In Appreciation

Dear Early Childhood Colleagues,

I hesitate to post this message as it means I have come to the juncture where I will no longer be urged weekly to reflect with each of you on topics that challenge me to consider new ways of understanding the world.  Instead, I am charged with continuing my lifelong learning with the option of choosing my focus and the path of inquiry to follow.  I will miss the contrasting opinions and thought provoking questions.  Thank you for exposing me to a world I would not have seen had it not been for your stories and insights.

Dr. Teri Davis, I want to express how much I appreciate the encouragement and feedback you provided in the course.  Your willingness to respond to our reflections and insights seven days a week demonstrates an exceptional level of commitment that I want you to know I recognized and have valued.  Your attention to detail has helped me make progress and reach personal goals, building my confidence as an early childhood professional.  Thank you.

There have been many key concepts that will continue to fuel my passion for change and to inspire my self-discovery to act in ways that make my community a better place for children as I train and mentor early childhood teachers.

I want to remember……

Equity

“Internalized privilege functions as a set of lenses, making it more difficult for an advantaged person who has internalized this sense of privilege to see that not everyone is so lucky as he is.  These lenses lead the person to wrongly assume that everyone else has his same opportunities for smooth access to institutions and acceptance and that people who are unsuccessful in society had his opportunities but were not smart enough or didn’t work hard enough to make use of them.” (Derman-Sparks & Edwards, 2010, p.26).

Creating Meaning

For a young child a close, emotionally rich relationship with a responsive caregiver develops an understanding of the mind of others and shared meaning; and interacting with others provides experiences that shape learning, reflect culture and develop skills. “Shared meaning making requires paying attention” (Smidt, 2006, p. 62).

“Children look at the world through the lens of their culture.  Family is the first culture” (Laureate Education, Inc., 2010).

“Culture does not determine a child’s ability or intelligence.  But it can produce many different ways of knowing and learning.” (Leona M. Johnson, author of “What We know about Culture and Learning”)

Health

“Health is more than merely the absence of disease--it is an evolving human resource that helps children and adults adapt to the challenges of everyday life, resist infections, cope with adversity, feel a sense of personal well-being, and interact with their surroundings in ways that promote successful development.”  (Center on the Developing Child Harvard University, 2010, p. 2).

Building Adult Capabilities

We should change our strategy for improving children’s healthy development from “giving information and advice to people who we need to do active skill building with, skill building by coaching, by training, by practice” (Center on the Developing Child, 2013, min: 3:09).

Encouragement

“Experiencing ego-deflating episodes of disappointment and demoralization is quite normal….Teaching is in many ways the educational equivalent of white-water rafting.  Periods of apparent calm are interspersed with sudden frenetic turbulence” (Brookfield, 2006, p. 6).

Passion

“What unites them [passionate creatives] is the desire to make a difference, to leave the world a better place than they found it, and to engage with those who share their passion so they can get better faster” (Hagel, Brown, & Davison, 2010, p. 4).

References

Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco, CA:  Jossey-Bass

Center on the Developing Child Harvard University. (2013).  Building adult capabilities to improve child outcomes: A theory of change.  Frontiers of Innovation.  Retrieved from http://developingchildharvard.edu/resources/multimedia/videos/theory_of_change

Center on the Developing Child at Harvard University (2010). The Foundations of Lifelong Health Are Built in Early Childhood. http://www.developingchild.harvard.edu

Derman-Sparks, L. & Edwards, J. O. (2010).  Anti-bias education for young children and ourselves.  Washington, DC:  National Association for the Education of Young Children

Hagel, J., Brown, J. S., & Davison, D. (2010, May 5). The power of passionate creatives. Retrieved from http://changethis.com/manifesto/show/70.06.PassionateCreatives#disqus_thread

Laureate Education, Inc. (Producer). (2010).  Sectors in the early childhood field. [Multimedia program].  Baltimore, MD: Author

Smidt, S. (2006).  The developing child in the 21^st century, a global perspective on child development.  New York, NY:  Routledge

Place Matters

Children and families need relief from toxic stress to have a healthy future.

Youtube, (2008), Living in disadvantaged neighborhoods

International Early Childhood Community

The first international organization that caught my attention is The Mother Tongue Based-Multi Lingual Education Network (MTB-MLE). The purpose of the association is:

“The Mother Tongue-Based Multilingual Education Network (MTB-MLE Network) is an association of individuals and agencies that share a common vision: all children have the right to receive a quality education in a linguistically and culturally appropriate environment. We believe that providing children with education in the languages they and their parents know and use at home promotes educational equity, improves their educational outcomes and helps them form a positive self-concept and sense of identity within their culture.”  (MTB-MLE, 2013b, p. 1)

The work of the MTB-MLE supports educational program development by encouraging first language instruction and parent education.  “It is important to recognize that many parents, even in so-called disadvantaged environments, are competent and effective caregivers….strengths inherent in the traditional culture” (MTB-MLE, 2013a, p. 2).  The network is governed by a volunteer steering committee and work is conducted by associated individuals or agencies.  An example of a network agency is the Asia-Pacific Regional Network for Early Childhood (ARNEC). 

The ARNEC is also a network of members interested in promoting support for quality early childhood development.  The on-line bulletin board posts positions in affiliated organizations.  One position of interest is for a project manager for Southeast Asian Ministers of Education Organization (SEAMEO).  The position requires management skills, a masters’ degree in education and experience in a cross cultural setting.  The position does not indicate a second language is needed, but does require fluency in written and spoken English. (http://www.arnec.net/cos/o.x?c=/ntuc/pagetree&func=view&rid=1035864)  The position interests me because the group is working on supporting education in children’s home language.  As I have increased my awareness of supporting home language instruction I am encouraged to see that groups around the world share my concern for this challenge.

The Consultative Group based in Toronto, Ontario, Canada is an international consortium of agencies that provide services to early childhood development organizations, donors and foundations, and non-government organizations that have a mission to improve the world by ensuring a better future for children (http://www.ecdgroup.com).  The vision of the organization to create “a sustainable future with dignity for all” and the value of recognizing parents are a child’s first teacher encouraged me to search through the website for career opportunities.  The paid position of the organization is an executive director who is supervised by a board of directors.  The job description is not posted, but I imagine that the international nature of the collaboration between board members and the distribution of information would require someone who has strong organizational skills, good communication and presentation skills both written and oral, and the ability to conduct business remotely and in person. 

The Organization for Economic Co-operation and Development (OECD) posted an article which mentioned education reform in Mexico which was being recognized by PISA, an international student assessment of learning.  I have been looking at instructional strategies in Mexico’s education system to get a clearer understanding of the culture of education experienced by the parents of the Spanish speaking children in my preschool program.  There are just over 70 countries that are participating in the testing of 15 year olds to “measure student success around the world” (OECD, 2013).  In the country profiles I discovered that 95% of the four-year-olds in Mexico are enrolled in preprimary education.  There were a series of videos explaining the education reform the Ministry of Education in Mexico is undertaking to help all children achieve high levels of education.  I learned that one of the strategies is to attract, train and retain the best teachers by investing in the teaching profession (Cornucopia Productions, 2011).  The over arching goals of education are to develop critical thinking, analytical intelligence, resilience when confronted with change, and collaboration skills.  The goals are similar to what I desire for children, and although I would not have the Spanish skills or the depth of cultural understanding to be an effective educator in Mexico, I believe that my challenge response could help create Spanish speaking teachers that could return to Mexico and really make a difference in the lives of children. 

            The OECD did have one job posting that interested me.  It is for a research assistant to provide analytical and project related tasks and to stay abreast of education policy development internationally.  With many of the international organizations I scanned the positions require international experience which I do not have and a second language.  The tasks involve research, analysis and computing statistically information while living in Paris.  It sounds like a wonderful experience, but I will need to find a opportunity to gain international experience and a second language. 

References

Cornucopia Productions. (Producer). (2011). Improving education in Mexico. [video series].  Retrieved from http://www.pisa.oecd.org/Imporving.Education_In_Mexico_InternationalComparisons.wmv

Mother Tongue Based-MultiLingual Education Network (MTB-MLE). (2013a). Educating parents and caregivers. Retrieved from www.ecdgroup.com/download/cc105api.pdf

Mother Tongue Based-MultiLingual Education Network (MTB-MLE). (2013b). Who we are. Retrieved from http://www.mlenetwork.org/who-we-are

Organization for Economic Co-operation and Development (OECD). (2013). Retrieved from http://www.pisa.oecd.org

Test Post: Looking for the Comment Box

Dear Colleagues,

I am checking to see if my settings have been changed or if I have some type of glitch in my blog posts.

Sincerely,
Wendy

Early Childhood Communities at the National level

National Association of Early Childhood Specialists

The first search brought me to the National Association of Early Childhood Specialists in State Departments of Education (NAECS-SDE); it is a membership organization consisting of Early Childhood professionals that work in state departments of education.  I was unfamiliar with the specific group so I looked for an explanation of the members' roles:  "State Specialists support successful child development and continuous learning from birth through age eight" (NAECS-SDE, n.d., p. 1).  One of the goals of the association is to bring members together to share ideas and solve common problems.  I believe the collaborative efforts of professionals in similar positions are vital to professional development and I could benefit from membership if I worked in the state department of education.  Next, I searched on Indeed.com to see if there were jobs posted for Early Childhood Specialists.  I sifted through ten pages and found several interesting postings.  There is a job in the State of Oregon for which I will qualify in five weeks (http://www.indeed.com/1-Early-Childhood-Specialist-jobs.html).


McCormick Center for Early Childhood Leadership

The McCormick Center for Early Childhood Leadership support emerging leaders from underrepresented groups as one of its mission.  As an early childhood professional that is active in my community I see a great need to encourage diversity in the profession.  I would enjoy being a part of the effort to diversify the workforce in early learning and encourage leadership.  One of the projects McCormick is implementing is year-long communities of practice for directors of early learning programs. "Taking Charge of Change" provides sustained professional develop that is frequent, builds relationships and relevant to the community where services are provided.  Working as a trainer and facilitator would be an exciting and rewarding position where I could share my experience and education with other adults seeking quality learning environments for children.  The current position that is available is Director of Research and Evaluation, which requires a doctorate degree in early childhood education (http://www.mccormickcenter.nl.edu/job-listing/director-of-research-and-evaluation/).

National Center for Family Literacy

My challenge/problem of engaging English Language Learners in responsive conversation in their home language would be well supported by efforts to increase family literacy. A rich home language supports the development of a second language. In Kentucky there is a position available for an Early Childhood and Family Learning Specialist which requires a Master's degree, knowledge of adult education and five years of experience.  The work is done both face to face and on-line, which would be a great opportunity to continue to build skills in presentation and technology. (http://www.famlit.org/careers/)

World Vision United States
World Vision is a Christian relief, development and advocacy organization: "Our vision for every child, life in all its fullness.  Our prayer for every heart, the will to make it so." World Vision has an office in the region in which I work and they often provide support for the families stressed by lack of resources.  The National World Vision organization has an opening for an Early Childhood Development Specialist that provides leadership, develops programming and engages in interagency representation. The education minimum is a masters degree in early childhood education, with three years of international field experience and a second language is preferred.  I would really enjoy global connections of working for an organization such as World Vision and the ability to align my efforts with my personal values. (http://www.wvi.org)

Have a great day!

Gratitude: Louie Schwartzberg at TEDxSF June 11, 2011

Building Adult Capabilities to Improve Child Outcomes: A Theory of Change

Center on the Developing Child Harvard University



Reference
Center on the Developing Child Harvard University. (2013). Retrieved from http://developingchild.harvard.edu/index.php/activities/frontiers_of_innovation/

Exploring Roles in the ECE Community

Exploring Roles in the ECE Community

ECE Community


Click on the link to ECE Community to
see my first Prezi presentation attempt.
You may need to hover over the bottom
right hand corner in order to click autoplay.

Thank you,
Wendy Newby

Passion to Action Wordle

Art teachers or security guards

Powe of Art

And there is so much more......

Dear Colleagues,
Over the past eight weeks plus 62 weeks, I have grown to appreciate the tremendous complexity of what it means to be human: in our physical development from birth, in our cognitive and emotional development, but most importantly in our understanding of what it means to be me-my culture-and the potential I have and each of us has to influence the world in which we live.  It has been inspiring to learn from your experiences, to consider contrary opinions and to apply theory to validate what I know.  Thank you for taking the time to influence my understanding of the world, and may I demonstrate greater respect for diversity because of the relationships that have been forged through great discussion.  Wendy

I can't believe the milestone is so quickly approaching.  Congratulations to each of you.

Hard to say Good-bye

The early childhood conference committee departed from the traditional format, venue and menu to present a full day workshop unlike any other for our organization.  The committee contained new volunteers, new ideas and an willingness to take risks. Once established and the roles were assigned the team quickly began performing and by the time of the conference everyone was able to relax and enjoy an inspiring and enjoyable day.  We were not ready to adjourn the committee immediately after the conference, but waited two weeks to enjoy the exhilaration.  To celebrate the committee met together for a nice dinner and reviewed the written evaluations.  For the first time in years there were very few complaints about parking and food; furthermore, the new format was extremely well received.  The characteristics of the group that made it hard to good-bye are: (1) the event results reinforced efforts to be innovative beyond what we had imagined; (2) individuals from competing stakeholders worked together cooperatively establishing new collaborative relationships; and (3) volunteers, participants and venders all left feeling refreshed and anxiously anticipating the next conference.

            When my Early Childhood Master’s program is complete I know I will miss the insights and provocation of the discussion board.  I have already been thinking about how I might be able to host a discussion board for my local colleagues.  I have always anxiously anticipated the weekly discussions. For a collaborative project to maintain its value and freshness I have learned I have to share the skills and experience.  Adjourning is a like a dandelion going to seed and being scattered by the wind.  If it simply stayed a yellow flower it could share its power.

Strategies to Resolve Conflict

What strategies could I employ to resolve a conflict situation with a co-worker? 

Studying the text this week provided labels for strategies I can use to improve the work relationship with a coworker with whom there is decided tension.  O’Hair & Wiemann (2012) identified my current strategy as “communication boundary management” (p. 228); however, the avoidance of communicating beyond surface topics has not improved the status of the relationship.  To determine two strategies that will lead to progress and resolve the conflict, I determined I needed to examine the source of the conflict. O’Hair & Wiemann suggest “conflicts arise when the costs of an interpersonal relationship outweigh the rewards” (p. 247).  Early in our work relationship I learned that I was being undermined and misrepresented by the co-worker to others in the department, which has led to trust issues.  I appreciated the encouragement from The Center for Nonviolent Communication (NVC) (n.d.) that proposes skills that “will help you receive critical and hostile messages without taking them personally, giving in, or losing self-esteem” (p. 1).  Therefore my first strategy I have taken from Billikopf (2009), to buffer myself with NVC skills and bring the conflict to the coworker’s attention. “It takes more skill, effort and commitment to face the challenge together with the other person involved in the dispute” (Billikopt, 2009, p. 1). I am worried about the possible outcomes of avoidance, yielding, or no longer caring, and opening myself to the reality of the ways I have contributed to the problem.  However, the rewards of effective communication, and a positive relationship make it worth trying to change.  To prepare for the conversation The Third Side (n.d.) encourages “Going to the Balcony” (p. 1). First, I need to take time to prepare mentally.  Second, I have to be honest with myself about my emotions so they will not disrupt the dialogue. And finally, I must listen to understand.  I think the last step will be the hardest, as I must put aside old assumptions and judgments to discover a new perspective.

References

Billikopf, G. (2009, August). Conflict management skills. Retrieved from http://cnr.berkeley.edu/ucce50/ag-labor/7labor/13.htm

O’Hair, D. & Wiemann, M. (2012) Real communication: An introduction (2^nded.). Boston, MA: Bedford/St. Martins

The Third Side. (n.d.). The third side. Retrieved from http://www.thirdside.org/

Perceptions of Self

            I perceive myself to be a critical self-evaluator, believing that self-deception will not help me attain my goals.  I am not as anxious to get reality checks that are personal from others. After I took the communication surveys and wrote down my scores, I apprehensively called upon my daughter, a high school senior to complete the surveys.  I watched and listened as she worked her way through the task; I heard some laughing and saw furrowed eye brows above narrowed eyes glancing in my direction.  When she was finished, I asked if she had any comments.  “I have only seen you avoid talking in a small group if you wanted to observe them” (personal communication, A. Newby, 2013, March 25). Her scores were nearly identical to my own.  Next, I had a coworker complete the surveys; her comment was “I have only heard you be insulting once in the years we have worked together” (personal communication, T. Borchardt, 2013, March 25). Her scores were also very close to my own.  Okay, now what?  I obliged my carpool buddy to complete the surveys.  And found someone who just broke the score from moderate to significant in verbal aggressiveness.  What does that tell me about my driving, or the venting I do on the ride home from work?  Her scores for listening and communication anxiety were the same as the other participants and me.

            Insights from this week’s studies include the quote from the Georgia Banks story. “I never went through the things they’re going through.  But I can be a sounding board for good judgment” (O’Hair & Wiemann, 2012, p. 59).  I saw her role in the students’ lives as an active listener very powerful and a good reminder to be authentic when my experiences do not relate to the lives and experiences of the children and families I serve. 

            As a team we held a self assessment meeting this week, where we also invited parents to provide feedback on the goals we had set for the year. We explored strengths and weakness and next steps.  A foster parent shared that she had just enrolled her second foster child in the program and also brought a picture of the first foster child that had been through our prekindergarten program and was now reunited with her mother.  The foster parent said the girl has a sign on her bedroom door that says, “I AM GOING TO COLLEGE!”  Wow! That is powerful and relates to O’Hair and Wiemann’s (2012) explanation of the development of self-concept. 

“You develop a self-concept by thinking about your strengths and weaknesses, observing your behavior in a wide variety of situations, witnessing your own reactions to situations, and watching others’ reactions to you “(Snyder, 1979, cited by O’Hair & Wiemann, p. 47).

The messages we send to children and how we respond to them has the potential to make a significant difference in their life path.

Reference

O’Hair, D. & Wiemann, M. (2012) Real communication: An introduction (2^nded.). Boston, MA:

Bedford/St Martins

Change Your Brain, Change Your Life

Intercultural Competency

One of the things I enjoy most about my job is the diverse team I have been able to assemble.  This week’s assignment asks me to consider the ways I communicate differently with different groups of people and those from cultures different than my own.  The reflection has given me an opportunity to realize that I experience greater difficulty communicating with the group of colleagues, my peers, who share age, race, religion, gender and educational status, than communication with the team of early childhood caregivers/educators.  I believe the difference is we have created a “third culture” to provide an environment that is mutually beneficial to the members and to the efforts to reach our goals.  Beebe, Beebe, & Redmond (2011) emphasize “creating a third culture acknowledges the different cultural contexts and interactions participants have experienced and seeks to develop a new context for future interactions” (p. 107). As I consider the coworkers that have come and gone over the past ten years, it would be fair to say the ones that chose to leave or were asked to leave were not able to adapt to the rules and expectation for respectful interaction unique to the culture we have created and the relationships which have been formed.  I believe the focus on a shared philosophy also brings the work group together. 

The Struggles and the Strategies: The peer group would be quick to define themselves as culturally aware.  However, Beebe, Beebe, & Redmond (2011) contend it takes more than sensitivity to develop intercultural competency it requires appropriate behavior.  As an example the community the program serves includes a Russian/Ukrainian population and to be representative of the children I have teachers that are immigrants of the former Soviet Union.  One of the first strategies we under took to improve our communication was getting a world map and looking at the locations of our birth homes.  We found that using Google maps to examine the vegetation and terrain, the location of cities and areas used for vacations helped us recognize ways in which we were similar.  A common cultural context we created at the center was a garden.  The families value gardening and appreciated the children experiencing gardening.  I am delighted when I see the children pick and eat a cherry tomato or a green onion from the garden boxes.  Another strategy was to learn familiar phrases to express ideas or provide guidance.  I wanted the English Language learners to see me struggle with Russian, the way they were struggling with English—they were helping me and were the experts.  One particular event impressed on me the importance of the effort to learn Russian.  The college employs several Russian immigrant facilities engineers, one of them went out of his way to assist with a maintenance issue.  I wanted him to know how much I appreciated his attention to our situation, so I asked one of my teachers to teach me to tell him in Russian of my gratitude.  It took me three days to learn the phrases to express my thoughts.  But I will not forget how deeply it touched him to be thanked in his home language.  My peers, not staff of the program, often comment on the non-standard English they hear when they visit; they ask why I have staff with noticeable learning disabilities working with children; they are uncomfortable with staff that have chosen same sex partners and others with body piercings; they question making space for a staff to practice her religion during holy days.  I do not see this as harmful or poor quality; I provide an environment where children learn to tolerate ambiguity by interacting with individuals different than themselves. Children in the program develop authentic relationships with others very different from themselves and will go out into the community with greater understanding the groups of people with whom they share the city. 

Reference

Beebe, S. A., Beebe, S. J., & Redmond, J. V. (2011). Interpersonal communication: Relating to others (6^th ed.). Boston, MA: Allyn & Bacon.

A Communication Observation

Four friends were sharing pictures, enjoying drinks, smiling, laughing and taking turns speaking while demonstrating interest through eye contact, and nodding.  I assumed they were friends from the open body positions and relaxed give and take of the conversation until a phone message interrupted them.  The woman’s face became tense and serious upon receiving the message.  The next scene shows the woman face to face with a man seemingly agitated moving quickly about the room, pointing his finger, looking around for something, while the woman remained calm and without emotion and followed the man out the door coat in hand.  The type of relationship between the man and the woman was unclear except that they seemed to have a common goal.  When watching the program with sound my interpretation of the relationship between the four people at the beginning was confirmed.  They shared intimate experiences that indicated they were long-time very close friends.  I was surprised to learn the connection between the woman and the man was a business/mentor relationship.  And the finger pointing and urgent facial expressions were an emphasis of relevant information being shared to solve a problem.

Based on the initial scene between the friends, I concluded the second scene between them had the same tenor. I misinterpreted the second meeting between the four friends.  The woman’s expression changed from smiles and relaxed to uncomfortable, and then she left.  The woman had received a rebuke from her friends and left feeling a loss of status with them.  O’Hair and Wiemann (2012) explain “to send and receive messages that are effective and appropriate, you must be able to process information in a way that makes sense to you but also has a high likelihood of being accurately perceived by others. Schemas can help you do all those things” (p. 38).  Schemas can assist with perceiving communication cues, or hinder effective communication by creating selective perception. The body language of the characters in the program are much better understood when I can listening closely to the words and develop a concept of the personalities and dynamics.

Reference

O’Hair, D. & Wiemann, M. (2012). Real communication: An introduction (2^nd ed.). Boston, MA: Belfair/St. Martin

Jon Stewart on Early Childhood

Jon Stewart The Daily Show Takes on Head Start Critics

Leading with Lollipops a Communication lesson learned

I love this story and the reminder that even conversations or comments we feel are insignificant can make a big difference in the lives of others.  Just as in leadership we don't have to become larger than life or communicate to huge numbers of people to be effective.  I would like to become adept at using stories of my experience in effective way to illustrate or demonstrate evidence learning and research.  Since the beginning of the Masters in Early Childhood Studies I have been intrigued with Bakhtin's theories.  Smidt (2006) explains, "each individual has a unique point of view. But we live in a world of others ....these others become the central figures--in the stories we make to explain our lives" (p. 70).  I am fascinated by the idea of communicating through the stories of our lives and incorporating others' stories into our understanding of the world.

Reference

Smidt, S. (2006) The developing child in the 21st century: A global perspective on child development. New York, NY:  Routledge

Professional Hopes and Goals

Hope…..…that each family entering the classrooms I supervise experiences hospitality, respect and the encouragement to share the strengths, aspirations and culture of their diverse backgrounds

Goal…..

       …that early childhood professionals would have the courage to question internalized privilege, promote the voices of marginalized groups, and persist in moments of conflict that create positive change in social justice.

Thanks…..

       …I want to thank my colleagues for their willingness to share their diverse perspectives, providing for balance, increasing my understanding and challenging my assumptions.

 “True hospitality is marked by an open response to the dignity of each and every person. Henri Nouwen has described it as receiving the stranger on his own terms, and asserts that it can be offered only by those who 'have found the center of their lives in their own hearts'.” ― Kathleen Norris, Dakota: A Spiritual Geography

I am thankful that the reflection required in our course has brought me closer to my own center.

Welcoming Families From Around the World

A scenario to demonstrate strategies and classroom practices that welcome diversity:

         A new family is enrolling in the Early Learning Center. They have recently moved from Brazil to live in our community.  The family moved because the father works for an international company that needs his expertise in the Brazilian business culture to have successful work connections in the United States.  The company has contacted the center about the enrollment of the preschool child.  To prepare to greet the family and welcome the child to our program, we first, review the books, dolls, posters and music for integration of a variety of cultures.  Next we take advantage of the public library and check out a c.d. with survival words and phrases in the official language of Brazil, Portuguese. To get the children ready, the teachers are asking them to think about ways they could help a new student that may not understand the words others are saying.  The children decide to make picture signs to post around the room that shows what happens in each area. 

         When the family comes for their first visit to our center, we learn that they are Japanese Brazilians, from Sao Paulo, a very large and rich city in southern Brazil that is very diverse with industry from many global companies, with a significant Japanese community.  The company provided an interpreter to help us discuss the family’s expectation for childcare and their goals for their child. It was good to have the opportunity to share authentic information and learn the unique culture of the family.  We learned that many of the same opportunities of activities were available in their city as in our city.  The parents said they could bring pictures of family activities for their child to share with the other children on their next visit.  As a teaching team, they decided to invite all the children to bring pictures of a family activity or a story about a favorite family experience to share.  The children and staff learned they had many of the same types of family experiences but also that other families may do things very differently.  The teachers made note of the activities the children were most curious about and brought materials into the dramatic play area so the children could role play the ideas they were trying to understand.  The teachers and parents planned to talk daily the first few weeks to discuss adjustments as challenges became apparent through interactions. 

            The efforts to welcome a new family we knew would need additional support not only benefited the new family, but brought excitement into the classroom about how each family is unique.  The teachers established strategies that engaged all the children in sharing the diversity of their family culture and also in recognizing characteristics that were similar.  The children and teachers made new connections in their social identities increasing the sense of belonging and reducing their fear of differences.

The Personal Side of Bias, Prejudice, and Oppression

Recently, I attended a meeting of early childhood professionals with a colleague I know but do not work with regularly. My colleague was the assigned lead on the project being discussed; however, many of the tasks had fallen to me to complete.  I have been feeling the inequity in the situation, as I have over the past ten years often felt marginalized by this colleague in meetings.  I am relating this experience because I have over the years just figured it was me, but another person at the meeting came to me and asked about the tension.  Now, I can reflect on the interactions with the perspective that there truly is an imbalance of power in the relationship.

          It was embarrassing to me to have others recognize that my colleague belittles my contributions.  The judgment I feel makes me question my competence.  I had a counter-balance in this meeting.  First, I had prepared for the meeting and knew the information being discussed (my colleague had access to the same information, but did not think it relevant to learn) and, second, I had an ally in the meeting that has acknowledged my insights and passion as inspiring in other professional settings.  Knowing you have an ally and having that person give you eye contact and a smile, provides encouragement and self-assurance. 

          As a mother of three daughters I often speak with them about using their power for good.  I remind them in the morning on their way to school to stand up for someone being ridiculed, teased or treated unfairly.  For doing nothing reinforces the dominant group’s belief that they deserve to oppress the target of their assaults and insults.  I ask them to notice students that are pushed aside as not significant.  Take the time to treat them as you would your friends, include them.  It is not easy for teens to push social boundaries, but the more they recognize the power of their individual efforts on others the more courage they will have as adults to stand up for marginalized persons.  I have shared my efforts to strengthen my daughters awareness of their power and how they can empower others.  I heard a friend talking a few weeks ago about a conversation she had with her daughter....using her power for good.  Little by little we can make a difference.

Practicing Awareness of Microaggressions

My colleague is returning to work after maternity leave. She came in with her new baby to visit and discuss the details of her return. A college employee caught a glimpse of my colleague and the baby and stopped to say hello.  He said, “Is this baby number three?” She replied, “I have five children.”  He responded, “Wow! That is a lot of work.  I knew I had seen you pregnant at least three times. Let’s see, I started working here in ….. well, cute baby.”  My colleague replied, “Well this is definitely the last.”  He left the office.  My colleague sighed, “I get so tired of people assuming that being a mother of five children is awful.  I love being a mother and my children bring me such joy.  People, in the grocery store, look at me like I am crazy.  But I can take my children anywhere; they are great kids.” She went on to say she feels she has to give excuses for having more than two children and is so tired of the looks or comments from people that send the message, “Weren’t you pregnant last year?” The man’s comments were a micro-invalidation, that undermined my colleague’s real experience of being a mother.  As we talked, I shared how much I have learned from her telling about her experiences and expertise. Reflecting on the event, I wished I could protect her from comments that devalue the role of mother she has chosen with enthusiasm and dedication.  The man was friendly and warm in his demeanor, reinforcing the unconscious nature of his hidden message, that her family is not his idea of a desirable situation.  It has increased my awareness of the psychological energy is requires to defend against a barrage of indignities.

            Louise Derman-Sparks and Edwards (2010) confirms that “children growing up in families whose ways of life differ from dominant culture are more likely to feel devalued and excluded” (p.58).  To guard against such discrimination Janet Gonzalez-Mena (2008) believes “that groups and individuals should be allowed, encouraged to hold on to what gives them their unique identities while maintaining their membership in the larger social framework” (p. 13). Dr. Derald Wing Sue (2011) challenges us to socialize and make intimate contact with people unlike ourselves to promote the accurate exchange of information rather than stereotypes (Laureate Education, Inc., 2011).

References

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC). 

Gonzalez-Mena, J. (2008). Diversity in early care and education (5^th ed.). Boston, MA:  McGraw Hill.

Laureate Education, Inc. (Producer). (2011). Microaggressions in everyday life. [Web video]. Baltimore, MD

Perspectives on Diversity and Culture

Perspectives on Diversity and Culture

Friend 1:

            I grew up under the care and nurturing of my grandmother.  As the oldest of seven siblings with different fathers, I felt most secure and stable in my grandmother’s home.  My grandmother instilled values of education, commitment to family, and hard work.  Culture, for me, is the shared values and traditions that have influenced my choices and the people and things that I value.  Something interesting about diversity that you may not understand is the intra group comparison that occurs based on the depth of skin color.  Among my siblings we ranked each other by who had the lightest complexion. Diversity is more than the color of our skin, but as an African American woman it is the characteristic that connects me or causes tension most often.  I made sure that when I named my children that their names were spelled and pronounced so they would not be disadvantaged before they had an equal chance to prove themselves. (J. Banks, personal communication, January 24, 2013)

Coworker 2

            As the oldest of three children, I have chosen to honor the traditional culture of the Chinese and care for my parents in my home.  Although it feels more like they are caring for me.  As a first generation immigrant to the United States people often ask is I am an only child, but the one child rule came into effect after my brother was born. Culture in China is changing; however, when I went back to Beijing to visit it was hard to return.  Everything was so familiar.  As I have learned more English it has become more comfortable to be in the United States.  Knowing, understanding and speaking the language make diversity differences easier to deal with.  I love a challenge and being well educated has helped me be successful in the American culture.  Because I was successful in business in China, I am influential as the principal of the Chinese weekend school of 800 students.  The parents of the students desire that their children preserve the family language and culture, while also attending United State schools.  My husband and I have chosen not to have children; it would be easier to raise a child in a familiar cultural environment.  (L. Zhou, personal communication, January 22, 2013)

           

Friend 3

            Culture for me is the way of life that I experienced as I was growing up, but now modified to reflect my personal values and experiences.  Family members and friends often ask why I don’t choose to go out and spend more time with adult friends.  I truly love being home with my children.  I don’t feel like I am missing out.  I love my role as a mother and having five children is wonderful not horrible.  It makes me realize that even within a close group of friends and family that personal culture can make a significant difference in the way we choose to live our lives.  As the partner of a deployed military member, I relate to emotions, challenges and benefits that any spouse feels during overseas deployment.  But of course, the long term effects of don’t ask-don’t tell on individual’s attitudes makes connecting to the traditional military support groups uncomfortable.  I have developed many friendships with people that value me for who I am and feel supported by them.  When it comes to diversity, I have to be true to what feels right to me, and not on what other people think about me.  (N. Baker, personal communication, January 23, 2013).

            I recognize that it is easier for people to talk about the characteristics of their own social identity than to define culture and diversity.  In addition, what they contemplated most often are the elements that have created discontinuity as opposed to the ways of being that identify them with a social group.  For my coworker that is a first generation immigrant, her political affiliation as a Chinese citizen and her first language, Mandarin Chinese, are characteristics significant to her social identification and definitions of culture and diversity.  My friends shared culture and diversity definitions that focused on surface culture, but reflected individualized ways of being.  Derman-Sparks & Edwards (2010) emphasized two dimensions of culture that were also included in the conversations I had with friends and coworkers. First, they shared their personal positive cultural identity and secondly, the environments that provided comfortable and respectful interactions with others. While reflecting on the conversations I realized that the aspects of culture and diversity that would demonstrate our connection were not specifically mentioned.  They are deep culture characteristics: What are the standards of work ethic? What are healthy foods?  How do we discipline children? What is appropriate work attire?  I think that these are ideas we share.  Derman-Sparks & Edwards report, “We only notice when something changes or makes us uncomfortable” (p. 55). We are friends or coworkers because of shared experiences and the openness to learn from the other's understanding of the world.

Reference

Derman-Sparks, L. & Edwards, J. O. (2010). Anti-bias education for young children and ourselves.  Washington, DC: National Association for the Education of Young Children (NAEYC).

My Family Culture

Upon notification of emergency evacuation to a foreign destination I would pack my i-pad.  It contains information and reminders that would keep me connected to who I am.  In it there is a copy of the Bible, pictures of family and friends, and the names and addresses of people important to me.   The i-pad itself is not important, but the connection to family is what keeps me emotionally grounded.  Secondly, my family’s values are based on the teachings in the Bible, making the Bible an important choice to reinforce my beliefs.  Reading is such a gift, so the Bible can serve multiple roles in explaining to others what is important to me.  We often read to each other in our house, so having a book to read and share would provide a continued sense of security.  If I were to be restricted to one item I would take the Bible, and write as many names and contacts in it that I could remember.  There are really no “things” I can’t do without or imagine replacing, except for the people that I love.