and boys cannot be a ballerina that only girls are ballerina. In my surprises, I did not know where this reaction can from because we try to teach our children that you can be anything you want to be with work.  I ask her why she thinks that your brother can not be a ballerina. She did not know the reason, but her understanding is boys cannot be a ballerina. I ask her why you feel that boys cannot be ballerina and where did you get the idea the boys cannot be ballerina. She still could not tell where she got the information just she was a girl and boys cannot be ballerina.  The question was asked to get a connection and rely to see what the reaction would be from them. I ask her what she want to be, and she said she will be a dancer, she then dance around the floor as if she was the dancer in a ballerina. She danced, and trying to jump, and leap in the air turning, making a circle in the floor. My grandson Kevin jumps in and said he wants to be a hippo in the zoo.  It was to get in the conversation because I in my observation my grandson has some sign of wanting to be the center of attraction. He also, made jokes, and try to be funny to get attraction.  A few minute later they started to talk about the games. They stop and pull out a puzzle to put together. This was to see how they play together, and work on the puzzle together in a problem solving project.  The boy would start putting piece together, and when Camilla could not find the right piece she would pull them apart. I draw the assumption that this is because of the tense span of a 4 year old.  Every day I stated to asks questions to understand their understanding of bias and stereotype that they will face and even be a part of this lesson. After lunch I had them to go back and work on the puzzle until they put it together. They have to put it together without my help and work on it together until it was complete.  I listen to their conversation on how each piece can together. In the end, the puzzle was put together, and we took a picture of it and I gave them the picture (Rainer-Dangel & Durden, 2010).  

In my observation, I learn that my children show sign of bias, but in a closer observation, it is not just the bias, but they have picked up information for other and from television. I watch, listen and found out that some of the bias come from not understanding what they saying and the true meaning of they say. The girl likes follow and do what her older brother.  She is hearing everything and asks question all the time. The boy is older and tries to dominate the group. He wants to lead but do not want his sister coping him it make him mad (Pierce & Johnson, 2010). 

Children at this age form opinion and ideas this does not have to be something that has been taught. This class has taught me to listen to my children and look between the line to hear what they are saying and feeling. I have learned to talk to children with a softer voice to think about the children as important people just smaller. They have strong ideas, feeling, and want to be heard if you listen (Derman-Sparks & Edwards, 2010)

Reference:

Derman-Sparks, & Edwards. (2010). Anti-Bias education for young children and ourselves. Washington D. C.: National Association for the Education of Young Children.

Pierce, J., & Johnson, C, J. (2010). Problem solving with young children using persona dolls . NAEYC 1,2,3, , 106-108.

Rainer-Dangel, & Durden. (2010). The nature of teacher talk during small group activities . NAEYC 2,3 , 74-81. 

Creating Affirming Environment

 Creating Affirming Environment

There are many way to create and affirm the environment in the child care center. This week will be creation a family calendar that provides each family member birthday and the birthday of the children. This calendar will help the children to remember birthdays and we can make birthday cards for the children as a daily activity or monthly to connect to the family.  The center will place the birthday calendar in the classroom to use as training and education to help the children learn the day of the weeks and months of the years, but as an addition activity when a birthday come on that day we can sing Happy Birthday and make birthday cards. On the calendar the child picture can be places on that day to remind the class who birthday will be next and when.  Reward day can be a party day if more than one child birthday come within the month. The reward point can be rewards for behavior, good condition and homework.  One day can be set aside as cupcake day and the family and parent can come to the center to have a birthday cupcake with the children on that their child birthday. The birthday will be set up as a family history background to identity children family line and culture. The space will be provided in the classroom to place picture of family member, birthday parties, and any item that relate to cerebration the family history. The calendar will be a large board that we can change out each month and write on to change to day of the week and month. My goals in this Child Care Center are to provide an environment that will help family, children and teacher connect in a learning environment.  When the children at the center see the family connection by creation their own history.