Professional Hopes and Goals

 

Hopes I have when I think about working with children and families who come from diverse backgrounds is I want the children and families to feel welcome, comfortable, and to know they are respected for who they are regardless of their ethnicity, race, language, sexual orientation, ability level or gender.  I also want them to know the importance of keeping true to themselves; stay true to their own culture and language. My biggest hope is that no child has to experience ridicule or discrimination for who they are or for who their family is, that the day will come when all people are seen as being people.

A goal I would like to set for the early childhood field is that we as educators will start to dismantle the institutionalized -isms in order to diminish the development of internalized privilege and oppression. 

I would like to thank all my classmates for a wonderful learning experience throughout this course.  It has been an enlightening experience.  I have gained much insight and perspective on diversity and especially with the development of self and identity.  I wish you all well as you continue your studies.  We are all another step closer to achieving our ultimate goal...completing our Master's!

Welcoming Families From Around the World

The country in which the new family would be from is Iceland.  I do not know anything about this country other than as a child I was told that Iceland and Greenland are actually the opposite of what their names say.  I always thought that was interesting but never did any research on it. 


The five things I would do to prepare myself to be culturally responsive towards this family are:

1. I would research the country of Iceland.  Looking to identify significant aspects of the culture and the language spoken.   I would educate myself on religion, traditions, major historical events that have taken place.  I would familiarize myself with various aspects of the culture such as family roles, the educational system, socioeconomic structure, and what people tend to do for a living.
2. I would learn some key phrases of the language.  As I would be able to greet the family in their language and make them feel welcome. I would also be able to engage the child as well.
3. I would make sure the facility and the classroom are welcoming in regards to be representative of Iceland with photos, books, and other toys.
4. I would have the classroom staff in which the child would be assigned also research the country as well as learn some key phrases in which the staff could interact with the child and family in their language. 
5. When meeting with the family I would ask them if they were comfortable in sharing information about their culture and their own family culture.  I would also engage in conversation and share my understanding of their country from my research and gain their perspective on such.  I would  encourage them to stay true to their culture and the importance of such.  I would definitely ask about what the education system is like and what they can expect here.  I would acknowledge any concerns they may have and reassure them that we will work together in supporting their child during this transition as well as the entire time they are with the program.   I would offer  much support and let them know they are welcome anytime to visit, share about their culture, and express any concerns. 

 

I believe these preparations would benefit both me and the family as it will allow for a trusting relationship to form.  These preparations demonstrate  the desire to engage the family in a manner in which they feel welcome by learning about their country, culture, and language and actually responding to them with what they are familiar and comfortable with. By modeling my openness and responsiveness to the family I think it will allow them to be responsive to me.  By allowing them to share what is meaningful to them will assist with them learning what is meaningful here.   As this is a partnership between the family and me. 

The Personal Side of Bias, Prejudice, and Oppression

A situation in which I witnessed bias and oppression is an example I gave in my reflective journal during week three for witnessing a child being marginalized.  From new insight and understanding I have gained about sexism and internalized oppression I now see how this child was being treated based on such factors.  I witnessed a young boy playing in the dramatic play center, he was so engaged in his play and appeared to be having fun and enjoying himself.  His father came to pick him up early and his father told him to put the doll down because boys do not play with dolls.  I noticed the boy put his head down and put the doll down.  The boy appeared to be ashamed or embarrassed because his body language and facial expression changed dramatically. While the child was being  marginalized I now understand that through the father's internalized oppression and bias of sexism he was reinforcing or teaching his biases and sexism to his son in that playing with dolls is for girls and it could send the underlying message that is "a woman's job to take care of the baby".

I feel this diminished equity as the child is being taught or receiving the message that boys and girls can only play or do things that are related to their gender.   This creates biases of sexism which can be carried on throughout adulthood in the thoughts that certain jobs and domestic responsibilities are based on gender. 

When I witnessed this incident I felt bad for the child as he thought he was doing something wrong.  I also viewed this father in the a light as being "macho" and was from the "old school" with his views on male and female roles.  I also thought he would be the type of father that tells his son "boys don't cry". 

I am proud to say that I made a difference or a change for equity with this situation as when this happened I did approach the father in a respectful way and explained how children learn through play and when boys have the opportunity to play with dolls this is a way for them to explore and role play their role as being a dad, just as girls role pay being moms.  I was happy to see the dad's facial expression change as it appeared he had an "ah-ha moment".  He stated he never thought of play like that and from that he did tell his son when he comes back to school tomorrow he can play. 

I feel if we as educators if we continue to grow as adult learners we can share our knowledge and expertise in a variety of ways that will make positive change in order to provide equity for children as well as make change within society.  We do not always need to have a formal parent training or workshop in order to educate our parents.  As we look for those teachable moments throughout the day with children we can take those same opportunities and provide teachable moments for adults in a respectful and informal manner.  Sometimes those experiences have greater meaning and impacts.