Saturday, July 28, 2012

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.

Saturday, July 14, 2012

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


Saturday, July 7, 2012

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.