EDUC6164 – Week 8 – Professional Hopes and Goals

My hope is that all children will learn to accept each other’s diverse characteristics and backgrounds, and use this diversity as an educational learning experience.  Today’s children are tomorrow’s leaders.  Children of today that accept diversity will be leaders of tomorrow that accept diversity.  The children are our hope for the future.  Only they can end prejudice and bias.

I would challenge all early childhood teachers to graduate every preschool child into the elementary school system with an understanding of equity and diversity, with knowledge of “-isms”, and with the skills to live in a diverse world in an equitable, unbiased, unprejudiced manner.  It is the responsibility of the early childhood teacher to end the attitudes and opinions of prejudice and bias in our youngest children, giving them the knowledge to conquer their adult world in their future.

I would like to thank my fellow students for their cooperation, willingness to share ideas, and equitable and unbiased participation in this course.  This is just the beginning!  Now we can all teach the world about diversity! 

EDUC6164 - Week 7 – Welcoming Families From Around the World

I will be welcoming a three year old girl from Thailand into my child care.  She will be moving to Pennsylvania and will be enrolled in child care beginning in two weeks.  In preparation for her arrival I will complete the normal new enrollment procedures.  I will compile enrollment forms and label a portfolio, a cubby and a set of nap time bedding.  In addition I will research Thailand and learn about the culture of the land and the people.

 As a result of my research I will prepare to be culturally responsive by:

1.      Preparing to listen closely as the parents talk in English, which is their second language.  Allowing the child to practice speaking in Thai, and asking the family to teach us some Thai words which can be incorporated into our curriculum.

2.      Understanding that Thai children wear uniforms to school, and allow the girl to wear a uniform to child care if the parents feel more comfortable with the uniform. 

3.      Ask the mother to share recipes for her daughter’s favorite foods.  Her daughter may appreciate familiar foods, and the other children could taste Thai foods.

4.      Ensure that the child care environment includes pictures of children in typical Thai dress, Thai homes and families, and Thai foods.  Ask if the child could bring a picture of her family to add to our Family Picture Collage.

5.      Discussing expectations with the children currently enrolled, and eliminating any child initiated diversity or equality issues before they become problematic.

6.      Ask the parents about religious preferences, religious holiday, and how we can accommodate their daughter’s religious needs.

7.      Use the child’s and parent’s names, pronounce them to the best of our ability, encourage the children to use the Thai child’s proper name.

8.      Learn the traditional Thai greeting and traditional bow at the time of greeting.

9.      Understand that the child is not used to cold weather, and ensure that she is dressed warmly for outside activities.  Offer assistance to parents on the topic of cold weather safety, attire and snow gear.

I am hoping that careful planning will help the child fit into the child care.  It is important to listen to the family, and encourage the family to share their culture with us.  In this way, the child can keep her culture, while blending into our culture.  We can learn from the family, enjoying Thai foods, learning Thai words, and learning about the country of Thailand.  We can help the child maintain her identity by accepting her for who she is, using her name, and showing an interest in her cultural background.  We can also educate the currently enrolled children before the Thai child arrives, teaching equity and diversity, and eliminating any existing stereotypes.

Reference

Baker, M. (2220). Lessons From Thailand’s Schools.  Retrieved from  http://news.bbc.co.uk/2/hi/uk_news/education/4194913.stm

EDUC6164 – Week 6 - The Personal Side of Bias, Prejudice, and Oppression

I have a grandson who joined cub scouts.  This organization requires a parent accompany the Cub Scout on all outings.  When my grandson was in second grade, he wanted to go to a spring campout, held in a cabin, for an entire weekend.  I signed him up!  As the only available father figure, I went with him as his accompanying parent!  I am his grandmother!

When we walked into the cabin, sleeping bags in hand, the room became silent.  Everyone stared.  You could have heard a pin drop!  We found two bunks, and unpacked.  My grandson soon found some friends, and ran off to play.  Soon after, the pack master approached me.  He asked if I was staying!  He told me that I could pitch a tent outside if I wanted to.  It was February, and very cold! 

I felt oppressed!  I was a woman in a man’s world.  I felt a significant amount of bias, being requested to camp outside in the cold and hearing comments about my gender.  I felt that if the other parents know of my camping and outdoor skills, and of my love for my grandson, that they would not show prejudice against me!  I was treated as a substandard adult.  The other parents, all men, socialized and worked as a team.  I sat off to myself.

The first evening, I spent time by myself and with my grandson, and tried my best to ignore the other parents.  The next day, I joined in every group activity available.  One man kept an eye on me all day, ready to step in and complain if I were to need help or cause trouble.  His constant vigil made me very uneasy.  The boys seemed to enjoy the presence of a woman.  One child approached me when he fell, and just wanted a hug.  Another boy fell sick, and wanted a mom’s touch.  The boys made me feel welcome.

On the final day, the pack master approached me, and commented that the weekend went pretty good with me along.  He also told me that he was glad that I wasn’t one of those women who constantly nags and complains, needs makeup and mirrors, and wears high heels in the woods.  I explained that his cub pack had some boys with no fathers, and those boys were not being treated equitable, they could not attend campouts.  He said his only issue with women in attendance was that he and the boys had no privacy when changing clothes.  The next campout, I took several dark blue sheets, hung them from the bunk above me, and made myself a small cabin in the lower bunk.  I announced when I was giving the men private time, and retreated into my bunk.  I enjoyed the privacy, and so did the men and boys.

I turned the weekend retreat into an opportunity!  The next campout there were three women!  The other two women were happy to take their boys, who did not have fathers, and therefore had missed out on all previous campouts.  The pack master and the other fathers are now open to women attending the camp outs.  I no longer feel ostracized when attending camp outs.  I no longer hear whispers and insults.  I am no longer given the option of leaving a heated cabin to sleep outside in a cold tent.  I have proved myself through persistence and education, refusing to quit, and showing the men that I could handle the situation.           

EDUC6163 - Week 5 - Research Around the World

A research project in Ghana, South Africa, addressed the training received by child care persons and volunteers.  It has found that these persons care for children in deplorable conditions such as with inadequate food, unsafe water, lack of toys and materials, lack of buildings with roofs, and lack of medical immunizations or records.  The research results suggest care takers did not have the knowledge necessary to remedy the deplorable situations, and require training on physical, social, and health issues relating to children.  Urban training has been suggested.  Another research project in Ghana, South Africa, addressed the supervision and coordination of early childhood programs within the country.  Currently, an unorganized system is in place.  This research project began with in interview process, and ended with observations.

In Tanzania, South Africa, studies are being performed to remedy the sustainability of services after support has been withdrawn.   It is apparent that preschool services thrive while being supported from outside sources.  Once the financial and physical support disappears, the preschool services have a tendency to decay.  The study addresses community support for the preschool program after outside supports vanish.  

In Zambia, South Africa, a research study was done to assess the care levels of children living in orphanages, and to pilot an assessment tool to monitor the care provided by the orphanages.  In Zambia, epidemic HIV outbreaks are creating a high rate of orphans in need of care.

In Nigeria, South Africa, research was performed to try to reduce the rate of mortality in children less than five years of age living in homes for children without mothers.  These homes are highly populated due to the HIV epidemic.  It was found that the caregivers in these homes have a lack of training, money for care, and time for child stimulation.

These research projects seem to primarily target the basic needs of children.  Many of the projects identify poverty and illness as independent variables.  The levels of poverty and the amount of orphaned children due to the HIV epidemic are staggering!  During a previous course, I made contact with a child care director in north western Africa.  I asked her about conditions in southern Africa, and received a seemingly unconcerned response.  In her eyes, and in the eyes of persons attending her preschool, the problems are far away, and do not concern them.  They are on the same continent, but live in different countries.  In the United States our citizens take an active approach to events in other states and other countries.  This indifference alarmed me!

References

University of Victoria. (2005). Early Childhood Development Virtual University.  Retrieved from http://www.ecdvu.org/ssa/major_reports.ph