Evaluating Impacts on Professional Practice

Last year I became the youngest Lead Teacher on the Infant/Toddler side in my center and that was a huge adjustment for not only me but also the families in which I worked with. I had three strikes against me from the moment I agreed to the position, I was the youngest, I have no children and I am a lesbian.  The teachers in which I worked with knew about my sexual orientation, but I made it my business to shield that from the families, because I did not want that to be an issue in which the parents questioned my teaching ability. From the beginning, the families fought with me and on the sly questioned my ability to care for their children. I followed and still follow all guidelines and show my students as much love and care as my heart and their heart can hold, but at times it still feels like it is not enough. I must admit that it is very frustrating and I even go home crying and feel defeated because all I want from the families is to see that I care about their child’s well-being, that I am their advocate, that I am competent and that this is not a baby-sitting job for me.   From looking at the demographics in my classroom, most would believe it would be a breeze, but to their surprise, it is not. Most of the families I service are between the ages of 22-29 and I even have a lesbian headed family.  These family structures are the ones in which at times makes my workday a stressful one. In my experience, I have had the following issues in working with these families. They include:

·         Families do not read daily grams, flyers, newsletters or etc.

·         Families do not complete Home Enrichment's/class projects

·         Families do not show up for center wide events

·         Families do not come to parent-teacher conference meetings

·         Families do not volunteer/donate

Although my first year has not been ideal, I have built a few lasting partnerships with some of the families in my classroom. I can honestly say that I can see the progression that some of my children have made and they tug at my heartstrings. I believe that we as professionals go the extra mile to welcome families and invite families in the learning environment regardless of classism, race, age, cultural background, sexual preference or even family make-up. It is my hope that families remove their own biasness and see the greater picture, which is to build strong, independent, intelligent, diverse, respectful young children.

Observing Communication

This past weekend I had a blast hanging out with my sister’s and also my niece and nephew.  It was so amazing to see how much they had grown and how intensive their vocabulary had gotten since the last time I had saw them.  My nephew, Josiah is Tee-Tee’s little monkey man, and he is is 2 years old. My niece a.k.a. my punkin Nylah, is 20 months old and those two little people just light up my life.

Friday my sister’s and I decided to get together, cook, and watch movies. I was sitting down in the floor and my niece and nephew went over to Tee-Tee Tam and just started playing and talking. Tee- Tee Tam was bouncing Nylah on her leg, when Josiah walked up and said, “Tee-Tee, do me. I wanna do it.” My girlfriend and I looked at each in amazement because usually my nephew is very quiet and does not say very much.  My girlfriend turned and looked at Josiah and said in response, “Okay Jo, Tee-Tee can bounce you and Nylah. Is that fine? See you guys are sharing time with Tee-Tee”. Josiah ad Nylah laughed so hard and had several back and forth exchanges with all of the adults there, which made for a good time.

I felt my girlfriend did a wonderful job in connecting the importance of sharing and taking turns. I also appreciated the fact that real words were used and that she disregarded their age and communicated with them as if they were older. I could see that because the adults surrounded by my niece and nephew were talking and being very expressive that it made them want to be a part of the conversation and engage in real-life conversations.  In looking back at the situation with my girlfriend, our niece, and nephew, I could see that she incorporated the following strategies, as presented in the article “Communicating with Babies”. The strategies included (2011):

·         Acknowledge the baby by name

·         Wait for the baby’s response

·         Include your observation of the baby’s response in your next message

·         Say what you see or think you see and include those responses

I believe because Tee-Tee Tam acknowledged and referenced both children, that it allowed them to feel important and included in the conversation.  I also believe it allowed them to make connections and see the importance of sharing and taking turns, which would aid them in future situations.  I will never say that I am the most effective communicator, so by competing this assignment and looking over the articles and resources provided, that it has furthered my knowledge on the importance of effective communication. I feel as if the more I learn, the more insight I can offer the families and children I reach every single day.

Reference

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60001533&site=ehost-live&scope=site

Creating Affirming Environments

For this week’s blog assignment, I have been given the task to imagine I have my very own Family Child Care Home.  I would first incorporate structure and independence building in a free play curriculum. I believe that although I am allowing the child to develop at his or her own speed that the child will be able to gain the knowledge and skills needed to flourish academically and developmentally.

In creating and opening my very own Family Child Care Home, I would like to service families with children six (6) weeks to four (4) years old. I would like the various age groups to stay together and have a very small class teacher to student ratio. I would first create an in-take process which will allow me to better get to know the families in which I will be servicing and also allow the families to express their views, concerns, and highlight their culture in a more intimate setting. I would love to work with families from all different kinds of cultural, religious, and ethnic backgrounds.  In order to build a lasting partnership I am aware as an early childhood professional, that it is important that I make all the families being serviced visible inside the classroom and the center or home as a whole, and that I should also gain input from the families about their traditions and beliefs. One thing that I found useful inside my current classroom was creating a family tree and having the children bring in photos of their family and have the children and parents and/or guardians create “All about Me” books. It was during this time when the families got more involved into the lesson and became creative with highlighting their family inside the classroom. I also found that the children loved displaying their creations during Friday Show & Tell hour.  Creating an anti-bias environment deals greatly with visual effects and here below are a few things professionals need to take into account when displaying families (2010). They include:

v  Display children and adults from various racial and ethnic identity groups in your community

v  Display families from a range of economic groups performing all types of work (e.g., working class, professionals; work I  home, work outside of home)

v  Incorporate visual images of persons with disabilities of various backgrounds working, playing, spending time with their family

v  Display diverse family structures (single parent, adoptive families, gay/lesbian families, mixed race etc.)

v  Be sure images chosen reflect both similarities and differences within every group as well as between groups

v  Do not show images that depict misinformation or stereotypes about a group

References

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves.  (pp. 43 & 45). Washington, DC: National Association for the Education of Young Children (NAEYC).