The Sexualization of Early Childhood

After reading the article I was surprised and amazed how early sexualization is introduced to children.  What was amazing to me is that things that I didn’t even think of at the age of 8 children exposed to so much more than I ever dream of.

The example of sexualization is the extent that parents go to make their daughter look older for beauty contest. I once had the opportunity to be a judge for a beauty contest for children of age of year old to fourteen.  I sit there in amazement to the extent parents go to make their children look older and more sexual. Some of the children I noticed didn’t even want to be there and were so unhappy.

I think these messages confuse children and have negative impact on their development especially as it relates to children and sexualization.

I have always felt that children should be allowed to be children. I feel as a future early childhood educator we should provide an environment that allows children to be children. Children should be made to feel special.

Reference:

Levin, D.E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: 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/sosecysosoon/introduction.pdf.

Evaluating Impacts on Professional Practice

The –ism that I expect for children and families probably will be racism. I work in a predominately African-American school system. I see other races slowly entering into the school system. The African-American children are not embracing the change. I have seen some of the African-American children tell the white children “Why don’t you go back to the private school you came from?  It is hard breaking to hear these types of comments coming from children.

I remember when I worked as a second grade assistant and we were discussing bullying. The children were talking what they had learned about bullying in character education.  Myrtle a little told us that she had been bullying sense she was in kindergarten because she was white. I sat there for a moment thinking I had always heard about and experience racism as an African-American, but to see it from someone else prospective  really made me reflect on how so many are affected by racism.

It is not only African-American children and families that are affected by racism. Racism is something many people are face with on a day to day basic. I want to teach children and their families that racism is wrong and everyone deserves to be treated fairly no matter the color of their skin.

Observing Communication

My observation occurred at Holly Primary School in the pre-k class room. The age of students in the classroom was four year olds turning five or already five years old. During the observation I noticed that the students and teachers maintain eye contact when the students approached the teacher or the teacher approached the students. I could tell there was a neutral respect and trust between the students and teachers within the classroom setting.

As the teacher began her program there was one student who wasn’t interacting during the day’s lesson. The teacher stated that, “this was not normal behavior for this particular student. The teacher call the student to the side looking the student directly in the eye while placing her hand on his back softly asking the student what was wrong. The student did not say anything at first, but he finally open up telling the teacher he did not feel well.

My observation and my talk with the teacher I found that her communication with her students were similar to the article, Communicating with Babies. The classroom teacher acknowledges all the students by name. When the student was not acting normal the teacher immediately wanted to know what was going on with this student. I found the way the teacher communicated with the classroom was very accepting.

As I reflect on what I learn and observe this week I hope to create a program that will keep the lines of communication open and always keeping the students apart of the communicating process.

Creating Affirming Environment

The elements, I think I would want to include in my child care setting are items that honors families diversity both within and beyond own identity group. In order to create such a setting, it is important to get to know the children and families to better serve them.  Ask questions about what they want and expect from the childcare program. Once you have gain their trust and understand their needs, I would make sure the classroom is full of learning materials, books, puzzles, that will reflect their diverse background that will  make them feel comfortable within the program.

I think Derman-Sparks & Edwards (2010), p.51 said it best “Relationships and interactions with children and families, the visual and material environment, and the daily curriculum all come together to create the anti-bias learning community. This does not happen overnight it takes time and hard work but every step we take counts. Together they add up to creating a learning community that truly nurtures and support all, children, and that makes our efforts worthwhile and exciting.”

Reference:

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

What I Have Learned

One hope that I have when I think about working with children and families who come from diverse backgrounds is simple. As a future early childhood educator I want to provide a program that will allow children and families the opportunity to be able to feel comfortable in the classroom environment.

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to make sure all educators are prepared for these issues as they occur.  This goal can be met by providing workshops and programs that will address these issues of diversity, equity, and social justice.

I would like to thank the instructor and colleagues for the insights given to me throughout this course. I have enjoyed the discussions and blog assignment. I have learned so much. Good luck to everyone as we continue this journey.

Tonetta Bogard- Marion

Creating Art

Human Family
Poem by Dr. Maya Angelou
Read at the dedication of the Disney Millennium Village

I note the obvious differences
in the human family.
Some of us are serious,
some thrive on comedy.
Some declare their lives are lived
as true profundity,
and others claim they really live
the real reality.

The variety of our skin tones
can confuse, bemuse, delight,
brown and pink and beige and purple,
tan and blue and white.
I've sailed upon the seven seas
and stopped in every land.
I've seen the wonders of the world,
not yet one common man.

I know ten thousand women
called Jane and Mary Jane,
but I've not seen any two
who really were the same.
Mirror twins are different
although their features jibe,
and lovers think quite different thoughts
while lying side by side.

We love and lose in China,
we weep on England's moors,
and laugh and moan in Guinea,
and thrive on Spanish shores.
We seek success in Finland,
are born and die in Maine.
In minor ways we differ,
in major we're the same.

I note the obvious differences
between each sort and type,
but we are more alike, my friends
than we are unalike.

We are more alike, my friends,
than we are unalike.
We are more alike, my friends,
than we are unalike.

Start Seeing Diversity Blog: “We Don’t Say Those Words in Class!”

I can recall a time when I was the lead three year old teacher at a preschool and we were all sitting in a circle discussion the day’s lesson. A little boy got up from his seat and out of blue start saying with his hand raised in the air white power. I sit there for moment speechless. So, I asked him What did you say? He repeated it again white power. I was floored from his comment. I told him that that was not a nice thing to say.  He really did not understand what he had or why I telling him that it was not a nice thing to say.  I went and got the director and told her what he said. She immediately called his parents and told them what he had said. That afternoon when they came in they were in shocked and embarrassed about his comments. They apologize for comments in the classroom. They explained to me that they were watching the David Chappel Show and they thought that he was sleep in his room and during this episode   Chappel does a skit about men talking about white power. They guess that he overheard what was said and repeated the next day.  They were very embarrassed and continue to apologize.

I think I handle it in the appropriate matter, because he didn’t know what he was saying. The little boy was just repeating what he had heard the other night.

An example of how an anti-bias educator might have responded to support the child would be to just listen. Stay calm and interested. Figure out what the child wants to know. It may not be what the question appears to be on the surface. Listen for feelings behind the words. Answer matter-of-factly and simply. Use language appropriate to the child’s developmental understanding. Always respond and always follow up. Decide whether a particular child’s question warrants follow-up activities with all the children (Sparks & Edwards, 2010).

Reference:

Derman-Sparks, L., Edwards, J., Hoffman, E., (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.