Exploring Roles in the ECE Community: Local and State Levels

The three organizations or communities of practice that appealed to me are the Headstart Program, Hope Village, and the local Department of Human Services.

The HeadStart Program provides a quality program for low-income families. They provide monthly workshop to help families become better parents. They also have a Early Child Care program for low- income families with infant children. The Head Start program also allows the parents to volunteer their time in their child or children class room. Sometimes when the parents volunteer it leads to a full-time position.

Hope Village is shelter that provides housing for families who need assistants. These families who have children in the school system are providing with uniforms and the agency works alone with the school to make sure they have everything they need to function in the class. They also provide a clothes closet for the parents who are going on interviews for jobs.

The Local Department of Human Service also works with the school to make sure no children are neglected. When the school report an incident they work with school administrator to make sure those children receive the help they need.

I currently work in administration within the school system. We only have one pre-k program within our school. I hope that the school system will expand the pre-k program and I get the opportunity to work within the school system. My second option is to work within the Head Start Program when an opening comes available.

Skill and experiences I will need is to complete the master’s program and get a job within the early childhood field where I can take what I have learn and put it to work.

Reflecting on Learning

My passionate hope for my future as an early childhood professional and the children and families who I will work is simple, as I have said in the beginning I want to be the voice for children and families who do not have a voice. It is also my hope to create a program where all the needs of every child and their family will be met.

To my colleagues it has been a pleasure to share with each you throughout this program. I have enjoyed sharing through the discussions and blog assignment. I learned so much throughout this program and from you all. I wish you all luck in the future.  I hope to keep in touch with you all. Good luck again to you all as some of you begin or continue your early childhood education career.

Tonetta Bogard- Marion

Impacts on Early Emotional Development

The area of the world I chose was Eastern and Southern Africa. The reason I chose the Eastern and Southern African is because children in these regions many children living with disabilities are denied their right to education. They are also more likely to drop out of school and have lower learning achievements than other children

The challenges that children in this region of the world are confronting  was a great failure of the Millennium Development Goals (MDGs), that it didn’t specify the need to include children with disabilities.

These experiences might have an effect on children’s emotional wellbeing and development by

African countries have failed to fulfill this obligation, and children with disabilities are left out of the education system.

My personal and professional reflection and insights I gained as an early childhood professiona; that it that children with disabilities in other countries as well as in the United States are not receiving the help they need.

Reference:

http://www.unicef.org/infobycountry/bege_62637.html

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.