Show and Tell

Positive Connections Made

noreply@blogger.com (Nicole) — Wed, 17 Dec 2014 13:39:00 +0000

Studying diversity in early childhood has broadened my perception on the issues that children and teachers face in today's society. Specifically, working on my project about integrating multilingualism into existing curricula, I have learned about the extensive research and need for community help that is required when attempting to make a large difference to the early childhood field. Throughout my entire course, I have learned about the large effects that seemingly minor actions and words can have on children and how easily children's minds are moulded. Children take in information quickly and are receptive to all information subconsciously, making it important for us to not prejudice children with biases that may shape how they see the world later in life. As early childhood professionals, we have to be as unbiased as possible when in the classroom, forcing us to evaluate an analyze ourselves, which has led me to learn more about myself.

I aim to work with people from different nationalities, forming curricula that help eliminate bias and cultural stereotypes in schools. Extending this goal, I would also like to help set up schools in different countries (who may lack certain resources) aiming to integrate children of varying backgrounds, with various languages, and with different abilities into mainstream learning.

I would like to thank all the instructors and colleagues that I have had a pleasure of acquainting myself with these past 20 months. I appreciate every comment and contribution made as you have all been a great help in showing me different perspectives about certain issues. I wish everyone all the best and hope that you all attain the goals you aspire to achieve.

International Roles in the ECE Community

noreply@blogger.com (Nicole) — Sun, 07 Dec 2014 12:51:00 +0000

Asia Society (Asia Society, n.d.) promotes the development of Chinese in U.S. schools and has established the Chinese Early Language and Immersion Network at Asia Society (CELIN). I would like to be able to collaborate with this organization to help with language immersion that benefits Chinese immigrants in USA as well as facilitate a way to promote bilingualism. I would like to do so in order to help immigrants who feel lost in a new home and be more connected to my own roots. In order to be better prepared for such a feat would require me to improve my Mandarin as well as gain more connections. I would also need to be able to improve my ability to teach other educators with the use of resources available.

Germany has numerous language institutes and schools, private and public, where instruction occurs in other languages besides German as well as a combination of two different languages. Raising Bilingual Children (n.d.) is a platform for parents who raise children multilingually and I would like to be a part of the platform in terms of helping them connect with schools in Germany and help them establish more grounds for providing immersion training that includes bilingualism which integrates dual learning of various subjects as opposed to merely teaching the language. By working together, I would be able to start small with a more contained area for my goals and work towards my long term aims after more experience and skills gained. I would need to be able to work collaboratively with German schools as well as the government. I would require learning more about the culture in order to advocate multilingualism in a way that speaks to the people effectively.

The Centre for International Governance Innovation (CIGI) (n.d.) is a "think tank" that focuses on international governance. It is an independent organization that supports research, forms networks, and advances policy debate and generates ideas for multilateral governance improvements. Working with the academic community for CIGI under the Africa initiative, I would be able to work for an organization that directly can affect change. However, I would need to be more qualified and have more experience teaching as well as be able to provide external research that can generate more knowledge for the organization. Hoping to work with individuals all over the globe, Africa would be a stepping-stone for more learning programs to be implemented (not limited to languages and multilingualism).

References:
Asia Society (n.d.). Immersion. Retrieved from http://asiasociety.org/china-learning-initiatives/immersion

Raising Bilingual Children (n.d.). About us. Retrieved from http://www.raising-bilingual-children.com/about-us/

The Centre for International Governance Innovation (CIGI). (n.d.). Africa initiative. Retrieved from https://www.cigionline.org/africa-initiative

National Roles in the ECE Community

noreply@blogger.com (Nicole) — Mon, 17 Nov 2014 07:46:00 +0000

Mainly I Love Kids (MILK) is an organizational fund in Singapore that supports disadvantaged children within Singapore and overseas, providing them with the tools to develop into "contributing members of society" (MILK, 2012). It helps low-income families with the children's educations, vocational development, or special needs. As someone who has had many opportunities in life, I feel a sense of obligation to give back to the community in any way possible and help low-income families support their children with a positive education. This fund helps do so and provides a forum and outreach program that assists families in supporting one another as well.

The Lee Kuan Yew Fund for Bilingualism (2013) supports a research project by the Singapore Center for Chinese Language that aims to understand Singaporean children's preschool language use and exposure . The challenge that I am focussing on revolves around bilingualism in early childhood and this fund helps analyze how to implement such a focus in Singapore. It mirrors my own ideas about how early childhood becomes a critical period for language and literacy development. As a research fund, it focuses on understanding children's different language learning styles, the acquisition of language, and how language teaching and professional development can help assist the progress made in bilingualism curricula.

Lee Kuan Yew is Singapore's founding prime minister. He has, for 50 years, pursued methods and program implementations that have allowed Singapore to be transformed from a "polygot former British colony to a united nation where everyone, while knowing English, knows also at least one other lanugage, their mother tongue" (Lee, n.d.). He has been able to successfully encourage bilingualism in local schools in Singapore to a certain degree that enables children to speak at two languages but is often limited to two languages. His ambition and similar aims emphasizes and encourages my own professional passion.

Despite being limited to Swedes in Singapore, working with the Swedish Embassy in Singapore would allow me to support new families and provide educational outlets that enable children to develop their Swedish language as well as procure or develop the English language. I would need to form more relationships to gain access to other organizations that could help with my support and I would also benefit from improving my Swedish and Mandarin skills.

References:

Lee, K. Y. (n.d.). My lifelong challenge: Singapore's bilingual journey. Singapore Press Holdings. Retrieved from http://www.sph.com.sg/system/assets/735/drjFtBll_LKY%20bilingual%20book%20summary.pdf

Milk Fund. (2012). Mainly I Love Kids. Retrieved from http://www.milk.org.sg/milk/index.php

The Lee Kuan Yew Fund for Bilingualism. (2013). Bilingualism. Retrieved from http://www.bilingualism.sg/qql/slot/u210/pdf/Press%20Release/Press%20Release%20on%20LKYFB's%20Call%20for%20Research%20Proposals.28%20Nov%20(FINAL).pdf

Exploring Roles in the ECE Community

noreply@blogger.com (Nicole) — Sun, 09 Nov 2014 11:49:00 +0000

Collaborations are working partnerships between schools, families, and different local organizations and community representatives, creating communities (Adelman & Taylor, 2008). When done effectively, collaboratives improve schools, strengthen families and neighbourhoods, and lead to a reduction in children's potential developmental problems. However, if collaborations are poorly implemented, it can lead to reforms where promises and goals are made without fulfilment. Touch (About us, n.d.) is an organization in Singapore that was founded in 1994. They work with low income and single parent families to help build a positive environment. They reach out to individuals from different religions, races, children, youths, families, and people with special and healthcare needs, as well as the elderly. This organization have pursued a goal of establishing harmony in lives where individuals can thrive and succeed. I think organizations such as this one is necessary for communities as they provide support for those who desperately need it. World Vision (Who we are, n.d.) is a "Christian relief, development, and advocacy organization" that works with children, families, and communities across the world in attempts to reduce poverty and inequity. In Singapore, they help provide clean water and sanitation, food security, education, economic development, health and nutrition, disaster responses, and help children in crisis. The collaborative work that this organization helps organize is admirable and should be (and is already in certain places) adopted worldwide. As a human race, we need to work together to allow our societies to flourish, helping those who require an extra hand and transferring resources to one another to help facilitate those causes. As an individual, I want to do my part in ensuring the safety for not only our current generation but also to provide successful opportunities for future generations. The Association for Early Childhood Educators (Singapore) (Code of ethics, n.d.) is a community of practice that provides support and resources for early childhood educators. As Singapore's society diversifies, AECES commits itself to build a foundation for excellence in teaching based on knowledge of child development as well as acknowledging the value of families within the early childhood community. This community of practice would allow me to gain more information about the community I work in and would also allow me to gain further insight into how others have tried and succeed (or not) from certain anti-bias implementation tactics.

Having the professional aim of creating multilingual curricula and effectively implementing them, job opportunities that facilitate such aims are of interest to me. The British Council's (Mandarin curriculum in a local preschool, n.d.) bilingual curriculum is an environment that I find fascinating. Working together with a Mandarin teacher to foster positive educational experiences for children whilst also cultivating the awareness of Chinese culture and literature is something that I hope to one day be a part of. For this to become possible, I require more experience in the field of early childhood, understanding child development's progress when exposed to more languages and cultures. It would also be beneficial to learn more Mandarin as I only speak and understand basic, conversational Mandarin. Similarly, the German European School of Singapore (About GESS, n.d.) would allow me to foster the same ideals, however, with a more disconnected and dissected view of the languages, as their curriculum involves the languages being taught separately and with distinct differences in teaching methods.

References:

About GESS. (n.d.). German European School Singapore. Retrieved from http://www.gess.sg/page.cfm?p=1

About us. (n.d.). Touch. Retrieved from http://www.touch.org.sg/about_us

Adelman, H., & Taylor, L. (2008). Fostering school, family, and community involvement. UCLA. Retrieved from http://smhp.psych.ucla.edu/publications/44%20guide%207%20fostering%20school%20family%20and%20community%20involvement.pdf

Code of ethics. (n.d.). AECES. Retrieved from http://www.aeces.org/code_of_ethics

Mandarin curriculum in a local preschool. (n.d.). British Council. Retrieved from http://www.britishcouncil.sg/pre-school/mandarin-curriculum

Who we are. (n.d.). World Vision Singapore. Retrieved from http://www.worldvision.org.sg

Reflecting on Learning

noreply@blogger.com (Nicole) — Mon, 20 Oct 2014 11:29:00 +0000

Learning about different abilities of children and how others may view individuals based on stereotypes and misguided perspectives has been a in-depth journey to understanding fully what my long term professional goals are as well as expanding on my short term goals in the classroom. Working in classrooms, I want to create anti-bias curricula that are individualized for each child but that also create a community where differences are accepted and celebrated. I hope to one day be able to help children with disabilities and learning difficulties become integrated into mainstream schools as well as society. Working with impoverished students, providing care for those who desperately need it, is a professional goal that I hope to obtain.

Thank you to those in my course who have provided support, resources, insights, and information that have encouraged me as well as provided me with greater details about aspects of early childhood, development, and incorporating anti-bias techniques and teaching into classroom dynamics.

Impacts on Early Emotional Development

noreply@blogger.com (Nicole) — Sun, 19 Oct 2014 11:29:00 +0000

East Asia and the Pacific is a region that I want and feel like I should learn more about. Living in Singapore, an advanced first world country, it can be difficult to comprehend the difficulties that pertain to many other countries in the same region. Having had the opportunity to travel in this part of the world, I have witnessed poverty and people in distressed situations due to economic situations stemming from certain dynamics in the country and natural disasters. I wanted to learn more about the effects on children given their various circumstances, especially considering that I had never given thought to the repercussions after natural disasters, such as Tsunamis and Earthquakes. One article in particular mentioned that this region is the world's most natural hazard-prone region (Protecting children from poverty, disaster, and climate risk, 2014). The number of affected people and the economic losses associated with disasters are increasing. Low income families and children are most exposed to natural hazards and are suffering the most from consequences of these hazards. The devastated lands result in lack of resources for food and water, destroys shelters, and provides disharmony amongst communities where rebuilding takes priority. Children become forced to work in order to gain more resources and help their families survive and education takes a backseat. In poverty-stricken areas, children are expected to work at a young age in order to help provide for the family, thus creating an endless cycle of lack of education where they grow up and require their children to work instead of study; never being able to obtain a higher standard and achieve utilities that would end the poverty for one family.

Growing up in poverty, short term effects on children include their lower education levels, lower household incomes, increase in symptoms of depression where they may a skewed perception of emotions and how to cope. However, in the long term their social competence in school, if accessible, may suffer. Mothers with lower household income and and lower levels of education are more likely to be negative in their play interactions with their children (Winer & Thompson, n.d.). Children become less able to understand emotions in others and themselves, leading to greater difficulties in following rules, putting them at a disadvantage compared to their peers when entering formal schooling.

I feel an obligation to help impoverished families. If unable to do so financially to a particular extent, I would like to provide healthy educational options for those who need it and facilitate this in rural areas where schooling may be unaccessible or of a lower priority. As early childhood professionals, it is important for us to understand how environments will effect children in order for us to be able to mediate and help children's development in worsened circumstances.

References:
Protecting children from poverty, disaster, and climate risks. (2014). UNICEF. Retrieved from http://www.unicef.org/eapro/Protecting_children_from_poverty_disaster_and_climate_risk.pdf

Winer, A., & Thompson, R. (n.d.). UC Davis. Retrieved from http://poverty.ucdavis.edu/policy-brief/impact-poverty-childs-social-and-emotional-competence

The Sexualization of Early Childhood

noreply@blogger.com (Nicole) — Sat, 11 Oct 2014 01:45:00 +0000

Media has a large role in shaping children's identity, especially with the increasing accessibility of technology. In order for businesses to thrive, they use advertising and marketing ploys that target the necessary groups that will help increase sales. However, when children start being affected by what they see and hear and sometimes when they are the target of certain messages, it is detrimental to a child's idea of themselves. Levin and Kilbourne (2009) make the excellent point about the sexualization in today's society; not about children learning about sex and sexuality but what they are learning from particular messages or ideas. If heavily exposed to a misinformed idea of sex, children will develop a confused identity, with negative influences on gender, sexuality, and relationships. As one cannot rely on others to raise one's children or to educate them, allowing a healthy development of social identity, it is important to teach appropriate ideas of relationships, sex, and self, with the ability to do so regardless of what children will grow up seeing and hearing.

Rubin (2011) wrote an article about a company that launched a line of lingerie for young girls. This caused outrage with many people, not only because of the concept but with the advertisements depicting these young girls with mature poses, in lingerie. I don't think that any mother or father looking at these advertisements would think, "My child doesn't look like that, I need to cut down her portions" but I do think that it gives a skewed perception of children and an amplified reaction to maturing children beyond their years. If children are exposed to such images, it also gives them a disillusioned idea of how they "should" look like, not understanding their own worth but always trying to live up to an idea of beauty.

Briefly encountering two boys playing, seemingly harmless play, involving superhero role play, took an unusual turn. One boy exclaimed that he was Iron Man whilst the other boy quickly shut him down, stating that he couldn't be Iron Man because Iron Man has muscles. The idea that a hero has to be strong has, in comic books and movies, more often than not displayed men with muscles and abs. By doing so to an extent where children only have one image of strong individuals and without the support to explain different body images, intelligence, etc., children may develop a particular idea of how they should look, what women (later on in life) will like and what is lacking from a person based solely on appearance.

"Both boys and girls are routinely exposed to images of sexual behaviour devoid of emotions, attachment, or consequences" (Levin & Kilbourne, 2009). Children are exposed to surroundings where advertisements, movies, trailers, etc., is targeted towards a more mature audience. They, often, include sexualized images of people that enjoy an animalistic nature between partners, eliminating love, care, and emotion. It imposes an alternative view of love and how people should treat one another, also encouraging children to mature much faster than necessary or developmentally appropriate.

By exposing children to an oversexualized world, children can develop unhealthy identities, confusion as to who they are and how they should be treated/treat others, as well as create insecurities that hinder development in other areas, such as socially, which can impact learning because of a sense of not "fitting in" in school, creating a reluctance to attend and learn.

As early childhood educators, it is important that we provide a neutral environment where children are free to explore their curiosities about who they are and develop social identities that are free of stigmas or judgment. We must instil the need for respect, regardless of appearances and based on personalities. Talents and strengths should be nurtured to a great extent to encourage a greater self esteem and award children's efforts in their abilities as opposed to praising on appearance, therefore allowing children to develop a strength to, in future, resist imposing messages that may target the insecure.

Learning more about sexualization and media, as well as its impact on young children, I feel more wary of their exposure to technology. Regardless of the exposure they have as young children, they should be taught to value themselves for who they are as individuals and should learn to feel secure and dismiss messages that target insecurities, understanding their methods and invalidities. However, I still think that children are, nowadays, being subjected to technology that is unnecessary for their development. They should be taught the important components that stand up against sexualized media but should also, at a young age, be restricted to its exposure. Too often, I see children and even babies on iPads and watching television instead of engaging with their parents. Sometimes they are a means to entertain the children or keep them occupied, which I think can be done with other tools, such as blocks, lego, or anything creative that stimulates a child without using technology that can expose children to mature content (advertisements often pop up in games on technological devices, which cannot be screened prior to exposing the child).

References:
Levin, D. E., & Kilbourne, J. (2009). 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

Rubin, J. (2011). How do you feel about french lingerie for little girls? StyleITE. Retrieved from http://www.styleite.com/news/jours-apres-lunes-childrens-lingerie/

Evaluating Impacts on Professional Practice

noreply@blogger.com (Nicole) — Sun, 05 Oct 2014 09:29:00 +0000

Family diversity includes heritage, culture, and traditions. Understanding each individual family's identity will allow educators and parents to view children and as unique individuals who, in society, form a combination of mixed identities with diverse experiences and backgrounds (Brooker & Woodhead, 2008). It is important to analyze one's own biases and potential stereotyping in order to eliminate them and facilitate an educational environment where a welcoming, accepting, atmosphere is established for all children. Educators will then also be able to develop and implement programs that cater to children's needs in ways that encourage healthy development through exploring different cultures and respecting others and their beliefs regardless of race, religions, or other categories of "-isms." Children are extremely impressionable and it is, therefore, vital that our opinions and views of others are not discriminatory, thus allowing children to imitate and identify with positive emotions towards one another. Children should learn that each person is not defined by a single component or definition but are made up of several personal truths about oneself.

I am fortunate not to be surrounded by many "-isms" in the international environment that I teach in. However, I have discovered that I, myself, have behavioural biases where I am prejudiced against people who are intolerant and disrespectful. Being in an international school, I have not come across any parent or educator who is disrespectful towards particular races. I do anticipate that when potentially moving to smaller, local schools in regions of developing countries, I will be faced with particular difficulties associated with racism. As I wish to work in Cambodia, working to provide healthy early childhood care for children who are not fortunate to receive adequate educational care, I may experience barriers in establishing such a system and working with local educators as they may be initially dismissive of my ideas and of me being there as a foreigner. It would be important for me to learn about traditions, norms, and the culture prior to my endeavour in order to enable positive communication and relationships between colleagues. When colleagues are opposed in areas of ideas and methods to a large scale stemming from a stereotype or bias, more than a disagreement of opinions, a festering negative atmosphere may cause discourse in the school. This could be transferred to the children attending the school and hinder their development of certain skills, such as conflict management, as well as also preventing families from reaching a particular goal or obtaining a positive relationship with one party because of the clear separation between the educational parties involved (Klein & Miller, n.d.).

References:

Brooker, L., & Woodhead, M. (2008). Developing positive identities. Early Childhood in Focus.

Klein, A. S., & Miller, M. (n.d.). In support of family-teacher partnerships. Early Childhood News. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=359

Observing Communication

noreply@blogger.com (Nicole) — Sun, 21 Sep 2014 12:56:00 +0000

Adults need to provide a positive influence on children's lives and support them to allow them to thrive. Positive reinforcement allow children to feel good about themselves and enable them to gain more confidence which will create an opportunity for healthy growth and development. Good adult and child interactions are "respectful, playful, enjoyable, enabling, and rewarding (Learning and developing through interactions, n.d.). It is important to give children feedback on what they do, affirming their efforts, celebrate their progress and achievements, and help them tot learn from mistakes or challenges.

In order to understand more about communication between adults and children, I observed the dynamics of parent and child. I sat at a restaurant during dinner and was seated next to a woman with her 2 children, perhaps aged 5 and 9. It was quite crowded but not too difficult to hear and I could observe their gestures and interactions without being indiscreet or disturbing. This was not as much of an observation of communication but a lack thereof, which is equally as crucial to note. The children were given electronic devices to play whilst the mother was on her mobile telephone and only put them down to eat. When eating, they would discuss school and the mother constantly asked about grades and moved on without the mother commending them or making any further comment. It was a constant series of questions that seemed to not impress or worry her. The children were, however, not eager to please as they seemed resigned to the interrogative nature of the conversation, as if had many times previously. I initially thought that the lack of communication, prior to the meal, was disconcerting because of their reliance on technology and the limited personal connection. The conversation between them, on the other hand, was more puzzling as it seemed almost robotic, lacking emotion.

The children did not express their likes or dislikes and the mother didn't seem to really listen or acknowledge the children's statements as if she was not really listening intently (Stephenson, 2009). This communicative style seems as though it was a reoccurring theme, not a one-off instance. As parents, it's important to be engaging with your child's life. To make the communication more effective at this one point, however, would have been better facilitated if the technological devices had been removed and they perhaps discussed various topics about their day, as opposed to merely about grades and report cards. This would create a connection between the parties and allow positive reinforcements to establish good future relationships for the children. The bond between parental figure and child is important and should encourage a child to feel safe and happy. The, what I can only assume to be prolonged style of communication (perhaps a certain degree of neglect), can cause a child to feel demoralized, unimportant, and disappointed in themselves because they can't live up to an idea that they think their parents or guardians have of them.

Open communication is vital to build an honest and healthy relationship. Sometimes adults treat child as incompetent and less adequate individuals. I hope, and like to think, that I treat each individual child with respect and as equals. I have found that in a crowded classroom, it can be difficult to effectively listen to each child for a good amount of time each day but I try to ensure that I do so. I would like to improve my ability to discuss conversational techniques with parents and colleagues in ways that do not insult or target them.

Resources

Learning and developing through interactions. (n.d.). Aistear. Retrieved from http://www.ncca.biz/aistear/pdfs/guidelines_eng/interactions_eng.pdf

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95. 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=37131016&site=ehost-live&scope=site

Creating Affirming Environments

noreply@blogger.com (Nicole) — Sun, 14 Sep 2014 01:48:00 +0000

A family child care home should be inviting, dynamic, and armed with tools for children and families. The individuality of each child and their family should be recognized and celebrated, which encourages the inclusion of culture, religion, gender, ability, additional needs, and family structure. The staff present in the family child care home should liaise with families to ensure that needs of the child are met, they can seek advice and support from community agencies, adopt a positive unbiased attitude themselves (professional development opportunities for anti-bias education can be available), and publications and training sessions can be set up to increase their awareness of different needs and inclusive practices. Multicultural approach to the program should be set in place where a separate coordination unit can assist in providing multicultural ideas and liaising with educators to help them meet particular needs. It is important to ensure that all children and their families are supported in their cultural identities, language, and religious beliefs. Family feedback can be encouraged in order for educators to understand progress of their child at home and at previous child care centers.

Cultural sharing events can be held where parents can get to know one another better and learn about each other's cultural backgrounds. An initial meeting with each child's family could be had at the start of their enrolment in order to provide parents with a clear image of what occurs at the family child care home as well as provide educators with more information about the child, their needs, and their background.

Within the center, easily accessible tools for children and families should be available. Multicultural and diverse reading materials should also be on display for children to access, not excluding particular groups and ensuring that different types of home dynamics are also addressed (How can educators effectively involve families in anti-bias efforts?, 2013). Non-stereotypical but all inclusive resources, decor, and toys should be on display for children because "what children do not see in the classroom teachers children as much as what they do see" (Derman-Sparks & Olsen Edwards, 2010).

Resources

Derman-Sparks, L., & Olsen Edwards, J. (2010). Creating an anti-bias learning community. Anti-bias education for young children and ourselves (pp. 32-51). Washington, D.C.: National Association for the Education of Young Children (NAEYC).

How can educators effectively involve families in anti-bias efforts?. (2013). Anti-Defamation League. Retrieved from http://www.adl.org/assets/pdf/education-outreach/How-Can-Educators-Effectively-Involve-Families.pdf

Understanding Diversity

noreply@blogger.com (Nicole) — Sun, 24 Aug 2014 02:14:00 +0000

Being able to work with children from different backgrounds and who have varying needs is a fulfilling aspect of teaching in general. With my personal long term goal of working with impoverished children, I aim to learn more about the effects of trauma on children and ways in which I, as an educator, am able to reduce its impact on their development and future learning.

For early childhood education as a whole, I think that an aim should be for curricula to be developed in such a way that encourages acceptance of diversity in everyday life, embracing differences and reducing bias through teaching that promotes healthy, unprejudiced everyday thinking amongst individuals and collectively.

As a part of my course, specifically learning about diversity and equity in early childhood, I would like to verbalize my gratitude towards my fellow colleagues who have provided me with perspectives I have never considered, ideas that I will integrate into my own teaching, and their moral support that has been offered through common achievements and challenges.

Trauma's Impact on Children

noreply@blogger.com (Nicole) — Sun, 17 Aug 2014 05:53:00 +0000

This first picture that I drew depicts a child cowering in the corner as we see her father's shadow screaming at her. It is meant to display how some children deal with certain trauma, removing themselves from situations, both during the traumatic occurrence and in other situations post trauma. It conveys the idea that the abuse children receive can haunt a child for a prolonged period of time, being "pushed into hiding" (Ryan, n.d.).

The second picture shows the faded image of a sad child grasping at a way to get out. Children should feel the ability to reach out to someone when they are in need and keeping them trapped in a horrific situation will encourage children to develop new fears, become sad, have reduced concentration, become angry, and feel irritable amongst more severe issues that may occur as they become older (Children and trauma, 2008).

The last image drawn displays children holding hands and is meant to convey resilience. With the opportunity to build a support system, children have a greater chance of suffering less after traumatic incidents or being able to remove themselves from traumatic situations, thus becoming stronger individuals (Resilience in child post-traumatic stress disorder, 2007).

References:

Children and trauma. (2008). American Psychological Association. Retrieved from http://www.apa.org/pi/families/resources/children-trauma-update.aspx

Resilience in child post-traumatic stress disorder. (2007). Dartmouth Undergraduate Journal of Science. Retrieved from http://dujs.dartmouth.edu/fall-2007/resilience-in-child-post-traumatic-stress-disorder#.U_BFwdwxFFI

Ryan, J. (n.d.). Recovery from childhood trauma. The National Association for Christian Recovery. Retrieved from http://www.nacr.org/wordpress/37/recovery-from-childhood-abuse

Communicating Differences to Children

noreply@blogger.com (Nicole) — Sun, 10 Aug 2014 12:37:00 +0000

At a school I used to work at, there was a young girl who had only 2 fingers on one hand. The children would ask her questions about her hand, for example "why is your hand like that?" and she would simply reply "because I was born that way." When asked how she is able to play the piano, a teacher assistant overheard and stepped in to confront the children. She spoke with a harsh tone and told the children to leave the girl alone and that one should not ask questions such as those.

By dismissing the children's natural curiosity, the teacher assistant, let's call her Anne, was giving the idea that there was something wrong with this child and actually highlighting her differences to a negative degree. Anne also provides children with the opportunity to ostracize the girl because of her difference. By dismissing their questions, instead of allowing appropriate questions and the ability to gain more information about other individuals, Anne has in a sense created a potential bias about someone by allowing the children to develop a judgment based on limited information and on a face value basis (Avoiding bias, n.d.).

In a similar situation, it would be more ideal to address the children's curiosity and put the discussion on hold but get back to the topic once one has gained more information from the parents and the child, given their permission to discuss it as well and allow an open discussion to be had about various differences in general so as not to single out the girl as well.

Resources:

Avoiding bias. (n.d.). Walden University. Retrieved from http://writingcenter.waldenu.edu/774.htm

Gender Identity and Sexual Orientation

noreply@blogger.com (Nicole) — Sun, 20 Jul 2014 02:01:00 +0000

I believe that one should not make a point to include or exclude, but keep it natural, with regards to a particular genre of books. It is important to find a wide range of literature for children and when questions arise with relation to content, it is important to reply as unbiased as possible without discussing one's own values. Therefore, age appropriate literature is necessary regardless of different topics discussed in the books, otherwise it is classified as censorship; subjecting children to one's own values and imposing them on others. Books for children should include a wide range of genre, culture, and by authors from all over the world.

If a parent informs an educator about their concerns with a teacher who is perceive or self-reported as homosexual or transgendered, it is vital to put one's stand on what is valued and good care for children, which does not include sexuality but includes the qualities of being a caring educator, instilling good learning habits to children, etc. However, if they have an issue about sexual orientation of a teacher, they must discuss it with a school administrator because of legal repercussions. As a fellow educator, however, it is important to reassure the parent that the school hires the best educators regardless of sexual preferences and that teachers in the school do not impose their sexual orientation on children and that it remains private to the individual teacher as they do not flaunt their sexual preference.

A teacher should be able to convey knowledge, teach skills, challenge and inspire children, which should be a standard for all teachers regardless of sexual preference. Unfortunately, teachers who may be homosexual, lesbian, bisexual, or transgendered are "often judged by different standards than those that apply to other teachers" (DeMitchell, Eckes, & Fossey, 2010).

Resources

DeMitchell, T., Eckes, S., & Fossey, R. (2010). Sexual orientation and the public school teacher. Boston University, 19(65). Retrieved from http://www.bu.edu/law/central/jd/organizations/journals/pilj/vol19no1/documents/19-1DeMitchellEckesandFosseyArticle.pdf

Team Development

noreply@blogger.com (Nicole) — Sun, 15 Jun 2014 13:08:00 +0000

The five stages of team development include forming, storming, norming, performing, and adjourning. The adjourning stage, in particular, involves terminating task behaviours and disengaging from relationships (5 stages of group development, n.d.). Group work that involves the most difficult adjournment include those of a personal nature where trust has been well established. I think that groups where a certain culture, mannerisms, and way of working together effectively and personably create greater apprehension in the termination of that group because it involves separating oneself from others who have become trustworthy and loyal individuals and includes giving up control and giving up inclusion in the group. Those who find termination of groups the most difficult are those who appreciate routine or who have developed close working relationships with other members, especially if their future seems uncertain (Forming, storming, norming, and performing: Understanding the stage of team formation, n.d.).

Having left personal relationships behind, moving to different countries, as well as experienced different group work in my educational as well as work life, I have been able to adjourn several group relationships. Because I separate myself, to a certain degree, from work relationships I leave these by saying farewells in a professional and courteous manner whilst providing others with the assurance that, if needed, I am contactable for future work related relations. On a personal level, ending group relationships with, for example, friends usually involve a large gathering and an open-ended farewell. This, however, can at times provide false hope for re-estbalished relationships that in the short term is beneficial but in the long term provides greater internal disharmony. Therefore, providing several points of contact but with a realistic mindset and a short termination process helps facilitate a simpler transition.

Adjourning from the group of colleagues I have formed whilst working on my master's degree will be a bittersweet process as I complete my course but understand that I bid farewell to several individuals that have helped me gain insight to what I have studied. It is important to celebrate out success and to positively wish each other the best of luck in one another's future endeavours (Abudi, 2010). Saying goodbye is an essential part of teamwork as it closes and summarizes the accomplishments made together and finalizes the success of one's goals without hesitation that a part of the group has been left unfinished.

Resources

Abudi, G. (2010). The five stages of team development: A case study. Project Smart. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.php

Forming, storming, norming, and performing: Understanding the stage of team formation. (n.d.). Mind Tools. Retrieved from http://www.mindtools.com/pages/article/newLDR_86.htm

5 stages of group development. (n.d.). Florida State University. Retrieved from http://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf

Conflict Resolution

noreply@blogger.com (Nicole) — Sun, 08 Jun 2014 03:45:00 +0000

Working in a close-knit environment with few employees, tensions can arise and personalities are bound to clash. Each classroom has a ratio of 6 students to 1 teacher. My particular classroom has 4 teachers; 2 lead teachers and 2 assistant teachers. My colleague; the other lead teacher, let's call her Anna, has had some disagreements with other colleagues in the school. As I work closely with her, I often hear her perspective but am not privy to the other parties' perspectives. Therefore, I give Anna tentative and generalized advice based on her emotions and opinions when asked for my input. I am wary of the situation and do not want to create more animosity between the two parties if she reacts to certain ideas. When I am approached in such situations, I listen intently and let her articulate her emotions as well as explain the situation from her perspective. I have found it helpful to, first off, acknowledge her emotions and concerns so as not to dismiss them. Next, I help Anna brainstorm potential ideas for conflict resolution (Approach problem-solving with flexibility, n.d.) in order to facilitate dialogue between her and the other parties involved to help them maintain a growing relationship. Being a third party mediator, I do not wish to confront other parties in an aggressive manner as I have not been privy to the other parties' views and, therefore, encourage Anna to approach the others in a neutral, non-threatening environment to initiate dialogue (Wolff & Nagy, 2013). Once this has occurred, I help mediate if tensions arise and if messages are being understood differently because of clouded emotions in order to reach a conclusion and compromise, which needs to be done without violent communication or hostile gestures (Foundations of NVC, n.d.).

My colleagues have shared with me certain tools that they use in order to be more effective in communication. They have stated that when speaking with colleagues, they establish a personal rapport initially and, before starting a discussion, they make personal remarks to warm up. They also mention that when resolving conflicts between them and parents, they have been able to consider their perspectives first, act upon ideas that they want and provide feedback of how it went and what can be done in school and at home, which provides parents with comfort that their opinions have been considered and a solution may be possible.

Resources:

Approach problem-solving with flexibility. (n.d.). Office of Human Resource Development. Retrieved from http://www.ohrd.wisc.edu/onlinetraining/resolution/step6.htm

Foundations of NVC. (n.d.). The Center for Nonviolent Communication. Retrieved from http://www.cnvc.org/learn/nvc-foundations

Wolff, R., & Nagy, J. (2013). Training for conflict resolution. Community Tool Box. Retrieved from http://ctb.ku.edu/en/table-of-contents/implement/provide-information-enhance-skills/conflict-resolution/main

My Communicator Profile

noreply@blogger.com (Nicole) — Sun, 01 Jun 2014 14:15:00 +0000

Evaluating my abilities as a communicator gives me that ability to improve and reflect on my own skill set. It encourages me to work on areas of communication where I am uncomfortable, such as in front of larger audiences, which will enable my communication strengths to establish long term relationships capable of producing effective early childhood programs as well as facilitate dialogue within the classroom and with families that evaluate other's needs. I consider myself an empathetic person, who is perhaps too trusting at times, and can establish my own opinions without an argumentative approach and be a mediator in many situations. This was re-enforced by my stepfather and colleague taking the same test, resulting in the same results as my own. It comforts me to know that I am seen as a reasonable, understanding, and trustworthy individual. However, I also considered myself as having high levels of discomfort when speaking to newly met people, being in front of a large audience, or speaking out in small groups. The individuals that took the same test to describe me, resulted in the description of me seeming confident and comfortable in all communication circumstances. This was a pleasing surprise as I feel positively towards the fact that my discomfort and uncertainty in situations is well concealed where I give an aura of calm that masks my true emotions.

A large part of our communication is delivered by non-verbal means, which means that conveying a message that may conflict with another person's perspective can be easier to accept and be acknowledge by the other party if using positive and re-enforcing body language. It is important to combine what one says with what one does to convey the message effectively (Verbal and non verbal communication by percentage, n.d.). By understanding this concept and executing it in our daily lives, we would be able to work with colleagues to create early childhood programs that take into consideration many needs and can also establish relationships with individuals in our personal life that provide long term benefits as opposed to mere acquaintances.

Being able to become an empathetic communicator, one needs to have a somatic awareness of oneself and others by understanding certain wants and needs (Green, 2014). With a greater understanding and appreciation for other's needs and being able to set aside one's own perceptions, relationships with children, colleagues, families, and all individuals will flourish as dialogue could exist with the removal of anger, resentment, and dismissal.

Resources:
Green, J. (2014). Mediation skills: Non-violent communication and Aikido. Mediate. Retrieved from http://www.mediate.com/articles/GreenJ4.cfm

Verbal and non verbal communication by percentage. (n.d.). Study Body Language. Retrieved from http://www.study-body-language.com/Verbal-and-non-verbal-communication.html#sthash.8XH8gJGr.dpbs

Communication in the Community

noreply@blogger.com (Nicole) — Sun, 25 May 2014 13:00:00 +0000

Non-verbal communication is important when communicating with people from different cultures. It is vital to consider customs related to gestures, physical contact, and other aspects of body language (Cultural differences in non-verbal communication, n.d.). In order to begin communicating with all individuals from various backgrounds, we must first be aware of our own culture as well as initiate and build relationships with other people (Building relationships with people from different cultures, n.d.).

When I communicate with authority figures, I have a more reserved demeanour that involves limited physical contact, evasive eye contact, and short, polite conversation. Steady eye contact makes me, personally, feel uncomfortable. When speaking with Asian people, this does not offend them but speaking with Caucasian people, they can take offence and I feel required to force myself to keep eye contact with people when they are speaking. Similarly, because Asians tend to be part of a high-context culture, they leave much of a message unspecified with a heavier reliance on non-verbal cues and interpretations, therefore, giving greater emphasis on subtle communication and body language (Kinsey, 2011).

Strategies for communicating effectively with different people, such as those from high-context cultures or of people in authoritative positions, include initial research about people's history and cultures, developing a better understanding of effective body language skills, as well as examining common biases related to different cultures.

Resources
Building relationships with people from different cultures. (n.d.). Community Tool Box. Retrieved from http://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/building-relationships/main

Cultural differences in non-verbal communication. (n.d.). Vermont Department of Health. Retrieved from http://healthvermont.gov/family/toolkit/tools%5CF-6%20Cultural%20Differences%20in%20Nonverbal%20Communic.pdf

Kinsey, C. (2011). Communication across cultures. American Management Association. Retrieved from https://www.asme.org/engineering-topics/articles/business-communication/communicating-across-cultures

Nonverbal Communication

noreply@blogger.com (Nicole) — Sun, 18 May 2014 07:09:00 +0000

I watched a Cantonese show on television called "The Gateau Affairs." The description said it contains romance and drama. Watching the show without listening to the sound would not be much of a problem because I do not understand the language although I would be able to take cues from their tones. I turned off the sound and subtitles. I initially had a problem figuring out the relationships as the workplace environment that it was set up to be did not facilitate for personal contact. However, as the episode progressed, I could distinguish that the young woman and the more mature bakery chef had a more loving relationship as he gave her roses, briefly held her hand, and looked at her in admiration; the sentiment which she returned through emotional glances. The context of why it was not a blossoming romance could not be determined without sound or subtitles and added further confusion when certain scenes had employee members getting into fights, thus showing strained relationships that I did not know the reason for. Exaggerated emotions, such as anger and excitement were easy to detect due to the physical appearances where facial expressions would show furrowed brows or tears (Krauss, Chen, & Chawla, n.d.).

Watching the same episode again, now with the sound and subtitles turned on, I could understand the sequence of events and the anticipation of emotions. I made the assumption that one particular character was a thug because of his appearance and mannerisms (fighting with others) but, knowing the context, he was standing up for another individual that had been offended and hurt. Therefore, the entire character's identity then changed. Following a show that I know well, established relationships would already be known to me and I would be able to anticipate emotions and certain events with established character identity from previous episodes.

Doing this particular exercise has taught me that we can make prejudiced assumptions based on appearances and actions that, by knowing an individual well, would differ from initial presumptions.

Resources
Krauss, R., Chen, Y., & Chawla, P. (n.d.). Nonverbal behavior and nonverbal communication: What do conversational hand gestures tell us? Advances in Experimental Social Psychology. Retrieved from http://dennismeredith.com/files/documents/Hand_gestures.pdf

Competent Communicator

noreply@blogger.com (Nicole) — Sun, 11 May 2014 10:30:00 +0000

My high school principal was good at giving speeches to the students and conveying important messages in order for everyone, with varying degrees of English, to understand and take something away from the meeting. She was a skilled orator that chose her words carefully but could also sufficiently and effectively answer questions provided on the spot. With several speeches from peers and teachers during my high school graduation, they now seem like a distant, blurry memory. However, my principal's speech still resonates with me as she summarized our experience at high school and helped us visualize our future endeavours. She mentioned that no matter what we choose to do in life and whom we will meet, the time spent at high school would help us coexist and ground us in a world swimming of personalities. Her effective communication was not only due to the powerful words she spoke but also stemmed from the conviction in which she spoke. Her presence was as powerful one-on-one as it was on a stage in front of an audience, making a lasting impact on her fellow coworkers, her students, and our parents. From her strengths, I hope to one day be as convincing and make great impact with my words but, most importantly, be able to eloquently answer questions that I get asked. This would allow me to articulate my ideas and opinions without creating disharmony or controversy with sensitive topic matters.

Professional Hopes and Goals

noreply@blogger.com (Nicole) — Mon, 21 Apr 2014 09:41:00 +0000

Working with children who come from diverse backgrounds, I hope that I will be able to establish relationships with them that result from (and be the cause of) open communication about their backgrounds, culture, and needs. By developing a positive relationship with families, I will collaborate with them in order to effectively implement programs and methods that incorporate their culture to their child's education without limiting their potential development.

Diversity and the importance of equity and social justice has been researched in many different areas and regarding various subtopics. With the immense information that is being researched regarding different learning difficulties, I think that further research can be done with regards to understanding key identifiers of different learning difficulties, how teachers can implement programs that embrace their differences whilst also assisting them in educational, emotional, and physical development.

I have had the advantage of studying alongside many different people with varying backgrounds and they have helped guide me and provide me with insights regarding early childhood that I am grateful for.

Welcoming Families from Around the World

noreply@blogger.com (Nicole) — Thu, 17 Apr 2014 10:35:00 +0000

Given the opportunity to welcome a child and her family to a daycare would encourage me to do additional research if necessary. In this instance, I have determined that the child's country of origin is The Philippines. As I know very little about the country's traditions, religion, and citizen's mannerism, I would begin by researching it's history and common facts. To work effectively and create a positive relationship with the child and family, I would contact The Philippines' embassy where I reside. I would gain more information from the people that work there and would, additionally, inquire about a possible Filipino support community that exists in my area. Once being able to contact the support group, I would learn more from them, go to their gatherings, keep in touch with them throughout the child's education, as well as set up meetings for the family to join them in order to become more acquainted with surroundings, customs, and have a sense of family away from their home. I would have several conversations with the family to understand more about their family dynamic, which may also include dietary or learning concerns, social or health issues, and how I can best help support them when they arrive. I would also inquire directly with the family (once understood from other Filipino representatives that it is permissible to ask personal questions) as to any customary traditions that they would like to highlight with regards to, for example, gender or religion, thus allowing me to research further about these traditions and set up potential activities and celebrations upon their arrival. Preparing for a family's arrival would potentially create a welcoming environment where children can feel accepted. Children in the current daycare would be briefed about certain customs and the situation so that they are able to welcome the child to class without creating microaggressions. It would also potentially allow the family and me to establish a foundation where communication and dialogue positively influences the child's learning and education. Furthermore, I would be able to gain more knowledge about a community that could lead to greater cultural awareness for myself in general.

The Personal Side of Bias, Prejudice and Oppression

noreply@blogger.com (Nicole) — Thu, 10 Apr 2014 12:32:00 +0000

A large part of Cambodia's current development and the people's sense of being has been molded by Pol Pot's regime and the Khmer Rouge. Cambodia's citizens were forced into slave labour in the "killing fields" where many died from overwork, malnutrition and disease. Pol Pot's purge eradicated certain people that were discriminated against because of Pol Pot's own personal bias. These people included Buddhist monks, police, doctors, lawyers, teachers, and ex-soldiers together with their wives and children. The amount of power that Pol Pot was able to achieve combined with his prejudice against the educated and the wealthy allowed for great oppression and societal inconsistencies to occur. His acts created an equality among the remaining individuals alive but created destruction that excluded qualities of justness, fairness, and impartiality, thus diminishing the people's equity (Kranich, 2005).

When visiting Cambodia, the history of its people caused great internal perturb. However, despite the years of oppression and death, both old and young individuals were seemingly content and unfazed. As Cambodia can be seen as a developing country, many cultural and diversity issues are heightened with poverty, corruption, and lack of proper education. Certain actions can be done in order to limit the inequity within areas of Cambodia. For example, by eliminating corruption, the wealthy will not have a more dominating role and control compared to those less fortunate. However, this is a task that is difficult to pursue. Individually, one is able to narrow difference gaps in various groups by, for example, providing unbiased education with programs that does not exclude children of various backgrounds or household incomes.

Resources:
Kranich, N. (2005). Equality and equity of access : What's the difference? American Library Association. Retrieved from http://www.ala.org/offices/oif/iftoolkits/toolkitrelatedlinks/equalityequity

Microaggression Awareness

noreply@blogger.com (Nicole) — Wed, 26 Mar 2014 14:49:00 +0000

A new term began at my current workplace and I had a few new students joining my class. When talking to a parent, I was eventually asked where I was from. I answered "Sweden," not going into much depth about my background as I feel that those types of questions are appropriately answered with a simple reply. The parent's response to my answer was "Oh, your English is very good!" as an expression of shock. The microinvalidation conveyed towards me was an unintentional insult to my culture and an insinuation that Swedish people tend not to speak with a "clean" accent (Potts, 2014). The comment, I assume, was in relation to my accent and not my use of vocabulary, proper grammar, or knowledge of the English language. I have received similar shocked expressions previously and have come to accept the comment, smile politely, and answer with a simple response explaining that I was raised bilingual in a predominantly English speaking household. Such microaggressions I find do not necessarily stem from racial prejudice but more from a lack of knowledge and an inclination towards stereotypes.

Learning about microaggressions has developed my knowledge about discrimination, prejudice, and stereotypes with regards to their origin and individual biased outlooks. As it is often the subtle insinuations (that sometimes go unnoticed by the person making the remark) that cause the most harm, it is important to limit personal bias and automatic assumptions based on stereotypes by gaining more knowledge about other's cultures and surrounding ourselves among individuals of different backgrounds. In order to reduce microaggression in the classroom, all students should receive high expectations from their educators regardless of race, gender, sexual orientation, disabilities, or background (Potts, 2014). Also, it is important that when discussing identities and issues related to specific groups one should not focus solely on a child that one thinks represents that group because it makes an assumption about the children's identities and can put that child on the spot.

Resources:
Potts, Z. (2014). Microaggressions. Fordham University: Center for Teaching Excellence. Retrieved from http://www.fordham.edu/academics/office_of_research/research_centers__in/center_for_teaching_/the_art_of_teaching/microaggressions_89343.asp

Perspectives on Diversity and Culture

noreply@blogger.com (Nicole) — Sun, 23 Mar 2014 08:50:00 +0000

My maternal grandmother was born in China and migrated to Singapore with her grandmother and brother (her mother was already living and working in Singapore) when she was 12; in 1944. She was raised baptist, as her mother was, and practiced until the day her mother died, in 1962. As I spoke to her (with the help of my mother as a translator), she described culture as a combination of tradition, folklore, language, festivals, and literature. She also defined diversity as a place of origin, differences in culture, and religion.

My grandmother's definition of culture included both surface and deep culture where festivals are what can be seen and is easily represented whilst traditions, folklore, and language are elements that relate to the intangible essence of culture that can vary for each individual (Derman-Sparks & Edwards, 2010). Although our background of each element that she described differ from one another, the idea of culture still has the same foundation. In describing diversity, the elements described do represent diversity but are not limited to these for an individual. I do not believe that my grandmother would, for example, include sexual orientation in her description of diversity but it does contribute to a part of diversity in our society, especially now when it is a topic that is more widely recognized. Inquiring about other's definitions of diversity and culture, it is often that the aspect of religion is brought up. I had not realized the extent to which many classify religion as a large part of their own diversity. With this in mind, I now value the importance of religion not only to each individual but to society as a whole because religion often provides foundation for many customs and traditions that we practice in modern society even if we, like myself, may not be religious per say.

References

Derman-Sparks, L., & Edwards, J. O. (2010). Learning about culture, language, & fairness. Anti-bias Education for Young Children and Ourselves. (p.56). Washington, DC: National Association for the Education of Young Children.