Evaluating Impacts on Professional Practice

As a child, I remember my grandma talking to me about the “darkies” who rode on the railroad cars and traveled across the country.  For a long time, I had no idea who she was talking about until one day when we were watching TV, Sami Davis Jr was on Match Game. My grandma commented that he was a darkie.  It was then I understood her racism towards African –Americans. Living in a small town in a rural farm community, she was not used to seeing people of different races in the area. The reputation that they had was they were bad news and trouble. They were poor and had no means to support themselves so they rode the railroad cars all around.

Today, diversity is much more common and children, especially young children, have many opportunities to observe and interact with all kinds of people. As adults, we need to model behavior and keep our own “isms” in check if we have some.  In my classroom, we have several students who speak Spanish and the rest of my students want to learn words in Spanish as well. I hope that I am becoming a role model for my students as I take interest and learn to communicate with my students and families in my program.

Observing Communication

I observed my assistant with a student when they came back from lunch. This student had not made good choices in the hallway while they were walking. There are classes going on in this hallway and our expectations are that the children are quiet and respectful when walking down this hallway. On this particular day, one of my students was talking loudly and pushing another friend to hurry up. The student ended up falling down because of the pushing. My assistant pulled both students out of line and asked the one who fell down if he was ok, what had happened, drying his tears, and checking his knees out for bumps. My assistant then asked the other student what happened and he just shrugged his shoulders. She asked him to look at his friend's face for a clue. She asked, "Does he look happy?" The other little boy said, "No." She said, "Does he look sad?" The other little boy nodded his head yes. She then asked him what might have made him sad. Still the little boy just shrugged his shoulders. Then she asked "Do you think falling down and hurting his knees might have made him sad?" This time the other little boy said yes. She asked him if there was anything he could do to help him feel better and he said, "I could say I'm sorry." She agreed and asked if there was anything else. He was not sure so she commented on how that was a good choice. The little boy said, "I am sorry I pushed you down." The other little boy just kind of looked at him at first but then he said, "It's ok."

I think my assistant handled the situation well. She was down on their level and talked to both of them. She asked questions which was also a good idea. The little boy that did the pushing has been having these little incidents for a few weeks now and I ended up talking to mom about them. There are some issues going on at home so it's obviously effecting him as well.

We both get down on their levels to talk to our children. We like to engage in conversations with them and ask questions to encourage their thought process and how they see things. Not every child will come up with the same answers and it's interesting to see them think things through. I know we both can continue working on this because there are days that kids are having issues or problems and sometimes we step in and solve it for them. I need to stop and remember that because I don't want the children to get used to us solving their problems.

Creating Affirming Environments

I hope to convey the message of welcome to any family and child that comes here.


There are posters and pictures everywhere that depict every kind of family imaginable. These posters are found throughout the room and in the play areas.

In the Let's Pretend center, families will find a variety of dolls with different skin tones and abilities. There will also be clothing for children to dress up in themselves as well as the baby dolls. There is a variety of food from different countries such as rice, tacos, and spaghetti. There are also different cooking utensils too and empty food boxes that will also encourage environmental print reading. A large mirror can be found in this area too so that children can look at each other and notice their friends.  In addition, there are family pictures from each family posted in this area to remind children how important their families are to them.

In the Book Nook, there are many stuffed animals and large pillows tucked away into a cozy corner. There are posters in this area promoting reading and there is a large book shelf that has a wide variety of books that cover topics from multicultural to 2 mommies/2 daddies to single parents. I will make sure that books are always available for the children and families and that families are encouraged to bring in any books they want to share with the rest of the children. Books are probably the most important component of my classroom because I love reading and looking at a book with a child.

In the Music Center, there are many different types of musical instruments for children to play. The musical CD's are a variety of different types music, rhythms, and composers. Children are encouraged to follow along to the beat and to find dress up clothes to wear.

The room is also labeled in both English and Spanish words for all the items that children find. There are pictures on shelves where the toys are stored so that children know where they go. This place is a work in progress; it takes time and patience to find the things that will make the room a welcome environment. Starting small is a good idea and will make the program a happy place for everyone to be a part of.

Farewell for Now...

I have hopes that we can learn to work together, accept one another, and view diversity as a welcoming experience to help us become better educators, community members, and family advocates. I hope that we can accept the challenges that some of us face on a daily basis and that we can be a voice for those who need us to stand up and speak for those who cannot.

My goal is to continue a welcoming environment to my preschool children/families and that my actions and behavior will allow children to see that we are all part of the world. They can lead by example. I will continue to find ways to do this by attending workshops, conferences, and visiting other early childhood programs so that I may have a better outcome for my children and families.

Thank you to each and every one of you for sharing your stories and experiences. What I have learned from you has been somehow instilled in my program and my views of how we can make a difference. I hope to see some of you in our last classes at Walden!

Merry Christmas and Happy New Year!

Creating Art

I am a child...

I am not a race
I am a face.

I am not a color.
I am like no other.

I am not a possession
I am an obsession.

I am not a country
I am the free.

Look at me
and you will see
All that life
is meant to be.

I am not perfect
but sit beside me for awhile
and then you will know
That I am a child.



This one I wrote for Sandy Hook, Connecticut and all the families

 

I am a child

I said to my mother.

Take good care of my

Sister and Brother.

 

I am a child

I said to my dad.

Please don’t forget me

You are the best I ever had.

 

I am a child

I said to my teacher.

I want to learn

And to be a good leader.

 

I am a child

I said to the man.

As he stood in my classroom

With a gun in his hand.

 

I am a child

I said to the angels ‘round the Heavenly Throne.

As they opened their arms

To welcome me home.                                      

Rest in Peace Sweet Angels. Gone but NEVER forgotten....

"We Don't Say Those Words in Class!"

My co-teacher shared a story with me that she experienced in another classroom.One of the parents had brought their child into the preschool room one day when one of the Spanish-speaking families came in at the same time. The Spanish-speaking family was talking in Spanish and the other child and mom were standing there listening. This child turned around and looked at his mom and said,  "See Mom? He talks too fast and I can't understand anything he says." This mom turned bright red and told her child, "Sshh, he speaks a different language than we do."

The message communicated to this child was that something was wrong with the Spanish-speaking child because he did not speak the same language and the other child felt he could not talk to him because he could not speak English. It was also communicated that it was not really ok that this child spoke another language. It was more like the parent was embarrassed that the child realized it.

As an anti-bias educator, a helpful comment could have been, "He is so lucky to speak two languages isn't he? Maybe he can teach us some words in Spanish?"

If you 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? Describe what occurred. How might these types of comments influence all children? (Note: if you have not had a personal experience, ask a family member, friend, or colleague)

I heard the boys at recess playing and making comments like "That's so gay." I was not sure I heard them correctly the first time because I was shocked.  When they said it the second time I asked them why they thought the game was gay. They just kept saying it was stupid. Next I asked them why they used the word gay? They really could not tell me anything specific. I think they had overheard it used with their older siblings.

Any other related situations, thoughts, concerns, questions, and/or areas of discomfort you would like to share related to children, gender, and sexual orientation

I have 2 dollhouses and a Disney Princess Castle in my classroom and my boys play with these things all the time. I also see the boys playing with the dolls and dressing up in skirts in the dramatic play area. I do not have a concern but I have seen parents freak out when they see their child, especially a boy, playing with these toys. I feel that boys should have the opportunity to play with these toys without being judged. I tell parents that they are learning to be nurturing and are exploring, especially since some of the boys do not have a sister. The girls in the class will be the prince and the boys will be the princess. I do not feel it is my place to step in and stop that kind of playing because they are using their imaginations and their role playing skills.

Since I work in a Catholic school, the issue of homophobia is a closed subject. It is difficult to address this issue because of the beliefs in the Catholic faith. I think that people have a right to their preference but I really don't think I will face this anytime soon. I could be wrong but it's a subject that is not addressed or discussed.

Laureate Education, Inc. (2011). (Executive Producer). Learning from another's life story:Families and children. {Webcast}. Baltimore, MD: Author.