Until Next Time...

It is quite amazing how fast eight weeks can go by and how much you can learn about yourself.  Just eight weeks ago I began another course at Walden University titled Communication and Collaboration.  Not only did it sound fascinating, I can now say that it was fascinating.

During the past eight weeks my peers allowed me to think outside of the box with their questions and insightful posts.  They were supportive when I lacked confidence in my communication skills.  But  most importantly they showed me that being a team means being committed and trustworthy of one another.  If there's not mutual trust and respect, then nothing works (Laureate, 2011). 

So I wanted to take this moment to thanks my peers that allowed me to be me and have shown me that they are all in this fight to support and create the best environments they can to support children and families around the world.  I wish them the best as they continue on their journeys, because this is not a good-bye instead it is...until next time!


Reference:

Laureate Education (Producer). (2011). Team building strategies [Video file]. Retrieved from https://class.waldenu.edu

Adjourn? When? Really???

Parting ways is most often a very difficult task, especially when a group of people have shared many triumphs and positive moments.  As I think back to several groups I have had the privilege of working with one in particular stands out.  A few years ago I worked in a child care center that was unlike many others I had previously worked in.  It was a small center which made for a tight knit group of early childhood educators and  families.  Having had the experience of other child care centers, I was surprised how involved all of the teachers were with each other.  In previous centers I had been in teachers primarily worked with only those in their classroom and on occasion shared ideas or insights with others.  It never felt right to me, but I have never been the one to create new waves.  In any event, here I was in a new center surprised to see teachers share, inform, created, organize, and support one another willingly.  Yet as most know, the characteristics of effective, successful teams include:

• Clear communication among all members.
• Regular brainstorming session with all members participating.
• Consensus among team members.
• Problem solving done by the group.
• Commitment to the project and the other team members.
• Regular team meetings are effective and inclusive.
• Timely hand off from the team members to others to ensure the project keeps moving in the right direction.
• Positive, supportive working relationships among all team members (Abudi. G, 2010). 

The teachers at my new center demonstrated some of these characteristics if not all.  During my five plus years at the center, myself and the other teachers would meet once a month to discuss anything from A-Z.  We would plan together, brainstorm how to deal with new parents or seasoned parents, share creative ideas, or any concerns we were having.  On various occasions we would also invite parents in our discussions to gain their perspective and insights about what some of their concerns, ideas, needs or wants.  Overall, the group was fascinating, inspiring, and a true example of dedicated early childhood educators.  Sadly, this group had come to an end due to unexpected circumstances.  On August of 2007 the owner of the child care center had informed us that he had relentlessly worked with the building owner to renew our contract to which he denied us, and we had only a few weeks to find a new job.  Leaving this group was just as hard as saying good bye to the children and families we had built relationships with.  This team of early childhood educators was dedicated, committed, and most importantly trustworthy.  When trust prevails, team members are more willing to go through a difficult process, supported through ups, downs, risk, and potential loss (Learning Center, 2011).  Together through our trust and commitment to one another, the children, and families we were able to walk away feeling great about our accomplishments and work together, but still very hard to say good bye to what had so comfortably had become our home away from home. 

Although adjourning can be difficult for some or easier for others, it is critical to remember that it is also a time to look back and reflect on what accomplishments had been made or what mistakes have allowed you to grow.  This is an essential stage, because as educators it is important to evolve with the times and develop an open mind to the diverse world we live in.  But at the end of the day, we function--it is like a puzzle--and so the pieces have to fit together (Laureate, 2011) in order for change to be made.





References:

Laureate Education (Producer). (2011). Team building strategies [Video file]. Retrieved from https://class.waldenu.edu

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html
Learning Center. (2011). How to build a team using vision, commitment, and trust. Retrieved from http://www.learningcenter.net/library/building.shtml

Working Through Disagreements and Conflicts

There isn't a day, a week, a month. or a year that goes by that one won't face some sort of conflict with another individual.  Differences of opinion and clashing goals are inevitable in any relationship ('O'Hair & Wiemann, 2012).  And that can be part of what keeps our relationships fun and interesting! ('O'Hair & Wiemann, 2012).  But it's how the partners handle the disagreements that arise that determines whether their bond will grow stronger ('O'Hair & Wiemann, 2012).

Just recently my very good friend and I were faced with a conflict.  My good friend "Tasha" has been a part of my life for the past 15 years.  Tasha and I have shared many ups and downs, but most recently we were faced with a conflict that left us on non-speaking terms for several days.  This was not only surprising to us, but also very upsetting since we had never experienced this before. 

It all began with my daughter's jr. prom.  Tasha has also been a part of my daughter's life and all of her milestones since the day she was born. So, when jr. prom rolled around both my daughter and I knew that Tasha would be there.  Weeks before the jr. prom I had shared the date, time, and location for pictures with Tasha.  I also shared with Tasha that my family and I would be away on vacation and returning just 2 days before the jr. prom.  So, I specifically stated that I was sure that things would be crazy upon my arrival and she needed to make sure that she kept that information visible as a reminder. 

The day had finally arrived and I had sent a text to Tasha reminding her about the plans.  As the day continued I had not heard word from Tasha, but I had been so busy running my daughter around and getting her ready that I did not think twice about reaching out to Tasha again.  My daughter was also in a very touchy mood because she dislike so much attention that I had become so preoccupied and never put a second thought about whether Tasha had received my message or her whereabouts.

To make a long story short, Tasha never showed up and became very upset with me when she saw pictures of my daughter posted on a social media site.  She immediately called me and began to express her anger towards me.  She went as far as telling me that she doesn't feel I respect or care enough about her as a friend and that she would understand if I didn't want her in my life.  Of course I was in utter shock.  Tasha and I had never spoken to each other in this way. 

Clearly, there was a misunderstanding.  A few days had passed and the dust had settled when I picked up the phone to resolve the conflict.  I approached the situation very calmly and openly and we were able to get past it.  However, in the future there are two strategies that I would use in order to resolve any conflicts more productively.  The first strategy is to begin the conversation by focusing on the issue at hand.  Often arguments, disagreements, or misunderstandings can lead individuals to name calling and finger pointing.  Yet, such personal attacks do little to foster cooperation and usually succeed only in putting the other person on the defensive and making the interaction more heated ('O'Hair & Wiemann, 2012). The second strategy would be to,  differentiate feeling from thinking, being able to identify and express internal feeling states in a way that does not imply judgment, criticism, or blame/punishment (The Center for Nonviolent Communication.(n.d.).   The skills will help you make clear requests. They will help you receive critical and hostile messages without taking them personally, giving in, or losing self-esteem (The Center for Nonviolent Communication.(n.d.).

In the end, building healthy relationships is like gardening.  With love, patience, time, and care it will grow and blossom. 

References:
O'- Hair, D., & Wiemann, M. (2012). Real communication. New York: Bedford/St. Martin's.
The Center for Nonviolent Communication. (n.d.). The center for nonviolent communication. Retrieved from www.cnvc.org

Communicators

Just this week I participated in an online assessment based on communication anxiety, verbal aggressiveness, and listening styles.  Unsurprisingly, my scores reflected exactly how I feel and perceive my anxiety while communicating in group settings, my balance between considering and respecting others feelings, and being empathetic toward others.  A family member and a coworker also had the opportunity to evaluate me in all three areas and I was surprised to find that all three results were different.  My coworkers results revealed that I was comfortable and confident in group settings, I back down rather than engage in a persuasive conversation, and am a content oriented person.  While my family members results revealed that I exhibit anxiety in certain situations, I have the ability to argue fairly, and I am people oriented. 

The disparity between all three results were completely surprising.  I had a feeling that my coworkers results would tell a different story of me, because my actions at work are often much different than my actions at home. While at work I value professionalism, respect my colleagues, and take pride in the work that I do.  When I am around family and friends, I tend to be a little more relaxed, spontaneous, and straightforward.  Yet, what I found remarkable were the areas that they felt I exhibited strengths were not the areas I felt I exhibited strengths. The areas I thought I excelled in they felt I lacked.   For example, my coworker felt that I exhibit comfortableness and confidence in group settings because I can stand up in front of a room of colleagues and speak without stumbling over my words. Yet this is an area that I feel the least amount of confidence and often find myself diverting from eye contact and fumbling with my hands.  However, as I think about my coworkers encounters in group settings I have always envied his confidence in large settings and they way he would speak so effortlessly always providing eye contact. It is clear that every individuals experiences contribute to their schema and ultimately influence their perceptions and first impressions.  Subsequently, whether you are looking at a painting, making  new acquaintance, or recounting the details of a specific event, your interpretation of what you see, hear, or touch will be unique to you, at least to some degree because of the ways in which you select, organize and interpret information   (O'Hair & Wiemann, 2012). So I believe it is safe to say that, while your self concept strongly influences how and when you communicate with others, the reverse is also true: when you interact with other people, you get impressions from them that reveal how they evaluate you as a person and as a communicator (O'Hair & Wiemann, 2012). 

One of the most eye awakening insights about communication I gained this week was how often are first impressions are derivative from our own self-identity and ultimately influence how we communicate with others.  This was proven this week as each of the results of the online assessments were  revealed.  There were three different individuals, perspectives, experiences, and results.  More importantly I learned through conversations with peers and colleagues ways to improve my perceptions in order to become a better conversationist.  Some of the following helpful tips are also shared in my text and they reveal the following:
1. Verify perceptions: It may be natural to jump to some conclusions- to depend to some degree on existing schemas-but it is crucial that you take the time to confirm (or debunk) your conclusions (O'Hair & Wiemann, 2012).
2. Be thoughtful when you seek explanations: You need to ask yourself whether some event or action might have preceded or provoked what you observed (O'Hair & Wiemann, 2012).
3.  Look beyond first impressions:  It is often wise to delay reaction or judgment until further perceptions are made (O'Hair & Wiemann, 2012).

Clearly, understanding the role that perception plays in the communication process is crucial to our success as communicators (O'Hair & Wiemann, 2012).

 References:

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. 

Communicating Differently

Think about the cultural diversity you see in your colleagues at school, in your neighborhood, in your workplace, and also, possibly, within your family. Consider all the aspects that make up culture, including race, religion, political affiliation, sexual orientation, varying abilities, and so on.

• Do you find yourself communicating differently with people from different groups and cultures?

Yes...

• If yes, in what ways do you communicate differently?

1. Communicating is an essential component of any workplace.  When I am in my workplace and among my colleagues I make sure that I speak clearly, use proper grammar, and use a positive tone.  Specifically, using the correct grammar of a particular language helps ensure communication clarity (O'Hair& Wiemann, 2012).  The way you talk at work shows your level of professionalism and respect for yourself and those around you.  How well one can articulate and speak can have a huge impact on career progression and relationships. 
2. I am aware that when I talk among my friends and family it is vastly different than how I speak among colleagues.  When I am with my friends I use more slang.  Slang is a language this is informal, nonstandard, and usually particular to a specific group; it operates as a high-level abstraction because meaning of slang are known only by a particular group of people during a specific time in history(O'Hair& Wiemann, 2012).  For example, to describe anything that it appealing to the eye, my friends and I might say that it is "hot" instead of nice or pretty.  However, I have recently noticed that I do communicate some slang among family members.  Yet, I am careful and highly aware of the words I do chose.  Among family members I would say that I use more Euphemisms, which are, inoffensive words or phrases that substitute for terms that might be perceived as upsetting (O'Hair& Wiemann, 2012).  I have always been brought up to respect my elders and I find that they do not particularly care for slang, but have learned to handle it much better.  So, I am always careful around them.  Yet, interestingly I have noticed that my 16 year old daughter uses more of an evasive type of language with me now.  Evasion is to, avoid providing specific details (O'Hair& Wiemann, 2012).  A particular incident I have in mind where she was evasive was when she recently asked to go to the mall with her friends.  I naturally assumed she was going to our local mall with her friends until I found out later when she returned home that she had gone to a further mall in our area.  Needless to say I was very upset, but it hit me that I need to be more specific in asking questions, because she has become so evasive in her teenage years.

We communicate from the moment we are born (O'Hair & Wiemann, 2012).  Yet, how we communicate with one another varies from person to person to situation to situation.  In addition, what is also important is how effectively we communicate with one another.  Effective communication develops over time with constant practice.  That's because communication is a transactional process: it involves two or more people acting in both sender and receiver roles, and their messages are dependent on and influenced by those of their partner (that is, their messages are interdependent) (O'Hair & Wiemann, 2012). 

So, when I think of all of the various ways I communicate I immediately begin to think of all of the various channels I use to communicate.  I know that I often do not give eye contact when I am engaged in serious conversation with just about anyone.  However, I am working on it slowly.  Some may not be bothered by it, but I could be offending others.  After all, this week I realized the true importance of each glance. Each glance can send a message of liking, loving, attraction, or contempt (O'Hair & Wiemann, 2012).  The second strategy I will work on is my code switching among my elder family members.  I have realized that with age I have come to value my elders because of the stories and experiences they share with me.  Thus in order to continue to value them and show them respect I am working on tuning in to and expressing my more formal language to signal my maturity as well.  They often still view me as the baby of the family and I wonder if that will begin to change when I am careful about the style of communication I begin to reveal.  The third strategy I am working on, is to be a good listener and pick up on the evasive messages.  Teenagers are great for this type of abstract communication, yet there are many people from many different age groups that speak in such a manner.  It is important to be clear and thorough when working in an education field.  Messages can immediately be misconstrued or used against you if you are not clear.  Therefore, listening and paraphrasing and asking detailed questions can make for positive and effective communication.  Of course, being aware of others culture, religion, gender, and age is just as important to effective communication, but as mentioned earlier everything takes time and practice. Hopefully in time I will continue to grow in order to gain better communication skills.
References:
O'- Hair, D., & Wiemann, M. (2012). Real communication. New York: Bedford/St. Martin's

Professional Hopes and Goals

    During the first course in this program, I helped to establish and become part of a learning community.  As the course progressed, I and my colleagues have been studying together and supporting each other's goals with regard to taking on and mastering the challenges of this MS Early Childhood Studies program.  As I prepare to move on to my final course before the specializations, I am thinking about my orations with regard to diversity, equity, and social justice, the different ways in which my colleagues have supported me, how I supported them, and what I wish for my colleagues as they continue on their professional path. 
    One hope that I have when I think about working with children and families who come from diverse backgrounds is to continue to establish collaborative, flexible, committed, relationships.    Family is central to the life of every child (Derman-Sparks & Edwards, 2010).  It is through this earliest relationship that children come to view themselves and others and find their place in the world (Derman-Sparks & Edwards, 2010).  Thus, developing a flexible attitude will allow me to build and sustain open lines of communication and an understanding of families and children I serve everyday, and to be able to continuously offer culturally relevant and responsive environments to both.
   One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to develop conferences or workshops for new comers to the early childhood field in order to share the value and importance of anti-bias education. Often it has been my experience that many new comers to the EC field lack experience in working with families and children from diverse backgrounds.  So, providing an open forum to converse and hear the experiences of seasoned professionals will provide them an understanding of how to address, celebrate, empower, and meet the diverse needs of children and families they will serve. Therefore, when we participate in the larger activism work of creating a more just society and world for all children not only do we help change the world but also we deepen other people's understanding of the unique needs of young children and their families  (Derman-Sparks & Edwards, 2010).
    Before I go, I would like to take a moment to thank my colleagues, bloggers, and professor for such an inspiring, insightful, enriching 8 weeks.  I have learned a lot about myself, diversity, equity, and social justices through self reflection and in reading my colleagues stories.  Thank you to my professor for the challenging questions and for pushing us all to a deeper level of learning and understanding.  The last 8 weeks have been a pleasure. As I move forward in the EC field, I feel confident about the information and knowledge I have gained  about diversity, equity, and social justices and for that I thank all of you!
Emily~

Welcoming Families From Around the World

• About 195 different countries exist in the world today.
• According to the U.S. census bureau, the Unites States' population includes individuals and families from 150 different countries.

It is certain that as an early childhood professional I will encounter children from diverse backgrounds whose families may have come from many different countries.  Thus, I wonder in what ways can I prepare myself for working in early childhood settings which represent such diversity?

I will imagine that I am working in an early childhood child care setting.  I have received word that the child of a family who has recently emigrated from Denmark, a country I know nothing about will join my group soon.  I want to prepare to welcome the child and her family.  Luckily, I am enrolled in a course about diversity and have learned that in order to support families who have immigrated I need to know more than surface facts about their country of origin (Denmark). Five ways I intended to prepare myself to be culturally responsive towards this family is to:

1.  Contact local child care resource and referral agency's or any major officials about any pressing child care issues or concerns in the country.
2.  Inquire about how families are engaged, supported, or encouraged in child care settings.
3.  Investigate how child care settings are organized and set-up.
4.  Investigate what early learning activities or educational philosophies are being practiced in child care settings. 
5.  Inquire what the work culture is like. 

The five inquiries allow me to gain a richer insight about Denmark's educational views, practices, and philosophies that the family may align themselves with.  In early childhood programs and in pre-school and primary classrooms, it is critical for teachers to address injustice and develop equity-based pedagogies, because children form ideas about fairness and their own sense of identity within the larger world during these early years (Boutte, 2008).  Thus, the prior preparation will allow me the opportunity to acquire  the knowledge to construct a culturally relevant environment and an open mind where the family and child may feel welcomed and embraced.

References:
Boutte, G. (2008). Beyond the illusion of diversity: How early childhood teachers can promote social justice. Social Studies, 99(4), 165--173.
Retrieved from the Walden Library using the Academic Search Complete database.

The Personal Side of Bias, Prejudice, and Oppression

    A few years ago I was enrolled in the childhood education program at a local college in my area.  This particular college teamed up with the district with which I was employed, and offered teacher's assistant an opportunity to gain their teaching degrees at a slightly lower rate.  Of course, I jumped at the opportunity and eagerly began my journey towards earning my degree.  Throughout my time at the college I saw many familiar faces, and along the way met many new ones.  many of the professors were helpful, encouraging, and approachable.  it wasn't until my final semester that I ran into some challenges.
    In my final semester I was preparing to student teach.  Finally the moment I had waited for had arrived.  In preparation we (those preparing to student teach) had to chose schools in which we would student teach.  We were allowed to pick three in total and the professor would review them and approve only two.  Having spent a few years in a less affluent district, I thought this would be a great opportunity to expand my experience and chose to student teach in a more affluent community and school district.  So, the time had arrived to hand in my choices to my professor and I was excited about receiving my approvals.  I never would have imagined that I would walk away with more than an approval.  During my meeting with my professor, a professor that was new to the building, she began to question my choices.  From the moment I entered the room she asked me twice what my name was.  Might I add we had met twice before briefly.  I proudly said, Emily.  She looked my way and said, "really, you don't look like an Emily", I immediately sat up and kept a serious face.  I thought to myself, "what is an Emily suppose to look like?"  I thought about it briefly, but I was so engrossed with wanting to know what schools I'd receive approval for that I left it in the back of my mind.
   However, the rest of the conversation did not go as smoothly as I would have liked.  To make a very long story short, I never did receive approval for the schools I had chosen.  I was given two schools that were in less affluent communities, and was told that I would be able to handle being at both because I could connect a lot easier with the population "they" served.  it wasn't until I got home that I began asking myself a list of questions.  Was it because I was Hispanic? What does an Emily look like? What did she mean by, I could relate to the population better?  Why wasn't I given the opportunity to expand my experience?  These questions invaded my thoughts for days, until one day another student asked me about my assignments.  I explained where I would be going and I asked the same question back.  Funny thing was that this other student was Hispanic.  Apparently the professor had given her the same lecture. 
    It was clear to me that this professor was biased.  Her actions, words, and statements allowed me to see how she felt about me and other Hispanics.  Apparently we knew how to connect with others from less affluent communities, apparently my name didn't fit the look of a Hispanic woman.  I was hurt beyond words, and shocked that a professor of education could be so biased.  The concept of equity was so far out of the window that it was unattainable for me.  Once my hurt had subsided, anger began to brew.  I wanted to answers to my questions and I wanted to know why.  So, I went to the Deans office  with the other Hispanic woman and we shared our story.  An investigation ensued and after a few semesters she was dismissed form the college for reasons I was not made aware of.  I can only imagine that they were because of her biased attitude, because it had been brought to my attention that she had continued such behavior and expressing unnecessary statements in other classes as well.  Had her attitude changed after she was initially addressed in my case, equity may have been available.  But, it had become available once the school had dismissed her because they did not approve of her behavior or allow for it to continue. 
    When a teacher acts out of unexamined internalized privilege or internalized oppression, that teacher runs the risk of unintentionally undermining children's development (Derman-Sparks & Edwards, 2010).  The same stands true for adult's!  It is important as educators to be mindful of how we treat one another because we set the standards and bar for our little future resources.  Everyone unique qualities and backgrounds need to be celebrated and embraced in order to build strong foundations for tomorrows children. 

References:

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

Practicing Awareness of Microaggressions

Micro aggressions can be very uncomfortable for parties that are involved in them.  However, to better understand what a micro aggression is I will share it's explanation.  Micro aggressions are brief everyday indignities that are verbal, behavioral or environmental, that they may be intentional or unintentionally communicated to women, to people of color, to gay/lesbians that have an insulting message behind them that often time causes severe psychological distress and harm (Laureate, 2013).  With that said, I have experienced first hand micro aggressive behavior and was made to feel very uncomfortable.  A few years ago I was working in a public school.  At the end of every school year there was an end of year celebration.  On this particular evening my fiancé and I arrived in his Mercedes Benz.  To make a long story short, a past coworker asked if we sold drugs to have such a nice car.  At first I was shocked, then I was angry and offended by such a statement and assumption.  My fiancé on the other hand quickly inquired if he was asked that question because he is black.  This coworker immediately turned red and said well of course not.  Later on that evening, I had to approach this coworker about what I was feeling, because it clearly left me feeling very unsettled and uncomfortable.  I explained to her that her question was quite insulting and it insinuated many things.  She apologized profusely.
Clearly we live in a world with grand oppressive attitudes and beliefs.  And so in some sense, this society has to begin to look at its moral spiritual connectedness with each and every one of us in which we begin to realize that the suppression/oppression of one group oppresses me and my group as well (Laureate, 2013).  To be able to move forward as a society we must begin to uncover and breakdown the biases, prejudices, discriminatory acts, and stereotypical attitudes and beliefs.  Its all about love, peace , and acceptance.

References:

Course Media: Laureate (2013). "Microaggressions in Everyday Life" .
 

Perspectives on Diversity and Culture

    An especially effective method to deepen one's grasp of any topic is to listen to and then reflect on the ideas of others.  This week, I had the opportunity to use this method and ask other people what they think about diversity and culture.  Interestingly the three people I interviewed had a similar views with slight variances.  Each of the three people were culturally different from me, were of a different gender, and age.
     The two women described culture as a mixture of many things such as: beliefs, attitudes, language,  customs, and traditions.  Whereas the male individual delves a little deeper and describes culture as the ideas adapted in everyday life. He believes art, food, music, gestures, and clothing describe culture. 
    All three individuals described diversity as a mixture of people, races, gender, religions, knowledge, and values.  As the male individual so eloquently described diversity as, the different branches of the same tree.
    I have studied the very aspects of culture and diversity the three individuals described.  For many, the characteristics are the most obvious of things which have been mentioned by the three individuals.  The formal definition refers to culture as, how particular groups of people live.  It is the way we eat, sleep, talk, play, care for the sick, relate to one another, think about work, arrange our kitchens, and remember our dead (Derman-Sparks & Edwards, 2010).  Thus as described by the individuals it is the relationships we create with those in our culture. It is everything that we do to be a part of and fit in.
    However, when we start to peel away at the layers of culture we must think of those layers that are deep within.   I think it's also a lifestyle (Laureate, 2011).  Culture goes far beyond what meets the eye.  What the three individuals failed to point out was that culture includes everything from housing arrangements, healthcare, ideas about educations to migration.
    Thinking about other people's definitions of culture and diversity has definitely influenced my own thinking.  We have made great advancements in the United States to respect, include and adjust to the melting pot of cultures we welcome daily.  Just the other evening I was watching television when a Swiffer commercial appeared.  I was pleasantly surprised to see the commercial depict a family composite that is frequently seen today in society.  The family consisted of an interracial couple and their biracial children.  Of course for me this was exciting to see, because my son is biracial.  This 3 minute commercial will allow my son to receive the message that his family is acceptable, but more importantly his differences are positively portrayed in our society.  All young children first develop their self-concept within their family, getting their initial sense of place in the world from where their family is and where they fit inside it (Derman-Sparks & Edwards, 2010).  Thus, the commercial validated that he is recognized and positively portrayed in media and our culture. 
   Yet, in the same breath we still have plenty of work to do.  Just recently I read in my local paper about a Muslim family that claims to have been mistreated, humiliated, and thrown out of a very famous office building that is a tourist attraction, because they were praying together.  This Muslim family explained that they were not among or in view of any patrons.  Allegedly to officers told them that they were not allowed to worship in this building and asked them to leave if they continued to worship.  The story went on to say that the Muslim family was mistreated and humiliated in front of their children and other patrons.  I can stop thinking about what the children were feeling about them selves, their culture, and most importantly their parents.  Children are so impressionable and being witness to such adversity can be harmful for them.  I think people forget that culture is a huge part of supporting children socially and emotionally.  With that said, we still as a society and educators still have our work cut out for us.  I think a principle, too, is just to be open to the fact that people are different, that you're different, and that it's important to start to uncover your own story and your own biases and how those things play out, and having an openness to the fact that people have different perspectives (Laureate, 2011).  As a society and a diverse population of people, I think we have to be willing to start taking risks and starting conversations and having dialogue and being open (Laureate, 2011). 

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

Laureate Education, Inc. (2011). Family cultures: Dynamic interaction. Perspectives on Diversity and Equity. Baltimore, MD: Author. 

My Family Culture

A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture.

    The three items I would take with me would be…

1.       Bible

2.      Family photo album

3.      Family recipes

    Each of these items are extremely special, valuable, and important to me and my culture, and if I had to explain what each meant to me I would simply state the obvious.  The bible by far would easily be explained as my source of comfort and faith.  It has kept me going through the toughest of times. It has allowed me to see the beauty and feel the peace in the simplest times.  My family photo album would show my ever growing family and how it has evolved over the years.  The pictures would be an easy way to show what moments of happiness, celebration, sadness, love, togetherness, and sadness were like in my family and how they were shared.  Last, but most certainly not least I would explain that my family recipes was the glue that brought my family together during the good times and the bad times.  Food comforted us during the most difficult of times, filled our bellies and brightened out smiles during the good times. It was the meals that brought us together to share what we know as our culture, love, and faith. 

    If upon arrival I was told that I could only keep one personal item and had to give up the other two items, I would without hesitation take my bible.  Of course, I would be heartbroken about leaving my pictures and recipes behind, but my bible as I mentioned before is the source of my comfort.  Not knowing where I am going or what my fate will be.  I want to make sure that my bible is by my side to remind me to lift my spirits and guide me in the choices I make. 

   I did gain some insights as a result of this exercise.  I definitely took a few days to ponder what items I would bring with me in the event of a catastrophic even in my country.  The first on my list was my bible because even today I rely on it to teach me to lead, to love openly, and how to keep order in my life.  Yet, beyond that I realized that no matter where we go or who we are or what we bring, we take a part of our culture and history with us.  I am my culture and my culture is me.  My culture is the food, spices, and sweets I eat, my faith, and my family!

Research that Benefits Children and Families-Uplifting Stories

 

 

 

Every moment of everyday we are curious about the world around us.  We are always asking questions, gathering information and using that information to make better decision. The same is to be said for the early childhood field.  The early childhood field is always evolving and improving, so it’s important to always stay up to date with the latest research, news, and findings that can benefit those in the field.    Just this week I came across an interesting research article that can provide valuable information for parents, families, educators and others in the early childhood field. Back in November of 2010, The National Institute for Early Education Research released an article that documented the advantages and importance of pre-k titled, The New Mexico PreK Evaluation: Impacts From the Fourth Year (2008-2009) of New Mexico’s State-Funded PreK Program.  New Mexico’s children who attend the state-funded Pre-K program have been found to have achieved significant positive effects in vocabulary, math, and literacy skills at the beginning of kindergarten, according to the fourth in a series of annual reports by NIEER (Hustedt, Barnett, Jung, Friedman, 2010).  Once again this research provides valuable information in regards to the importance of providing quality early childhood education in the early years of a child’s life.  More money was spent on every pre-k child and it proved to be beneficial in the long run.  With so much attention and talks from NY’s governor and mayor about universal pre-k, the research article just sheds such positive light and drives the message home about why pre-k is essential and needed.  Thus, research in the early childhood field is crucial, necessary, and it can provide many positive effects for children and families.

 

References: 

Hustedt,, Jason T., W.Steven Barnett, Kwanghee Jung, and Allison H. Friedman. "The New Mexico PreK Evaluation: Impacts From the Fourth Year (2008-2009) of New Mexico’s State-Funded PreK Program." (n.d.): n. pag. National Institute for Early Education Research. Rutgers, Nov. 2010. Web. <http://nieer.org/publications/latest-research/new-mexico-prek-evaluation-impacts-fourth-year-2008-2009-new-mexico%E2%80%99s>.

My Personal Research Journey

    Back in November of last year I was given the privilege of attending 92Y’s Seventh Annual Wonder Play Early Childhood Learning Conference-Balancing Core Early Childhood Principles with 21^st Century Expectations in NYC. Of the many workshops offered at the conference, I was drawn to and intrigued by JoAnn Deaks workshop titled From the Neck Up: Differences in Early Brain Development in Boys and Girls.  Thus, my simulation topic is learning about the different ways boys and girls learn.  These differences lead to a variation in the way females and males approach almost everything: from learning to loving, from communicating to consoling(92y,n.d).  As a parent, early childhood professional, and educator it is important to me to learn how to properly meet every child's learning styles.  As a society we often place boys and girls into specific gender roles.  For example, we often hear boys being referred to as being rough and full of energy, while girls are referred as being calm and gentle.  However, as educators it is important to stray from these biases and appeal to a child's abilities so that we appeal to them as a whole child. 
    In the most recent weeks I have used several web pages to gather information about a child's brain development.  Some of the web pages are: 
The Deak Group, http://www.deakgroup.com/our-educators/joann-deak-phd/
Zero to Three-Brain Development, http://www.deakgroup.com/our-educators/joann-deak-phd/
Center on the Developing Child-Harvard University, http://developingchild.harvard.edu/
Hopefully these web pages will be as useful to you as they have been to me.

References:
Deak, J. (2013). Afternoon Lectures-Session B-From the Neck Up: Differences in Early Brain Development in Boys and Girls. Retrieved from http://www.92y.org/Uptown/Wonderplay/Conference/AfternoonLectures.aspx