Exploring Roles in the ECE Community: Local and State Levels

With the graduation of my daughter, I am hoping to become a more active member in some of these organizations or possibly find a new profession among them.

Iowa Association for the Education of Young Children - http://www.iowaaeyc.org/

I have been a member off and on for over ten years and have tried to attend the local meetings. In my area, which is Northwest, there is no information for a contact. This local chapter is comprised of 8 counties. I have been a national, state, and local member and I hope that I can find information on what is going on. Could this be my new journey? This organization is one of the best ones out there.

Early Childhood Iowa - http://www.earlychildhoodiowa.org/index.html

This is an initiative for the well-being of children and families from prenatal to age 5. It is a state-wide program and has local connections as well. I have found more information here that is keeping me inspired and I already sent an email asking for information. I think starting here is a good way of knowing what this organization stands for and what I can do to help get the word out.

Iowa Child Care Resource & Referral - http://www.iowaccrr.org/

When I was an in-home child care provider, this agency provided me with a wealth of information and trainings. In my particular area of Iowa, child care is not easy to find. Our child care center closed and is now used for early childhood classrooms at the public school. I would like to get involved in trainings and teach a class for new teachers and providers. Iowa CCR&R has trainings for in-home providers, child care center providers, and early childhood teachers.

I believe that my Master’s degree, my years of experience, and the genuine passion I have for the early childhood profession will inspire me to seek out a new journey and will allow me to encourage others to do the same.

Reflecting on Learning

I can't believe that this incredible journey is so close. I continue to rise to the challenge of working with children in the early childhood setting and their families. I want to become an advocate for early childhood education by presenting at workshops, conferences, and community events.  Making sure that all families and all children have equality and respect are two areas that should be modeled and revisited several times. There are ways to demonstrate how and with compassion and caring adults in this field. I hope to look into different fields as well to see where I can best share my passion with others.

To my colleagues who have shared and inspired me and all of us in the classes: THANK YOU for all you have shared and for the ideas that became a reality for us. I wish you much success in our last class and throughout your future endeavors!

Impacts on Early Emotional Development

I chose the Eastern and Southern African regions. I chose this area because it is a part of the world that is probably the least familiar to me. I think that I take for granted the materialistic things that I have my self and in my classroom.  In this region UNICEF has been a vital part of the Kigeme refugee camp.  There are over 14, 000 refugees in this camp. UNICEF has distributed boxes of schools-in-a-box to this region. These boxes “contain 40 different items that are designed to promote social interaction among the young children, as well as with their caregivers. They include dominos, colouring pencils, construction blocks, hand puppets, puzzle blocks and memory games, among others”(Slavin, 2013 p 1). These kits are helping children develop physically, emotionally, and mentally which for some, has not been easy. They are also providing solar-powered radios with flashlights and docking ports for cell phone charging.

Knowing that I have all these materials for teaching and finding out that UNICEF sends these boxes makes me realize that I would like to collect donations for these children. I know my own students get very excited when new materials or toys arrive. I can only begin to imagine the reaction from these young children who truly have nothing.  I am so glad that UNICEF does this and hopefully I can find out if UNICEF indeed does collecting and where to send those materials.

Reference

UNICEF. (2013). Eastern and Southern Africa. Retrieved on February 23, 2013, from http://www.unicef.org/eapro/activities_3584.html.

The Sexualization of Early Childhood

I think that this book sounds very interesting because our reality seems to depend on sexual content materials in almost everything. I am amazed at how much a PG-13 rated movie has changed; it is more like a R-rated movie from my days. I think it is important to help children understand the difference between sex and the overtly sexual messages that cartoons, TV shows, commercials, and even toys bring to their world. They do not understand these messages and feel that if they see it, then that is how they should act towards one another. As Levin & Kilbourne (2009, p 2) state in the excerpt, “ Such lessons will shape their gender identity, sexual attitudes, and values, and their capacity for relationships for love and connection, that they take into adulthood.”

Provide three or more examples:

·         In my preschool classroom a few years ago, I had two boys and two girls playing in the housekeeping area. One of the little girls stated that she and another boy were married but the other boy and girl was their boyfriend/girlfriend.  She then proceeded to tell them that they were going to have “sex” while her husband was at and then the boyfriend had to sneak out of the house.  That was a major conversation between the four of them and their parents!

·         I am dealing with the whole boyfriend/girlfriend scenario again but not on that scale. The boys and girls in my class know they are friends but I have one little girl who is pretty boy crazy and talks about a high school boy being her “boyfriend.”  Given the message that this sends, I am not crazy about her conversations about him. Her parents have sort of built it up too. It makes it difficult for me to change the subject and make it something else.  It seems there is so much emphasis on boyfriends/girlfriends and that it is a necessity in their lives, even at the age of 4 or 5.

·         A few years ago while I was substituting in a kindergarten classroom, there was a little boy sitting between two girls while I was reading a story to the class. I looked up and this little boy had his hand up the shirt of one of the girls. The girl was not trying to stop him at all. These kids are now in 7^th grade and the girls were wearing full face makeup by fourth grade.  Mascara, eye shadow, and foundation and now, they are on birth control.

This is totally unacceptable but knowing the background and home life of those three kids, it is probably what they see. They are growing up way too fast. My daughter has to bring the “baby” home for Child Development this semester and she has to wear the “belly” for a day at school. She is a senior and I believe that this should be done in about 5^th and 6^th grade.  We need to start educating these children and parents before high school because they are becoming sexually active in the upper elementary grades.  TV reality shows such as Toddlers and Tiaras and Here Comes Honey Boo-Boo are not doing anything to help children either. Little girls who are dressed up like Dolly Pardon (complete with the fake breasts), Madonna (the cone shaped breasts), and Julia Robert’s character in Pretty Woman are subjecting their children to early sexuality issues that they should not be exposed to.

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

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.