Reflecting on Learning

My most passionate hope for my future as an early childhood professional is that I will effectively implement many of the ideas I have learned throughout this course with regard to anti-bias education. I want my classroom to reflect a respectful, all-inclusive environment. I also want my heart and mind to be totally sold out to the idea of anti-bias education. I am currently exploring opportunities for advancement in my education, as well as my choice of careers. Within the next five to ten years, I hope to pursue a doctorate, leave the classroom and work in an area that will impact many more teachers and children with anti-bias education work.

I wish to thank my colleagues and professor for the insights and support I have received throughout this course. It has been a tremendous learning experience and a joy to work with each of you. I wish you well in your future endeavors.

Impacts of Early Emotional Development

The area of the world I chose to investigate was Central and West Africa because I have always been fascinated with Africa. I would like to visit there and dreamed of working and teaching these when I was a teenager. I have been adopting children from African through World Vision for almost 30 years. According to UNICEF:

Human Rights: Children in West and Central Africa have their rights violated on a daily basis to an extent that is worse than anywhere else in the world. Children deprived of liberty in West Africa face severe ill treatment and grave human rights violations. This includes unnecessary confinement in unsafe and inhumane living conditions, a high risk of sexual and physical abuse, acute malnutrition, illness and psychological trauma. Children in the region are commonly detained without charges or for offences that should be handled by protection authorities, such as child prostitution, begging and witchcraft. Poor children and children from marginalized groups are also overrepresented in the system, making up the majority of detained children in many countries. Close to 5 million children in West & Central Africa are orphaned by AIDS and have to build their future and that of their brothers and sisters without the caring and protective environment of one or both of their parents. Among the 15 countries in the world with the worst under 5 mortality statistics, 10 are in West and Central Africa. Here, at any time 1 out of 4 children are underweight, giving the region the unwanted status of having the highest prevalence estimates for underweight in the world.

Poverty: Close to half of the population of the region lives below the poverty line and 2/3 of the countries in the region are classified as “weak” on the Human Development Index.

Malnutrition is widespread in the region. Children that do survive to their 5th birthday often do not end up going to school. Malnutrition contributes to 35% of all the child deaths in the region. Malnourished children fall sick more often. When they survive, they can suffer from irreversible mental and physical impairment. An estimated 11% of children under age 5 suffer from acute malnutrition (wasting). Acute malnutrition is the type of malnutrition which damages children’s health and is life-threatening. About 7.8 million children suffer from wasting in West and Central Africa. Chronic malnutrition is due to long lasting deficiencies of ‘micronutrients’ — substances like vitamin A and iodine that are needed, often in only tiny amounts, to ensure adequate bodily functions. Chronic malnutrition can turn into acute malnutrition when a child gets sick or when the dietary intakes are too poor.

Conflict and instability continue to affect several countries in the region. Others are emerging from years of civil war or are in a situation of chronic political instability that risks turning into open and sustained conflict. Civil wars are leading to forced population movements, the separation of children from their families, recruitment of children into armed groups and a dramatic increase of sexual violence, especially against women and girls.

Violence against children takes many different forms in the region, including domestic violence, early marriage and other forms of violence based on cultural beliefs and gender norms, violence in institutions, particularly in schools, and exploitation through child labor and domestic work. Sexual violence against children is widespread and particularly prevalent at home, in schools or at a child’s place of work. Rates of gender-based violence in conflict and post-conflict areas are alarming.

Weak child protection systems: Against a background where social and economic protection has traditionally been the responsibility of families and communities, formal child protection systems remain weak or non-existent for most children in the region. Government and non-governmental structures are characterized by weak capacities and resources, lack of coordination and inadequate monitoring mechanisms.

Child labor: 1/3 of boys and girls in West and Central Africa work, many in harmful and hazardous conditions. According to UNICEF, there has been little reduction in the overall percentage of children who work.

Child trafficking: Over the past decade, UNICEF has played an important role in strengthening prevention and responses to child trafficking in the region. Regional partnerships have been strengthened to develop systems and services for the prevention and response to the exploitation of children through improved sub-regional collaboration and coordination. Anti-trafficking efforts are now being integrated in more comprehensive child protection systems.

Migration and mobility of children: Migration in West and Central Africa has long historic roots and the migration of children has to be understood within a broader context of cultural, religious and ethnic relations, economic strategies and social mobility. Many of these children are often forced into child labor and sexual exploitation.

Education: 40% percent of girls and 30% of boys are not in school. High drop-out rates and low transition rates from the first to the fifth grade are other challenges the region faces. Low education levels are a source of vulnerability for children. They limit their economic opportunities and deprive them from access to information about sources of support and protection. Poverty and traditional beliefs keep 40% of all children out of school.

The implications for an early childhood education are staggering. The lifelong damage resulting from detention and abuse of children is well documented. Children deprived of their liberty are more likely to be illiterate, excluded and remain poor. Research also demonstrates that trauma associated with abusive prison conditions, corporal punishment, rape and persistent ill treatment have significant consequences on a child’s long term cognitive, social, emotional and physical development. Once labeled a “delinquent,” boys and girls are often stigmatized and shunned by their families and communities, leading to a life of rejection, shame and poverty.

Reading these kinds of statistics is always startling and heart-wrenching for me. Growing up and living in America can greatly skew one’s perspective of the global issues that face children today. Studying this region of the world gives me a greater understanding of not only how truly blessed I am, but what a responsibility I have to help alleviate the suffering of the world’s children. I have spent over 30 years adopting children from this region, but it’s just not enough. It is through my master’s degree work that I have discovered a deep desire to become more actively involved in bringing to bear the disparity and needs of the children of the world.

UNICEF. (2012). Retrieved http://www.unicef.org/wcaro/

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Impacts on Early Emotional Development

The area of the world I chose to investigate was Central and West Africa because I have always been fascinated with Africa. I would like to visit there and dreamed of working and teaching these when I was a teenager. I have been adopting children from African through World Vision for almost 30 years. According to UNICEF:

Human Rights: Children in West and Central Africa have their rights violated on a daily basis to an extent that is worse than anywhere else in the world. Children deprived of liberty in West Africa face severe ill treatment and grave human rights violations. This includes unnecessary confinement in unsafe and inhumane living conditions, a high risk of sexual and physical abuse, acute malnutrition, illness and psychological trauma. Children in the region are commonly detained without charges or for offences that should be handled by protection authorities, such as child prostitution, begging and witchcraft. Poor children and children from marginalized groups are also overrepresented in the system, making up the majority of detained children in many countries. Close to 5 million children in West & Central Africa are orphaned by AIDS and have to build their future and that of their brothers and sisters without the caring and protective environment of one or both of their parents. Among the 15 countries in the world with the worst under 5 mortality statistics, 10 are in West and Central Africa. Here, at any time 1 out of 4 children are underweight, giving the region the unwanted status of having the highest prevalence estimates for underweight in the world.

Poverty: Close to half of the population of the region lives below the poverty line and 2/3 of the countries in the region are classified as “weak” on the Human Development Index.

Malnutrition is widespread in the region. Children that do survive to their 5th birthday often do not end up going to school. Malnutrition contributes to 35% of all the child deaths in the region. Malnourished children fall sick more often. When they survive, they can suffer from irreversible mental and physical impairment. An estimated 11% of children under age 5 suffer from acute malnutrition (wasting). Acute malnutrition is the type of malnutrition which damages children’s health and is life-threatening. About 7.8 million children suffer from wasting in West and Central Africa. Chronic malnutrition is due to long lasting deficiencies of ‘micronutrients’ — substances like vitamin A and iodine that are needed, often in only tiny amounts, to ensure adequate bodily functions. Chronic malnutrition can turn into acute malnutrition when a child gets sick or when the dietary intakes are too poor.

Conflict and instability continue to affect several countries in the region. Others are emerging from years of civil war or are in a situation of chronic political instability that risks turning into open and sustained conflict. Civil wars are leading to forced population movements, the separation of children from their families, recruitment of children into armed groups and a dramatic increase of sexual violence, especially against women and girls.
Violence against children takes many different forms in the region, including domestic violence, early marriage and other forms of violence based on cultural beliefs and gender norms, violence in institutions, particularly in schools, and exploitation through child labor and domestic work. Sexual violence against children is widespread and particularly prevalent at home, in schools or at a child’s place of work. Rates of gender-based violence in conflict and post-conflict areas are alarming.
Weak child protection systems: Against a background where social and economic protection has traditionally been the responsibility of families and communities, formal child protection systems remain weak or non-existent for most children in the region. Government and non-governmental structures are characterized by weak capacities and resources, lack of coordination and inadequate monitoring mechanisms.
Child labor: 1/3 of boys and girls in West and Central Africa work, many in harmful and hazardous conditions. According to UNICEF, there has been little reduction in the overall percentage of children who work.
Child trafficking: Over the past decade, UNICEF has played an important role in strengthening prevention and responses to child trafficking in the region. Regional partnerships have been strengthened to develop systems and services for the prevention and response to the exploitation of children through improved sub-regional collaboration and coordination. Anti-trafficking efforts are now being integrated in more comprehensive child protection systems.
Migration and mobility of children: Migration in West and Central Africa has long historic roots and the migration of children has to be understood within a broader context of cultural, religious and ethnic relations, economic strategies and social mobility. Many of these children are often forced into child labor and sexual exploitation.
Education: 40% percent of girls and 30% of boys are not in school. High drop-out rates and low transition rates from the first to the fifth grade are other challenges the region faces. Low education levels are a source of vulnerability for children. They limit their economic opportunities and deprive them from access to information about sources of support and protection. Poverty and traditional beliefs keep 40% of all children out of school.

The implications for an early childhood education are staggering. The lifelong damage resulting from detention and abuse of children is well documented. Children deprived of their liberty are more likely to be illiterate, excluded and remain poor. Research also demonstrates that trauma associated with abusive prison conditions, corporal punishment, rape and persistent ill treatment have significant consequences on a child’s long term cognitive, social, emotional and physical development. Once labeled a “delinquent,” boys and girls are often stigmatized and shunned by their families and communities, leading to a life of rejection, shame and poverty.

Reading these kinds of statistics is always startling and heart-wrenching for me. Growing up and living in America can greatly skew one’s perspective of the global issues that face children today. Studying this region of the world gives me a greater understanding of not only how truly blessed I am, but what a responsibility I have to help alleviate the suffering of the world’s children. I have spent over 30 years adopting children from this region, but it’s just not enough. It is through my master’s degree work that I have discovered a deep desire to become more actively involved in bringing to bear the disparity and needs of the children of the world.

UNICEF. (2012). Retrieved http://www.unicef.org/wcaro/

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The Sexualization of Early Childhood

According to Dr. Myers of Walden University: many parents, family members, and early childhood professionals today express concerns about raising children in a highly sexualized culture. According to the ideas presented in the book excerpt, So sexy so soon, children are being bombarded with messages in the advertising and media industries linking physical beauty and sexual attractiveness with happiness. The authors assert that young children’s exposure to an overly sexualized environment plays a significant role in undermining their healthy gender and sexual development and negatively impacts their sense of self worth.

Share your reaction to the topic of the sexualization of early childhood.

The idea of the topic of sexualization in early childhood creates a righteous indignation within me. I believe in protecting the innocence of young children, and I fear that television and the media have made this virtually impossible in American society today. Our young children are highly sexualized and that becomes clear in their actions and conversations. Thoughts and ideas that I did not have until I was a married, adult woman are often spoken of in my first grade classroom. It also saddens me to think that children are often seeing each other through the eyes of a highly sexualized society.

Provide three or more examples, from your personal or professional experience, that further illustrate the exposure of young children to a highly sexualized environment.

While watching television this week, I made a concerted effort to notice the sexualization of programs and commercials. I also noticed the sexualization of advertisements in magazines and at department stores. In fact, one department store my husband I visited forces customers to walk through the lingerie department just to get to the entrance of the mall. I knew this existed, but was surprised to find that every commercial I saw this week, with the exception of one, had sexual connotations, innuendo and overtones. My husband commented about this one, because it wasn’t highly sexualized and it surprised both of us. Even while trying to watch the Super Bowl, my family was not free of exposure to the sexualization of society. Of course, breast cleavage is just a given on television today. Even commercials about simple things like buying a hamburger or a car are highly sexualized. The junk mail I am bombarded with came with covers of provocatively dressed women. My family leads a very full and busy lifestyle. We do not spend much time even viewing television. So, for little children who might be parked in front of the television all evening or all weekend, the implications are disturbing.

Explain the implications this may have on children’s healthy development.  Include ideas you might have, as an early childhood professional, to best respond to these concerns and to reduce the negative impact on children.

“Supporting all children to develop their fullest range of abilities and skills is one of the key principles of the early childhood education field” (Derman-Sparks & Edwards, 2010 p. 90). As early childhood educators, we need to cognizant of children’s awareness of their anatomy and their perceived gender roles. Teachers need not be shocked when little children want to use proper words to describe their anatomy, or compare it to those of their peers. Providing a rich curriculum, full of pictures, posters, books, music and videos that represent males and females in various roles will support children in their understanding of gender identity. Ignoring a child’s mixed feelings about gender identity can send a message that creates an unhealthy self-concept. It is important for educators to be open with children, have calm, thoughtful discussions and to listen to children’s conversations and comments. Educators should encourage children to talk about these issues and we may need to “initiate activities that enable the whole group to explore feelings of conflict when what they like to do differs from the prevailing gender norms….” (Derman-Sparks & Edwards, 2010 p. 93). Teachers can also model a range of roles and interests that break stereotypical gender barriers. A male teacher might share his love of cooking while a female teacher shares her love of construction. Teachers also must be careful not to make stereotypical comments or convey these ideas to young children.

Describe the ways in which your awareness of the sexualization of early childhood has been influenced and/or modified by studying the topic this week.

My sense of awareness of the sexualization of early childhood has certainly been heightened this week as I have listened more closely to my students’ interactions and watched for these messages in the media and from posters, books or videos I show in the classroom. I have noticed that it is all around me and that I often do not address the issues. As a first grade teacher, I often do not have the time to stop and address every remark that comes along. For instance, one child telling another that he cannot like a color doesn’t overly concern me. I feel that, as early childhood educators, we are often attempting to micromanage every aspects of the young child’s life. Children need a chance to have discussions, express their feelings and work out their own ideas. When I engage children in activities using color, I always have conversations about what color is our favorite. When a child giggles because a girl says “green” or a boy says “pink”, again, I try not to make it an issue. I simply continue to pose the questions throughout the school year, “Can anyone like any color?” and the children eventually come to the conclusion that “Yes, any person can have any favorite color!” While it is important to help children develop a healthy self-concept and gender identity, it is also important to let children be themselves and work out some of their own ideas without interference from adults.

References:

Derman-Sparks & Edwards. (2010). Anti-bias education for young children and ourselves. National Association for the Education of Young Children. Washington, D.C.

Evaluating Impacts on Professional Practice

For my master’s course this week I am to: Describe in detail the consequences you might expect for the children and families with whom you work while you experience specific “–ism(s)” in your own life. Include specific examples either those you have and/or are experiencing or ones you would anticipate.

As an early childhood educator, I could certainly be the victim of stereotyping and religionism. Christians are not viewed with respect, but are often seen as biased and bigoted. Christians are looked upon with disgust and told that our religious views are wrong. Books like “How religion poisons everything” flood the market today. I am a staunch conservative and devout, practicing Christian. Working in a setting with children would certainly cause me great tension with regard to this prejudice. If I were denied the freedom to be myself or to talk about my religion, I would feel oppression. Being unable to read my Bible freely or wear religious jewelry would upset me. If I had to conform to the norms of an anti-Christian society, this would cause great tension and stress in my own life. I may begin to experience anxiety and depression. This religionism might cause me to look at people of other religions and be biased towards them. I might suspect that all people of any other faith, or of no faith, are out to get me or are against. These thought processes would definitely impact my ability to be a joyful teacher. I would lose my passion for teaching and be unable to effectively do my job. Additionally, I might be the victim of classism, since I am considered upper middle-class. Many of my students refer to me as rich. I have been robbed four times in my home and feel that there is a section of the population that is targeting me at this time. I feel that my class is bearing the brunt of the American taxes and for many people who do not work and live off the system. It is a very negative and trying issue. It makes me look at people in a different way – especially those that are poor or out of work. While there is a term heterosexism, I do not believe in this at all. I do not have what I have because of my sexual preference. I am who I am because of where I was born, who raised me, the values that were instilled in me and because of the God that I serve. There is also stereotyping and racism against Whites in America because we are the dominant class. The media tends to want to blame us for everything. I believe that we are all the victim of racism in our lifetime: either we have been through it, we are going through it or it is going to touch us some way in the future. I am called to treat others the way I want to be treated and try to live my life that way – not because of their culture, their religion, their class, their sexual preference or their race – because they are human beings, just like me.