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