Time Well Spent

Three Deeply Felt Learnings

 

            Through my research, readings and experiences in the Capstone course, I have learned:

 

1-“The happiness of any society begins with the well-being of the families that live in it” (Laureate, 2011). This quote from Kofi Annan articulates the importance of the family unit, whatever its structure, in any society, regardless of culture.

 

2- . “Our accomplishments are a reflection of what our relationships have allowed us to achieve” (Zero to Three, 2011). We are only as good as our interpersonal relationships with our team. No one is an island and no one can conquer the world (or safely run a Preschool classroom) alone.

 

3- According to Derman-Sparks and Olsen Edwards (2010), “although a family’s economic resources do not determine how much they love their child nor how skilled they are at parenting, a lack of resources can make the fundamental necessities for their children’s healthy growth and development-safe housing, nutritious food, and regular healthcare-very difficult or impossible to get” (p 101). It’s not what you have, but who you are that counts. Families with fewer resources are just as valuable and worthy as those with plentiful resources. It is important to view a family according to their strengths and respectfully, and compassionately helping them to obtain the tools to tackle their challenges.

 

 

One Long Term Goal

            My long term goal as an early childhood professional is to continuously cultivate a positive attitude, patience, kindness and compassion. I would like to positively influence everyone with whom I interact.

 

Farewell Message

            Farewell to Dr. Teri and my dear colleagues. I wish all of you the best in the future in both your personal and professional lives. Thank you for all of your encouragement, feedback, ideas, and opinions. Namaste!

 

 

 

 

 References

 

Derman-Sparks, L., Olsen Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves. Washington, DC:     NAEYC

 

 

 

Laureate Education. (producer)(2011). Merging Passion, Vision and Practice. [multi-media presentation]. retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6990/01/mm/ec_pres/index.html

 

Zero to Three. (2011). What is reflective leadership? Retrieved from http://www.zerotothree.org/about-us/areas-of-expertise/reflective-practice-program-development/what-is-reflective.html

 

International Career Opportunities

 

 

 

 

 

UNICEF

http://www.unicef.org/

 

Why I chose this organization: UNICEF has been a prominent figure in international relief efforts for decades. This organization is involved in many aspects of assistance to those in need; including nutrition, health and immunizations, life skills, promoting human rights and gender equality, education, disease prevention and the promotion of breastfeeding. UNICEF’s efforts and values are in line with my own; with children and families as their priority.

 

Job Opportunity: Program Officer, Level 2-Manage, coordinate and supervise program and small or medium country office. Formulate, design and facilitate, and manage projects.

 

Qualifications: Master’s Degree in relevant field or equivalent professional experience in a developing company (2-3 years entry level, 5- years mid-career). Proficiency in English plus another UN working language is also required.

 

United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from http://www.unicef.org/

 

Save the Children

http://www.savethechildren.org/

Why I chose this organization: Save the Children has been an organization that has been dedicated to the well-being of children since 1919. Two of their core values are self-help and self-reliance; along with the idea of development as the process by which people “take charge of their own lives”. Some of the activities that the organization is involved in include; Child Protection, Child Survival, Education, Health and Nutrition, HIV & AIDS prevention and treatment, Hunger and Livelihoods, and Emergency Response.

 

Job Opportunity: Advisor: Early Childhood Development in Mozambique. This position involves the support, design and implementation of early childhood development projects in the country. Responsibilities include build staff’s capacity for program activities, ensure that methods of monitoring and evaluation are in place to improve the program and measure the direct impact, share best practices with staff

 

Qualifications: Master’s Degree in International Education/Developmental Psychology/Cultural Anthropology with a focus in Early Childhood Development, 3 years’ experience in Early Childhood Development, Fluency in Portuguese and English (written and oral).

 

Save the Children. (2011). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

 

 

 

 

Fhi360

http:www.aed.org/

 

Why I chose this organization: Fhi 360’s basic philosophy revolves around the interconnectedness of all that exists. Their mission is to “generate, share and apply knowledge, empower individuals, families and communities to tackle their own challenges. These philosophies are in line with my own.

 

Job Opportunity: Program Assistant, Global Connections. This position involves the support of the International Visitors Leadership Program whose mission is”to build mutual understanding between the United States and other nations through visits for emerging foreign leaders.

 

Qualifications: Bachelor’s Degree, excellent organizational skills, ability to multi-task, strong oral and written skills, strong computer skills, ability to communicate cross-culturally.

 

Academy for Educational Development. (2011). Retrieved from http://www.aed.org/en/index.htm

 

 

 

 

 

 

 

 

 

 

 

 

National Organizations Working to End Hunger and Malnutrition in Early Childhood

My challenge is malnutrition/hunger in early childhood.

 

Feeding America

http://feedingamerica.org/

 

Mission: Feeding America is the nation's leading domestic hunger-relief charity. Our mission is to feed America's hungry through a nationwide network of member food banks and engage our country in the fight to end hunger.

Values: respect, stewardship & accountability, collaboration, urgency, service

Why I Chose This Organization: Feeding America’s values and mission are compatible with my personal ethics. They offer assistance without allowing families to become dependent upon the services.

Career Opportunity: Program Capacity Associate-Chicago- help to increase the capacity of the organization through providing training, peer learning and knowledge sharing experiences

Qualifications: BA/BS required; Advanced degree in Administration, Sociology,  or Social Work preferred; experience working with collaborative groups, excellent written and oral communication skills, ability to think creatively and strategically as part of a team.

 

No Kid Hungry-Share Our Strengths

http://www.nokidhungry.org/

 

Mission: The No Kid Hungry campaign connects kids in need with nutritious food and teaches their families how to cook healthy, affordable meals. The campaign also engages the public to make ending childhood hunger a national priority.

Activities: Organizes fundraising programs to raise money for hunger relief including, Taste of the Nation, Chefs on Bikes, Dine Out.

Why I Chose This Organization: This organization addresses the problem of hunger amongst children, which is directly related to my challenge.

Career Opportunity: New England regional Manager for Culinary Events-raise money through events to support goals of the organization, manage cultivate and maintain culinary, sponsor and volunteer relationships in New England.

Qualifications: BA in Marketing, Communication, Community Development and Public Service or related field, excellent oral and written communication skills, ability to work with multiple diverse groups, ability to handle multiple activities, events and projects simultaneously.

 

Congressional Hunger Center

http://www.hungercenter.org/

 

Our Mission Statement: CHC trains and inspires leaders who work to end hunger, and advocates public policies that create a food secure world.

Our Vision Statement: CHC is a leader in the movement to ensure access to food as a basic human right for all people. We create and nurture a community of innovative and inspiring leaders who act as change agents, bridging the gap between grassroots efforts and national and international public policy to provide access to nutritious, affordable and culturally appropriate food.

Why I chose this organization: The approach to the challenge of ending hunger, developing leaders who are capable, willing and concerned regarding the issue, is unique.

Career Opportunity: Communication Consultant; must have strong written skills, knowledge of traditional and social media, experience working on hunger and children’s issues; responsible for twitter message campaigns, emails, press communication and construction of media contacts list.

 

Exploring Roles in the ECE Community

Lewis County Opportunities

http://www.lewiscountyopportunities.com/

 

Mission:

Lewis County Opportunities, Inc. is a Community Action Agency dedicated to working together with those in need. Our employees, Board members, and volunteers use a compassionate and respectful approach to promote a higher quality of life in our community.

 

Vision:

Opportunities should never lose sight of what community action represents—to serve the needs of the community. This is accomplished through positive employee interaction with consumers, good overall coordination between the Agency with other organizations, and a commitment by Board members and employees alike to address community needs

 

Offerings:

Lewis County Opportunities offers several different programs aimed toward helping those in need.  The programs include domestic violence counseling, subsidies to assist with transportation to work, home loan assistance, Holiday Sharing, and Family Development Assistance.

 

Desirable Career: Family Development Worker

Skills/Competencies Necessary: Ability to connect with families, assess the needs of families, assist families with goal setting, completion of goals and assistance getting to the next step in the process. Must have good communication, negotiation skills, must be compassionate, organized and have a genuine desire to work with families in need.

 

Northern Regional Center for Independent Living

http://nrcil.net/

 

About: Northern Regional Center for Independent Living is a community-based disability rights and resource center. We were started in 1987 with a grant from the New York State Education Department, through the work of a grassroots group called Citizens United for the Removal of Barriers (CURB) and the Disabled Persons Action Organization. We are now part of a network of 37 Independent Living Centers in New York State and over 450 Centers across the nation.

 

Offerings: Independent Living Services, Parent Training and Resource Center, Special Education Parent Training and Resource Center, Family Support Services

 

Desirable Career: Family Support Worker/ Youth Advocate

Skills/Competencies: NYS Family/Peer Advocate Credential, ability to work with families, assistance with advocacy in realm of special education, transportation accommodations, necessary adaptations for children with disabilities

Community Action Planning Council

http://www.capcjc.org/

 

Mission: The Community Action Planning Council assists, supports and empowers people through diverse programs designed to alleviate poverty, promote self-sufficiency and advance community prosperity.

 

Vision: The Community Action Planning Council envisions a prosperous community where all people are valued, supported, empowered and successful. CAPC is a valued resource that tirelessly protects and continuously expands these characteristics, building a community where opportunities are abundant and people help themselves and each other.

 

Offerings: Head Start & Pre-K programs, Home Weatherization, Family Assistance Center, Jefferson-Lewis Childcare Project (Early Childhood Education Professional Development, Childcare Resource & Referral), Food Pantry & Nutrition Program

 

Desirable Careers: Head Start Master Teacher

 

Skills & Competencies: Ability to partner with families to empower them and help them to achieve their goals, background in Early Childhood Education, sincere desire to work with children and their families,

 

Hopes for the Future and a Thank you

My most passionate hope for the future of early childhood education is that every program, teacher and family will subscribe to, utilize, and live the principles of anti-bias education. I also hope that the goals of anti-bias education are realized for every child. If these goals come to fruition, the social and intellectual evolution of our society would be accelerated. Peace would be prevalent and the world would be a better place in which to live.

I would like to thank my colleagues for their frank feedback, comments and input. I have learned from your life experience and insight. I wish you all the best of luck with your degree program and with your career!

Careyann

Week 6-So Sexy So Soon

I agree with the contentions of the authors of So Sexy So Soon. I believe that children are exposed to both overt and covert sexual messages via the media and popular culture. This type of influence reduces the length of childhood. Thoughts and ideas beget action. Once action is taken and sexual experiences have occurred, childhood is over. A whole host of feelings, thoughts and issues that a child is not equipped to deal with follow. One can never return to innocence. Media is not only to blame. Parents are responsible for controlling their children’s exposure to media of all types. Children who have unmonitored access to TV, DVDs, social media, the internet and cell phones are open to inappropriate influences (Levin & Kilbourne, 2009).

Little girl’s clothing with words like “Baby Doll”, “Juicy”, or “Cutie” printed on the butt are a common example of the sexualization of children via their clothing. Words printed on a garment are meant to draw attention to the area on which they are printed. In this case, the message attracts attention to the child’s bottom. When I taught Pre-K, I had a girl in my class who was prone to performing for her peers. One morning during free play, she grabbed a slender cylindrical block, fluffed her blonde, curly hair before singing (with gusto) “Before He Cheats” and dancing provocatively before an audience of her classmates. She knew all of the words to the song which included references to sex acts, violence, vandalism and alcohol consumption. The popularity of songs like, “Disco Stick” and “I’m Sexy and I Know It” amongst preschool children tells me that parents may not monitor the music to which their children listen. A third example of sex in the media and pop culture is the increasingly younger age at which children are describing themselves and others as hot or sexy. A friend who teaches in a school age recreation program, conducted an activity during which each child wrote his name on a piece of paper and taped it to a table. Next, the children milled around the room and wrote one compliment on each child’s piece of paper. While gathering up the completed papers, my friend noticed that, on one of the girl’s papers, someone had written “She’s so hot!”. A class meeting followed regarding the incident. The girl to whom the compliment was written admitted privately to the teacher that she had written the comment about herself.

According to Levin and Kilbourne (2009),developmentally inappropriate sexual messages delivered to young children could affect their definitions of feminity, masculinity, the polarization of gender roles, a skewing of the value of people, frighten and confuse children, cause sexual promiscuity and precociousness (p 2). Early childhood educators can counter this influence by questioning issues regarding gender stereotypes, sexual messages, and provocative utterances by facilitating thought provoking discussions and asking questions that help children to question their actions and influences (p3).

       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

Week 5- The Effects of Isms

According to Derman-Sparks and Olsen Edwards (2010), isms are “the many forms of institutionalized prejudice and discrimination based on social identities…” (p xii). People who hold isms are not always aware that their behavior and interactions are governed by them. Additionally, Derman-Sparks and Olsen Edwards assert that, “because we all have multiple social identities, each of us contains a complex set of internalized privileges and oppressions, with differing balances between the two” (p 27). Internalized oppression occurs when the victim of the ism believes the information about himself as a result of the treatment that he receives from others resulting in psychological consequences. These consequences manifest in behaviors that include denial of affiliation with one’s own culture, adoption of the dominant culture out of a belief that the ways of the dominant culture are better, correct or more acceptable. Rejection of one’s own name, native language, traditions and values may also occur (p 26).

Most recently, I have experienced an ism in the form of discrimination and bias due to my appearance. I have full tattooed sleeves on my arms. At my former place of employment, my supervisor’s supervisor called me into her office after she noticed my tattoos at an after-hours picnic. Although my work associates were attending the picnic, I was not being paid to attend the function and it was not held at our work site. Nothing was mentioned at the picnic. However, the following Monday afternoon my supervisor’s supervisor called me to her office and told me that she was disturbed by my tattoos. She felt that, because I had tattoos, that I must be mentally ill, have a great deal of self-hate (to mutilate myself in this way) or be an intravenous drug addict who used her many tattoos to hide track marks. Additionally, the executive stated that if I must not want to be in the field of early childhood education if I had tattoos (It must be noted that this woman was not in the field of early childhood education, but was a corporate executive whom I rarely saw). At first, I was dumbstruck. I had never heard such a narrow minded rant in my life! Not one of her allegations was even remotely true!  I had always kept my tattoos covered at work, not because there was an explicit policy preventing the staff from showing tattoos, but because I wasn’t certain about the reaction that I would get from parents, other staff and the executives of the company. Curiously enough, at the picnic, many of the parents admired my tattoos, and the children were very interested in “all of the pictures on [my] arm”.  One little girl was so excited that she screamed, “Oh Carey, I lub your tattoos!”. I could not understand from whence the director’s supervisor’s reaction came. In the end, she made it clear that she did not want to see the tattoos, but did not articulate a policy regarding whether or not showing them was prohibited (many other staff showed their tattoos without an adverse reaction) as a rule. It seemed that she did not like my tattoos, but those of others were acceptable to her.

The effects of this episode of discrimination were many. I became aware of the potentially negative thoughts that people might entertain about my tattoos. I found myself apologizing if even a tiny bit of my tattoos were visible. I also began to cover my tattoos in public in my off work hours and revealing them in only certain company. During this time, the children who had seen my tattoos at the picnic were very interested in seeing them again. Both the children and parents asked why I did not show them off more often. I found myself feeling somewhat ashamed of the reaction that I had gotten from the executive regarding my tattoos. I felt very cognizant of how I appeared and was even reluctant to pull my sleeves above my wrists when working with the children in a messy activity. The children noticed this and asked questions. I wonder if the shame that I felt about my tattooed arms sent an unintentional message to the children that somehow tattoos are inappropriate or unacceptable. Many of the parents are tattooed. What if the children carried my unintentional message home to their parents?

Shortly after this incident, I regained my pride in my tattoos. They are an important part of me and symbolize parts of my life that have made me who I am today. They are beautiful pieces of art, but do not solely comprise who I am. I am neither better nor worse than anyone else simply because I am tattooed. I realized that I was the victim of bias and discrimination in the workplace.

Derman-Sparks and Olsen Edwards (2010). Anti-Bias Education for Young Children and Ourselves. NAEYC: Washington, DC.

Week 3 - Communicating With Young Children

My observation:

I observed a mother and approximately 2 month old baby boy in a McDonald’s restaurant. The baby began to fuss. The mother began to bounce him in her arms and shushing him. When the infant began to shriek louder, the mother began to repeat, “It’s all right. It’s all right. You’re okay…you’re okay” in a sing-song way with a lilt in her voice. The baby closed his eyes and pulled his knees to his chest. The mother kept repeating her mantra in her motherese tone of voice. When the child’s cries increased in severity, the mother stood and held her baby with his head on her shoulder, her hand supporting his head and neck and began to utter the shushing sound again while rotating her weight from side to side, alternating feet. The child shrieked and the mother set him down in his car seat and began to quickly prepare a bottle of formula. As she shook the bottle to mix the formula, the mother squeaked a soft toy to distract the child, who continued to shriek. The mother set the bottle on the table and picked the infant up , cradling him in her left arm and began to feed him. The mother said to the baby as she fed him, “There you are. That’s what you wanted. Oh, you are hungry. Yes, you are”.

What I noticed:

The mother made eye contact with the baby when she spoke. She spoke in a soothing, lilting voice. The mother spoke to her baby as if the cries were complaints uttered using verbiage. The mother did not react harshly to the baby. The mother did not ask the baby any questions, nor did she seem to look for gestures that would answer questions.

How this relates to the reading:

According to Kovach and Da Ros-Voseles (2011), “When you communicate with babies, it validates their self-worth” (p 48). The mother spoke to the baby in an effort to soothe him. Additionally, “most babies use gestures and babble [to communicate]” (p49). “Telling babies what will happen, showing them the steps along the way and touching them  to give them clues about what is happening is a powerful and wonderful way to give the baby a chance to understand your actions and intentions (p50). Instead of squeaking the toy to distract the baby, which did not seem to be effective in this situation, the mother could have asked the baby if he would like to eat while watching for cues that would answer her question, and narrated the process of making the bottle in her soothing voice. She could have shown the baby how she was shaking the bottle to mix it.

Additional thoughts about the interaction:

I think that the mother did a great job of soothing the baby verbally and physically. She was calm and quietly helped the baby; who was screaming in a public setting. She demonstrated a great deal of patience and love in dealing with her son. I think that asking the baby what was bothering him and letting him know what she was going to do next to help him would have helped the baby to feel heard and understood.

How this observation compares and affects my communication with young children [babies]:

I find infants to be amazing. I think that they tell us a great deal through facial expressions, tones of voice and physical gestures. As a rule and a habit, I do converse with infants (the other staff at the center often chuckle at the conversations that I have with babies). I think that I could ask more questions of the infants in my care and pay a great deal more attention to their answers and verbally acknowledge my interpretation of the answers that I receive and look again for confirmation from the infants. Additionally, instead of scooping up an infant into my arms, I will touch the child gently on the shoulder so as not to startle him and to give him an indication that I am nearby and would like to initiate physical contact.

What I have learned:

I have learned that, although I might do better than most in showing respect for and communicating with infants, I could improve by adopting a few new behaviors; initiating physical contact with an infant gradually and in a respectful manner, asking questions and looking for responses and confirming these responses with the infant.

Reference

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60001533&site=ehost-live&scope=site

An Anti-Bias Family Childcare Setting

According to Derman-Sparks and Olsen-Edwards (2010), “the toys, materials, and equipment you put out for children; the posters, pictures, and art objects you hang on the wall; and the types of furniture and how you arrange them all influence what children learn” (p 43). If I were to set up an anti-bias program in a family child care home, I would be sure to interview the parents of the registered children about the culture of their family.  In an effort to create an environment that is culturally consistent for the children and families that the program, I would be sure to use photos of the children and their families in displays in each center (p 43). “Invisibility erases identity and experience, [while] visibility affirms reality” (p 46). Additionally, I would include props and tools in the centers that reflect the cultures of each child as well as other cultures not represented by the population of children in the classroom community. Books, songs, greetings, salutations, and routines would include practices, language and dialects that reflect the cultures of the children in the program and beyond. Written and visual materials would be true to actual rather than stereotypical qualities of individuals represented within. Differences and similarities of members of other cultures would be represented. These materials will not be conducive to the creation or cementing of generalizations about cultures or groups of people (p 46). Additionally, I would be certain to immediately address language and behaviors on the part of the children or adults that indicated bias, prejudice or pre-prejudice.

Derman-Sparks, L., Olsen-Edwards, J(2010). Anti-Bias Education for Young Children and Ourselves. NAEYC: Washington, DC.

Week 8-Goals and Gratitude

A goal that I have related to working with children and families from diverse backgrounds is that I would always remember that, in spite of any differences related to color, creed, ideology, and culture, we are all the same and want the same things from life, for ourselves, our children and the world. We all wish for freedom, peace, a good and purposeful life for ourselves and our children, love and to belong.

A goal that I hold for the field of Early Childhood Education related to issues of diversity, equity and social justice is that Anti-Bias Education become cemented as a standard model for Early Childhood Education. I think that, if children are educated according to the anti-bias model, recognizing and appreciating diversity will become a way of life.

To My Colleagues:

Thank you for sharing your opinions, points of view, knowledge and experience with me. Thank you for challenging my thinking with your questions and feedback. Thank you for taking this journey with me. You provide inspiration and your tenacity is admirable. Best wishes to all of you!

Careyann

Week 7-Creating Art

                       Experience
                   (a cinquain poem)
                           


                          Experience
                   Shapes consciousness
               A contextual framework
             For interactions with others
                               Life


I wrote this in reference to Quinn Valentine's account of how his childhood interactions with his parents (specifically his father) and his peers shaped his worldview and relationships as an adult (Laureate Education, 2011).


Reference

Laureate Education (producer)(2011).”Learning From Another’s Life Story: Quinn Valentine”. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_552134_1%26url%3D

Week 6: Start Seeing Diversity: “We Don’t Say Words Like That!”

I live in rural Northern New York. Small town life has its benefits and detriments. One characteristic of life in a small town is that everyone is aware of everyone else’s business. Nine years ago, a local resident began undergoing the process of gender reassignment. He began taking hormones;  dressing and living as a woman. This person, who was known as Francis, sought to be identified as Francine. This was, of course, public knowledge. My then 3 year old son, Jem, and I once shared an elevator with this person in the Medical Arts Building of our local hospital. Jem asked, “Why is that man dressed like a girl?”. To this, I responded that the person was a woman, not a man. Jem insisted that the person was a man dressed like a woman. I remember once again contradicting Jem’s observation and distracting him by giving him a lollipop from my purse. I apologized to Francine. She smiled back at me, but the pained look on her face said it all. I felt horribly for her, but could not be upset with my son for telling the truth. At that time, Francine was a man dressed as a woman. A message that Jem might have received as a result of his interaction with me is the feeling that his instincts were wrong, or that it was okay to not tell the truth. Overall, I think that Jem was confused.

An experienced anti-bias educator might have a conversation with Jem about the characteristics that determine gender; mainly anatomy. Additionally, it would be wise to discuss that identity involves one’s own idea of himself based upon thoughts, feelings and behavior. I think that, although it would be difficult for the child to comprehend fully, an honest answer might be enough to satisfy rather than confuse him (as did the contradiction that I put forth at the time). I should have told Jem that Francine has the same parts as all boys, but feels more comfortable dressing as and identifying as a woman. So, out of respect for Francine and her choice, we should think of her as a woman (Derman, Sparks and Edwards, 2010, pp94-95).

Reference

Derman-Sparks, L., & Edwards, J.O.(2010). Anti-Bias Education for Young Children and Ourselves. NAEYC: Washington, DC.

Week 3 Blog-Gender, Gender Identity and Heterosexism

Derman-Sparks and Edwards (2010) assert that "children are influenced by others' attitudes about gender behavior"(p92). Family, friends and society are the biggest influences on children with regard to gender behavior (p92). Because of the powerful influence of these three factors, it is important that children are exposed to and become comfortable with diversity at a young age. I believe that gay and lesbian led families should be represented in the materials and books in early childhood classrooms.To avoid the inclusion of such materials would not only deprive children of the experience and knowledge built as a result of exposure to these populations., but also cause children who are a part of gay and lesbian led families to experience cultural discontinuity. Cultural discontinuity occurs when the values and practices present at home are different or in direct conflict with those values and practices present at the center or program (p 59).

If a parent or family member of a child insisted that they did not anyone who is gay or perceived to be gay to interact with or play with the child, I would assert that each staff member has undergone and passed background and reference checks prior to the beginning of their employment at the center.  Additionally, I would let the parent of family member know that the center does not and never will discriminate against any person based upon race, creed, color, or sexual orientation. Homophobia is prejudice against a person based upon sexual orientation.

Derman-Sparks, L. & Edwards, J.O. (2010). Anti-Bias Education for Young Children and Ourselves. NAEYC:Washington,DC.

Farewell Fellow Communication and Collaboration Students

To my colleagues,
Thank you so much for your support, feedback, thoughtful queries and for sharing your personal experiences with me so that I could also benefit from them. Thanks for picking up the thread on some of my less than exciting discussion posts so that I could further develop my ideas. :) Also, thanks for your insightful comments on my blog postings

"Communication and Collaboration", along with "Perspectives on Diversity and Equity" have changed my everyday interactions by helping me to be mindful of them. I wish you all the best of luck personally and in the academic world.
Thanks for sharing this journey with me.

Careyann

Team Building-Adjourning

When I think about teams that I have worked in that have been difficult to adjourn, I've realized that its the people with whom I've made a personal connection that are difficult to leave. The personal connection can come from being in the thick of things side by side with one's teammates, from both living and working together for a time, or both. A team's ability to triumph in adverse conditions strengthens bonds. Also, teams whose members share aspects of their emotions and experiences become bonded further. The group that I found hardest to leave was when I worked at Camp Jened. This camp was run as a vacation spot for developmentally disabled adults. Staff members worked hard both physically and emotionally. The staff lived communally in large, open cabins. We spent our (few) days off together and worked closely with one another all day. At the end of both summers that I worked at the camp, it was difficult to leave. I had bonded with most of the staff members through work, play, trials and tribulations. Since the staff came from all over the world, it was unlikely that I would ever see any of them again. Our goodbye rituals consisted of bonfires and sentimental statements. No goodbye ceremony was ever adequate and was only cold comfort for the loss that would soon be experienced. I am not sure how we will adjourn from our experience in this educational program. Some people have begun the program and ceased or suspended participation. I've missed them already. I've missed reading their blogs and discussion posts. I think that it is important to adjourn at the end of a team's mission because it provides closure. Closure is necessary so that one is able to move on to new experiences.

Dealing with Conflict

The issue: A younger coworker who has recently graduated with a bachelor’s degree believes and acts as if she knows more about others’ jobs, classrooms and children in their care than they do. This younger co-worker, E, has never worked full time at the center, only returning to work on her breaks from college. This young woman attempts to take over any classroom in which she works by ignoring the schedule and applying her will. Most at the center would prefer not to work with her and few trust her.

The strategies:

                1-I would try to determine if E’s behavior is the result of a need that she is attempting to fulfill. For example, E may feel like she is not a valued part of the group at the center (which, overall, is a fact). Her behaviors may be her attempt to be of value to others. E may also feel that now that she has finished her education, she is entitled to a full-time position at the center as a lead teacher. Her behavior may be the manifestation of her desire to be a lead teacher. Once the source of E’s behavior is determined, I could explain to E how the end result of her behavior is counterproductive to her goals (becoming a valued part of the group and becoming a lead teacher) (http://www.cnvc.org).

                2-In speaking with E, I would focus on the issues, rather than engage in a personal attack on her (in spite of the fact that I don’t particularly enjoy her company). I would tell E that her behavior is unethical , unprofessional  and it causes disruption in any classroom in which she works. In attempting to take over classrooms, she compromises the quality of the children’s experience, the teachers’ efficacy and her own integrity. I would ask E  to mentally switch places with those that she is wronging in order to see her own behavior in another light (O’Hair & Wiemann, 2009, p212).

Do you have any input regarding what I could do to deal with this specific situation?

Reference

The Center for Nonviolent Communication. (n.d.). “Foundations of NVC”.The center for nonviolent communication. Retrieved from http://www.cnvc.org/

          O’Hair, D., Wiemann, M. (2009). Real Communication: An Introduction. Bedford/St.Martin’s, p212.

Communication Skills Surveys

I found the communication skills surveys to be enlightening. Thus far, I've only persuaded the administrative assistant, Meem, (who works in the reception area with me) to complete the communication skills survey to rate my listening style, verbal aggression, and communication anxiety. The surveys are on my husband's honey-do list for this afternoon. Both Meem and I rated my listening style as Group 1. This group is people oriented. The descriptive qualities of this group include empathetic, inclined to build relationships and trusting of others. I am not surprised that Meem rated my listening styles similarly. A large part of my job is listening to others and supporting their efforts. On the verbal aggressiveness scale, Meem rated me as 52, a low level. The descriptors associated with this rating are respectful of view points, unlikely to attack others personally, likely to make gental suggestions. I rated my verbal aggressiveness as a 64, a moderate rating. This rating contains descriptors that include the tendency to argue fairly, maintenance of a balance of respect for the point of view of others. I am  both surprised and glad that Meem rated me as less verbally aggressive than I perceive myself to be. This tells me that I am conveying a less aggressive communication style [at least to Meem] than I believe. Meem rated my communication anxiety as a 46, a mild rating. I also rated myself as mild in communication anxiety, but with a slightly lower numerical value of 40. The mild category described my communication anxiety level as uneasy related to context and indicated that I don't worry a great deal about communication. I am not surprised that Meem and I rated my communication anxiety at the same level because the location of her workstation causes her to be privy to much of my communication with others.

One insight that I have gained as a result of this exercise is that I am not perceived to be as verbally aggressive as I believe that I am. This tells me that I am on the right track to benevolent communication. Another insight that I have gained is that perhaps my body language indicates that I am more uncomfortable communicating in small groups and speaking in large groups  than I believe myself to be. The professional and personal implications of these insights are that I am working in the right direction in reducing my verbal progressiveness and that I should more closely examine my body language when speaking in small groups and in public.

Interpersonal and Intercultural Communication

Adapting one's own communication to their communication partner's style of communication is an important practice. Without proper adaptation of communication style, miscommunications can occur causing the cessation of communication (Vukovic, 2008, p49-50). I find myself, for the most part, mirroring my communication partner's tone of voice, level of vocabulary, formality of speech, posture, and cadence of speech. This changes when I am not trusting of my communication partner or if I have no previous knowledge of my communication partner. Those who I do not trust are met with formality regardless of the aforementioned factors.

At work, I communicate differently with each of the different groups with whom I interact. For example, when I encounter those who hold positions that are bracketed higher than my own in the corporate hierarchy, my posture, tone and vocabularly are friendly, but formal. My wish is to project and image of intelligence, capability, and reliability. When dealing with trusted colleagues, my level of communication is much less formal. I might lean in to meet them, whisper, silently mouth words that cannot be said around children, use euphemisms, nicknames, or reveal emotions that I dare not reveal with those who I do not trust. I might greet a trusted colleague with a "What's up girl?" or "Hey, hey, hey!". My aim, along with conveying friendliness and trust is to be accessible and easy to talk with. I also try to convey my genuine affection for my coworkers. I am the liasion between the staff and the director, whose work often keeps her sequestered in her office or away at meetings. Within certain predetermined parameters, I am able to make decisions to assist the staff, gather information and contact parents on their behalf as well as help them in very hands-on practical direct care of the children. When communicating with parents, I am more formal in every way than when I communicate with my trusted colleagues, but less formal than when I communicate with those higher up on the coporate ladder than me. I am friendly and accessible, but professional. I also serve as the liasion between the director and parents. These interactions and the necessary adaptations are an example of communication accomodation (Bebe, et al., 2011, p112).

I enjoy dallying at my favorite coffehouse in my spare time. Although I visit with the regulars, I enjoy starting conversations with complete strangers. My opening line is usually, "So, what are you thinking about these days?". It's informal in tone and language and requires a more than one word response. This is an example of seeking information and asking questions (Bebe, et al., 2011,p105). The responses that I've received have ranged from boyfriend woes and frustration about difficulty finding a job to conspiracy theories about historical events. In spite of the fact that I may think differently about a topic or disagree with the speaker's point of view, When I open these conversations I try to listen effectively and employ other orientedness.  When an empathetic ear is required (it is surprising to me how much strangers open up in casual conversation), I do my best to provide understanding and commiseration. I learn a lot about life, others and myself as a result of conversations with strangers. I enjoy interacting with people. I met my husband when I engaged him in one such conversation (Bebe, et al., 2011, pp105, 111-12).

References
Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Baconpp,pp 105, 111-12 
Vuckovic, A. (2008). Inter-cultural communication: A foundation of communicative action. Multicultural Education and Technology Journal, 2(1), 47–59.

Week 2: Verbal and Non-Verbal Communication

I chose to view The Big Bang Theory episode, “The Prestidigitation Approximation”. With the sound off, I observed the non-verbal communication more easily than I did with the sound on. In the opening scene, a male and a female character were cuddling in bed. The male character’s expressions were noticeably more tentative than the female character’s expressions. The male character squinted his eyes and smiled tightly. His body postures and movements were also tentative. The female character was very self-assured. Her body seemed relaxed and her facial expressions confident.  The female character’s movements were more deliberate and punctuated than the movements of the male character.

When I watched the same segment with the sound turned on, I learned that my observations were pretty spot on.  The male character, Leonard, is a nerdy, tentative person. Leonard’s speech sputters like  the engine of a motor boat. He is not the dominant person in the relationship. The female character, Pria, is very self-assured, intelligent and suave. She speaks smoothly, evenly and with confidence. Leonard feels unworthy of Pria. Pria manipulates Leonard’s feelings to get him to do her bidding.

I think that the reason that the non-verbal and verbal cues were consistent is due to the quality of the cast’s acting.

A Model of Competent Communication

When I think of competent communication, I think of my yoga teacher, Jeff. Jeff has a kind, attentive, calm, and open demeanor. He is very present. When Jeff looks at a person, he really sees the person. He listens more than he talks. Jeff listens patiently without acknowledging potential distractions. He thinks about what he has heard and asks relevant questions. When Jeff responds, he speaks deliberately, weighing his words and maintaining eye contact with the listener. I would like to model these behaviors that Jeff exhibits. It is not often in life that we really see another person. The experience of truly being seen is unique and rare. I would like to be present enough to see others. I would like to be able to listen wholly and without distraction. I think that this sort of attention to the needs of others is like a gift that you give to them. Competent communication improves the quality of human interaction. It is a worthy aspiration.

Last Post for Perspectives on Equity and Diversity

One hope that I have regarding working with children and families who come from diverse backgrounds is that the need for staff development in the areas of equity and diversity will be recognized. I think that the more education we have in these area, the better our mastery of the language associated with issues of diversity and equity. Familiarity with the language of diversity  and equity begets more conversations about these topics. An increase in conversation leads to an increase in familiarity and comfort with these issues. If we are comfortable addressing issues associated with diversity and equity, the children will also be comfortable with these topics. This is the first step toward  greater equity and a greater enjoyment of diversity for upcoming generations.

A goal that I would like to set for the early childhood field related to issues of diversity, equity and social justice is for character education to be included in all early childhood curricula. Character education teaches children how to behave ethically in society. Ethical behavior and compassion are two essential qualities of responsible, socially conscious citizens.

Thank you, dear colleagues, for your support, frank opionions, feedback and for sharing your experiences. I think that, although I have been in classes with some of you since the beginning of our degree program, that we have gotten to know one another exponentially in this class. I wish you luck in your future endeavors.