Exploring Roles in the ECE Community: Local and State Levels

There is an organization called Bright from the Start which is a state agency.  They are responsible for meeting the child care and early education needs of Georgia’s children and their families.  They oversee a wide range of programs focused primarily on children ages birth to school age and their families.  They administer the nationally recognized Georgia Pre-K program.  They license and monitor all center-based and home based child care facilities. They oversee the federal child and adult care food program and the summer food service program.  They provide technical assistance, training and support to families and child care providers who care for children with special needs.  When I checked for employment opportunities they had no positions open.  This is an organization that I would like to be employed with because they monitor child care facilities and provide policies and procedures to child care organizations.   There website is http://decal.ga.gov/Default.aspx

Smart Start, the Early Childhood Division of the United Way of Metropolitan Atlanta, was created in May 1999 to address the pressing needs of Georgia's youngest children and their families. With innovative state and local programs and outreach initiatives, Smart Start has developed and maintains strong commitments and partnerships with state agencies, child care providers, parents, training and technical assistance organizations, and government and business leaders to improve the quality of early care and education for all children ages birth through five. Through its programs and initiatives, Smart Start works to increase school readiness, with the aim of having every child ready to succeed in school by the time they enter kindergarten.  There website is http://www.smartstartga.org/default.aspx.  This site did not have an employment section.

The Division of Family and Children Services (DFCS) is the part of DHS that investigates child abuse; finds foster homes for abused and neglected children; helps low income, out-of-work parents get back on their feet; assists with childcare costs for low income parents who are working or in job training; and provides numerous support services and innovative programs to help troubled families.   There website is http://dfcs.dhs.georgia.gov/.  This website posted some job positions many of them were not directly associated with early childhood education, I did find one position that services young children and it is Immunization Field Service Manager.  This position is responsible for the day-to-day supervision of 18 immunization program consultants located throughout the state of Georgia.  This position serves as a consultant on immunization and vaccines for children (VFC) issues to the health districts and county health offices, VFC Providers and the general public.  Qualifications for this position require experience in managing staff in public health or human services, experience in the area interagency collaboration and partnership building and experience in planning and goal management based on data and statistical information. 

The Georgia Head Start Association, Inc. (GHSA) is a statewide non-profit organization whose mission is to enhance the capability of local Head Start programs to deliver quality services to children and their families. GHSA represents the 30 Head Start and Early Head Start agencies in the state of Georgia that provide these services to over 24,000 low-income preschool children birth through five-years-old and their families.   The website is http://www.georgiaheadstart.org/about/organization.php.  This site posted a position for an Executive Officer of Head Start.  This position is a high level position with the candidate having experience in general management as well as public relations, professional development, advocacy and fund raising. 

Reflecting on Learning

When I decided to advance my education and pursue a Master’s in Early Childhood Education the only thing I had in mind was to become a teacher that is memorable.  One of those teachers children come back to see after many years of leaving you.  I want to make a difference in the lives and hearts of the children and families that I serve.  I want to be a valuable resource to them.  I want to make learning something that is second nature to my students and help develop the skills they will need for future successes.  I believe that anti-bias education is such an incredible tool for children’s social emotional development that I would like to become proficient in establishing it in my classroom.

I would like to thank all of my colleagues in this course for their opinions, encouragement and questions.  I have learned a great deal from each of you and have enjoyed this course partly because of each of you.  I wish you well in all of your future endeavors.

Impact on Early Emotional Development

I choose West and Central Africa.  I choose Africa because I would like to visit this country one day and was interested to find out more about this area of the world.  The children in West and Central Africa are faced with a lot of challenges such as disease.  Many children die of malaria diarrheoal diseases and vaccine preventable diseases such as the measles.  Malnutrition is widespread in the region.  In the Sahel countries half of the child mortality is related to under-nutrition in children.  1.1 million children under 5 will suffer acute malnutrition and 3 million will suffer moderate acute malnutrition.  Poverty and traditional beliefs keep 40% of children out of school and girls in particular are penalized the most.  If children do attend school they are faced with sexual and other forms of violence in school.  Many of the children in this region are exploited in other ways as well child trafficking, child labor, children in armed conflicts, children victims of harmful traditional practices.  There are many children who are orphaned by AIDS.  In West and Central Africa today there are close to 5 million children who have been left without the caring and protection of one or both of their parents. 

The children in West and Central Africa are faced with many challenges that threaten their well-being.  The problem of malnutrition is causing deaths of many children in this region.  As for the children that survive malnutrition their physical development is delayed and jeopardized.  Malnutrition affects these young children’s brain development which can cause developmental delays.  Many of the children who have lost parents to the AIDS virus will suffer emotional problems due to a lack of emotional support that a parent or parents offer young children. 

It is very hard to read about the afflictions and challenges young children around the world are experiencing.  I am glad that I am teaching in America since we are not faced with such widespread hunger and exploitation.  I am glad that I live in America, but feel an obligation toward the young children in other countries that are not experiencing a healthy childhood.  While reading about West and Central Africa I kept thinking what can I do to make a difference in some of these young children’s lives.  Can I volunteer to go to Africa to teach or maybe I can participate in mission work.  I feel that all Early Childhood Professionals should take an active part in trying to make the lives of these children better.

Reference: UNICEF (2011). http://www.unicef.org

The Sexualization of Early Childhood

My reaction to the topic Sexualization of early childhood was shock.  I was shocked at the incidents that occurred with young children.  I am aware of the sexualized culture or society we live in.  The media uses sex to sell their products with no care of who views their commercials and magazines.  Children growing up today are bombarded from a very early age with graphic messages about sex and sexiness in the media and popular culture (Levin & Kilbourne, 2009).  I have witnessed some incidents that involved children, but I blamed the parents for their children’s behavior.  I have learned that it is not necessarily the parents fault, but the commercials and media are to blame. 

During dramatic play a little 2 1/2 year old girl named Taylor put on a princess dress and said I sexy.  She did not say she was pretty or beautiful, but said she was sexy as she put her hand on her hips and walked around the classroom.  There was another incident that involved two little girls both 2 years old; they both stuck their tongues out and began to tongue kiss while moving their heads around as two adults might do.  At the center I used to teach there was a little girl named Jaylin at nap time she would hump the mat before falling asleep.

The messages that children are witnessing in the media in my opinion are harmful to their perspectives of relationships.  After watching much of what the media provides today someone might think that a relationship is only sexual and might cause children to feel that they must be sexually attractive to be in a relationship.  They do not see caring and warmth and respect in relationships on TV, in movies and in commercials.  This could be devastating to their development and self- image.  As an early childhood professional what I would do to respond to young children’s negative behavior would be to communicate with them.  I would find out where they learned the inappropriate behavior and discuss it with them.  I would try to explain what they saw and share with them alternative behaviors.

What I learned from this topic is how damaging the media and popular culture can be to young children’s self-image.  I also learned that much of what children absorb about sexuality does come from the media whether it be commercials or magazines and not their parents.  I mistakenly thought that the inappropriate behavior some children exhibit was because their parents were inappropriate in front of them, but that does not seem to be the case.

Reference:

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books.

Evaluating impacts on professional practices

Being a recipient of stereotyping and biases can have a devastating toll on an individual.  When I was in college I experienced racism.  I attended a college that was predominately white.  One day I went into the bathroom that I shared with five other women they were all white.  In the bathroom was a large tube of toothpaste sitting on the counter with an even larger toothbrush on the toothpaste was a person in black face and it said combats halitosis.  I was socked I had this sick feeling in my stomach.  I could not believe anyone could be so mean.  The five women I shared the bathroom with always smiled and spoke to me I could not believe one of them had such racist feelings toward me.  That experience coupled with some other similar events caused me to leave that college.

Consequences that children and families with whom I work with might experience due to my experiencing isms in my own life might be a lack of engagement by me.  If I am interfacing with individuals that are white I might become standoffish due to the negative treatment I am experiencing in my own life.  I might view certain groups of people as perpetrators of harm to me and people like me.  I might become evasive toward men because I am experiencing sexism in my life. 

Thankfully I am not experiencing any isms in my life at this time and am able to service the families and children with an open mind and open heart.  I truly want to become an anti-bias teacher because I can see the positive affects this type of teaching will bring to individuals, communities and society as a whole.

Observing Communication

The observation I made was of a teacher and a two-year old boy.  The teacher was trying to get the two year old to help the other children clean up so that everyone can go down stairs to the gym and ride bicycles.  The young boy wanted to continue to play so the teacher removed the toy from his hand and physically got down to his level and looked him in the eye and said “it is time to clean up”.  She began to sing the clean-up song.  The two year old also began to sing the song “Clean-up Clean-up everybody everywhere” and bent down and began to pick up the toys and put them on the shelf.  The teacher clapped her hand and said look at Jacob he is cleaning up and Jacob smiled.  When he was finished he went and sat near the door waiting to go down to the gym with his class.

The teacher was very appropriate with Jacob she got down to Jacob’s level and used simple words and sentences as she redirected him to clean up.  Mooney (2005), for example suggests getting down to children’s level, using simple words and short sentences and remembering the importance of body language and tone of voice (Rainer Dangel & Durden, 2010).  The teacher was firm with Jacob, but what I liked about the interaction was she offered Jacob a reminder of what happens next when she began singing the clean-up song.  This was very effective because Jacob joined in singing and finally began to clean-up.  Sharp (2005) recommends activities such as songs, poetry and role play to help children access the language of school (Rainer Dangel & Durden, 2010).

Reference:

Rainer Dangel, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81.

Creating Affirming Environment

The childcare setting that I envision will have an area where families and children are welcomed.  There will be a table and chairs so parents can sit and talk with me and other staff.  In this area I will depict family pictures of all the families in my class.  The purpose of the pictures is so children see themselves and their families are welcome and worth depicting in the center.  The look and sounds of the room reflect the family cultures and daily lives of those children (Derman-Sparks & Edwards, 2010).  I will have an area where the children enjoy circle time and on the walls of this area I will display pictures of other ethnic and cultural groups that were not displayed in the family pictures.  Then once you feel confident that all currently enrolled children and families are visible in all parts of your learning environment, the next step is to look at which other people; groups and families from the larger society are missing and then bring in more diversity (Derman-Sparks & Edwards, 2010).  In the music area I will provide the children with instruments from different countries such as Africa, South America, US, etc.   I will also have a diverse selection of music that reflects the children’s culture in my program and society.  The dramatic play area will include a diversity of foods from different cultures as well as dress-up clothing from different cultures.  Also in the dramatic play area I will provide children dolls that are diverse which will include persona dolls so children can play out different scenarios that they have experienced with these diverse dolls.  Many anti-bias educators use storytelling with persona dolls to introduce stories related to the children’s lives, as well as to broaden their awareness of various aspects of diversity (Derman-Sparks & Edwards, 2010).  The art area will include skin tone crayons, markers and paint so children can create pictures that reflect people realistically.  The reading area or library will include an assortment of books reflecting different cultures, and ways of life so children can become critical thinkers of their community and even the world.

My goal in terms of the environment of my early childhood classroom is to provide each family and child with visibility so that they know that they are respected and valued.  I also want to expose the children to the world as it is diverse and complex and help them make sense of what they see and experience. 

Reference:

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