Sharing Literacy Lesson Design and Implementation Through Professional Collaboration

Sharing Literacy Lesson Design and Implementation Through Professional Collaboration

            When planning lessons for diverse students, the teacher must first assess the students in order to know the academic level of the students.  ELL students may have difficulty understanding the spoken word in English so it is ideal for teachers to use pictures or hand gestures when communicating with ELL students.  Students should be encouraged to speak their home language in the classroom and at home, because it helps students to successfully become bilingual (Bauer, 2009).  It has been my experience that the Hispanic parents of my students do not encourage their children to speak Spanish at home but the older household members still speak the home language to the students (Bauer, 2009).  So often the students are caught between two worlds of language so it is the responsibility of literacy teachers to provide a safe passage for these students into the world of English attainment.

            I have gained a large amount if insight during this course and I have learned effective strategies to reach my diverse learners.  Teachers should practice anti-bias education because every student deserves the best chance to acquire and excellent education regardless of their culture and/or economic status (Derman-Sparks & Edwards, 2010).  In order for diverse students to thrive in the classroom they must feel safe, secure, and accepted.  This course made me examine my own beliefs of how to infuse culture responsiveness into lesson planning.  I never realized until participating in this course how important it is to invite students to use their home language when they are expressing themselves in the classroom.  I also learned that I needed to include pictures with vocabulary words and the language should represent the students. Students bring a wide variety of experiencess to the classroom and it should be the goal of the teacher to find out about the strengths that students bring (Mazur & Doran, 2010).   It is a great idea to conduct oral interviews in order to find out information about the student’s background, family customs, and what topics hold the student’s interest (Indiana Department of Education, Office of English Language Learning and Migrant Education, n.d.)  I plan to utilize all of these literacy strategies in order to ensure all of my students to succeed.

Lesson Plan Submission

            I chose the book Peter’s Chair by Ezra Jack Keats for this lesson because it relates to home experiences that are familiar for English and Spanish speaking students.  It also contains great vocabulary words (stretched, fussing, cradle, whispered, muttered, chair, believe, and special).  The story tells of a little boy name Peter who suddenly has a little sister and he notices that his life is changing.

            The lesson starts with examining the book cover and asking the students to discuss what they see.  Next I told the students about some of my favorite toys and invited the students to mention their favorite toys as I wrote the responses on a chart.  Then we discussed what it meant to outgrow toys and what feelings may arise.  Students are more engaged when stories are connected to home life. when they connect the story to home life.   Next I introduced the vocabulary words (The words were written in Spanish and English along with pictures.   During the reading we took a “picture walk” and we made predictions together about the story.  I asked “I wonder” questions and discussed what Peter may have be feeling during the transitions in the story.  After reading we examined the prediction chart and then we checked the validity of the predictions.  Next I administered a shared writing  exercise so the students will be able to view how sentences are formed and how to apply phonemic awareness skills.  Interactive writing is a way to show students how to convey meaning to writing and it reinforces the English language to ELL students (Williams & Pilonieta, 2012).  Interactive writing is a great model to show my young kindergartners how to initiate writing and put ideas to paper.  After this exercise the students drew pictures about what happened in the beginning, middle, and end of the story.  This lesson focused on the following Common Core State Standards:

RL.K.1- With prompting and support ask and answer questions about key details in a text.

RLK.2 – With prompting and support retell familiar stories, including key details.

RL.K.3-With prompting and support identify characters, settings, and major events in a story.

RL.K.4- Ask and answer questions about unknown words in a text.

            The students were evaluated by teacher observation process and how well the students are able to discuss the story and if they could accurately identify what happened in the beginning, middle, and at the end of the story. and if they understand the process of checking predictions.  Most of this lesson went well because the students were excited and completely engaged.  To my disappointment the majority of the students could not identify the different parts of the story accurately.  I will use the overall strategies from this lesson but next time I will make sure that I model how to identify the beginning, middle, and the end of the story.

References

Bauer, E. B. (2009). Informed additive literacy instruction for ELLs. Reading Teacher, 62(5), 446–448. 

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

Deussen, T., Autio, E., Miller, B., Lockwood, A., & Stewart, V. (2008). What teachers should know about instruction for English language learners. Retrieved from http://educationnorthwest.org/resource/669 

Indiana Department of Education, Office of English Language Learning and Migrant Education. (n.d.).Authentic assessment. Retrieved September 4, 2014, from http://www.msdwt.k12.in.us/msd/wp-content/uploads/2011/10/authentic_assessment.pdf  

Mazur, A., & Doran, P. (2010). Teaching diverse learners: Principles for best practice. Thousand Oaks, CA: Corwin Press

Williams, C., & Pilonieta, P. (2012). Using interactive writing instruction with kindergarten and first-grade English language learners. Early Childhood Education Journal, 40(3), 145–150.

Time Well Spent

 

 

 

 

Time Well Spent

            When I first embarked upon this course I wondered what a Capstone entailed but now I discovered that it is a culmination of my coursework at Walden University.  I learned the importance of combining passion, vision, and practice in order to impact the early childhood field in a positive and effective way.   I now know that passion drives success and when people are passionate about a certain task they are usually successful.  The second point that stood out to me is how leaders may exhibit different leadership styles but the most effective way to lead is through transformation.  Because transformational leaders lead with truthfulness and they are interested in the interests of their followers (Mind Tools, Ltd., 2011). It is my goal to become a transformational leader because I desire to change and improve the lives of children and families. Finally I have developed the skill of investigating the intended and unintended consequences when conducting research and this skill can also be applied to everyday tasks in the classroom. T One example is requiring parents to read to their children for 15 minutes per day but there may be parents that actually don’t know how to read, so this would be an unintended consequence.  That is why it is so important to have family literacy workshops.  My long term goal is to continue to make a difference in the lives of impoverished children and families and to one day create a diversity curriculum that would be used in schools across the country.

            I have learned a great deal of helpful information from my classmates and Dr. Hampshire in this course and I am eternally grateful.  We were a collaboration team that set goals, shared inspirational stories, and supported each other when we had personal doubts.  Just hearing encouraging words made all the difference.  I cannot believe that the end is near and we are graduating with brand new skills.  I challenge my classmates to go out into the world and make a significant difference in the lives of others.  One of my favorite quotes from Maya Angelou reads: “If you get, give if you learn teach”.  I wish everyone much success in the educational field and I hope to hear from you soon! My email address is: nharris541@gmail.com.

 

References

Mind Tools, Ltd. (2011). Leadership styles: Using the right ones for the situation. Retrieved from

            http://www.mindtools.com/pages/article/newLDR_84.htm

 

 

 

 

 



Jobs/Roles in the ECE Community: Internationally

 

Jobs/Roles in the ECE Community: Internationally

            The Global Impact organization was founded in 1956, and its main function is to give to causes around the world.  Their mission is to help people that are in dire need of resources.  This organization is known for being a leader in philanthropy around the world and they supply funding to UNICEF and other providers worldwide.  I chose this organization because I wanted to know how many of these organizations that help people around the world get funding.  The Global Impact organization has greatly impacted around the world and in the US for years in a gigantic way.  This organization partners with public sectors (government) and the private sector.  There is a job listing for a Technology Intern which entails updating software (new & existing), ability to troubleshoot, fix computer problems, and create training manuals.  There were no early childhood jobs available at this time.

            The next international company that was of interest to me is The Science of Improving Lives (fhi 360).  I am not sure why the name change but the site refers to the company as Fhi-360.  This is a nonprofit organization that focuses on improving the lives of people worldwide through human development approach.  This company believes that people should be able to reach their fullest potential.  This organization serves over 60 countries around the world and the US.  Some of the educational services consist of supplying data to the education field to encourage student driven learning for those who are economically poor.  This company believes that all lives are connected so the causes are universal.  There is one job opening for a Workforce Connections Intern.  The person that holds this job will be able to work with the project team and conduct research, maintain phones, and create training manuals.  One of the qualifications is that the applicant must be in a Masters or PHD program and be able to speak clearly and have strong writing skills.

            UNICEF is an organization whose main mission is to better the lives of children throughout the world.  Many lives have been saved through the “Stopping Ebola Initiative”.  UNICEF has focused on stopping human trafficking and helping people who have suffered the ravages of natural disasters (hurricanes, earthquakes, and floods).  UNICEF is the world’s humanitarian leader and most of the fundraising is coupled by advocacy and education.  I remember as a little girl carrying an orange carton door to door to collect money for UNICEF, so they encourage the very young to be advocates for change.   Most positions I saw on the website were out of the country and temporary.  There is a job in Bamako, Mali for a Chief of Social Policy.  This person will be responsible for managing social policy initiative overall and being in constant dialogue with government agencies.  The qualifications consist of : - an advanced degree in Political Science, Public Relations, Social Sciences, international finances degree in Social Sciences, International Relations, Political Science, International Finance, Public Relations,, or other relevant disciplines .  The person would need at least eight years of work experience.

References

http://www.charity.org/       (global impact)

http://www.fhi360.org/about-us-for-all-learners/#more-6096

http://www.unicef.org/about/

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Jobs/Roles in the ECE Community: National/Federal Level

 

 

 

Jobs/Roles in the ECE Community: National/Federal Level

            The National Association for the Education of Young Children (NAEYC) is one of the biggest organizations that focus on issues concerning children.  NAEYC also is an accrediting body that certifies early childhood programs.  The NAEYC office is located in Washington, D.C.

Job opportunities: (Senior Director) NAEYC Academy for Early Childhood Program Accreditation.  This job entails leadership of the NAEYC staff and keeps up to date research on early childhood standards.  This person will also handle the financial responsibilities of the organization.  The person must also possess management and strong communication skills.  A degree in business management for non-profits is desired or an advanced degree in early childhood.

Child and Family Services DC:

            The Child and Family Services is a government agency that supports the needs of children and families through the welfare system.  This organization also manages the Foster Care system and protects children from suspected abuse.  This organization also provides safe havens for children and families that have been abused.

Job opportunities: Director for Well Being – The director will ensure the health and well being and support for children and families.  The duties also entail overseeing the day to day operations and establishing short term and long term goals.

Office of Head Start:

            Head start was created as a result of President Lyndon B. Johnson’s War on Poverty Act of 1964 and the organization later was fully established in 1977.  This organizations mission is to provide high quality education to low income children, establish training programs for parents, and to lift poor families out of poverty.

Job opportunity: Specialist Instructional (Early Childhood Education), the specialist guides and builds quality early childhood teachers, support staff, and other school personnel. 

Qualifications: Bachelors degree and have 3-5 years of teaching experience.  Supervisory experience is a must and the candidate must have experience working in a low income program.

Exploring Roles in the ECE Community: Local and State Levels

 

 

 

Exploring Roles in the ECE Community: Local and State Levels

            The three organizations that interest me is the Children’s Defense Fund (CDF), Martha’s Table, and the National Education Association (NEA).  It is my belief that I was put on the earth to be of service to children who have had a rough start in life because of economic struggles.  It is sad that some children are born into poverty and they have no control over their circumstances.  It is my goal as an educator and activist to lift families out of poverty by offering resources, training, and excellent nutrition. 

The Children’s Defense Fund was founded in 1973 by Attorney Marian Wright Edelman who had worked closely with Dr. Martin Luther King Jr. during the civil rights era (CDF, 2015).  The goal of the CDF is to better the lives for children and families and to give young children a healthy “Headstart and fair start” in life (CDF, 2015). This organization wants to strike down the statistic of the preschool to prison pipeline.  The CDF has lobbied lawmakers on the hill, provided extensive research on solving problems of the poor and disadvantaged, and “Freedom Schools” were created to train young teachers how to help to help impoverished children become successful.  The “CDF” mission statement is “Leave No Child Behind” and I have adopted this mission in my own life.  There no jobs currently available in my area.

The next organization of interest is the Martha’s Table organization which was founded by Dr. Veronica Maz in 1979.  Martha’s Table started out as a social service agency that focused on feeding the poor (Martha’s Table, 2015). ` It has now blossomed in to job training, healthcare services, and high quality early child care.  After school program were later created because Dr. Maz realized that many poor children had no place to go after school so tutoring and snacks are provided for school age children.  Martha’s Table also offers free clothing and training programs for clients.  There is presently a job opening for a Chief Operating Officer that requires that the candidate must have 15 years experience in direct funding and hold a /bachelors and Masters degree and other qualifications.

The National Education Association was founded in 1857 and is the oldest organization to admit Blacks before the civil War (NEA, 2015).  This organization supports quality public education and quality teachers.  I am a firm supporter of public education and believe all children regardless of the economic status in life are deserving of top notch educational opportunities.  The NEA and AFT (American Federation of Teachers) have partnered in order to protect the rights of all children and teachers.   The NEA has been very vocal regarding educational legislature for public school children.  The website also offers theme-based lesson plan as a great teacher resource.

References

About NEA. (2015, January 17). Retrieved January 17, 2015, from http://www.nea.org/home/2580.htm

Home Page. (2015, January 17). Retrieved January 17, 2015, from http://marthastable.org/index.php

Protect America's Children | Children's Defense Fund | CDF. (2015, January 17). Retrieved January 17, 2015, from http://www.childrensdefense.org/



Reflecting on Learning

 

 

 

 

Reflecting on Learning

            One of my most passionate hopes for students and families is that they can achieve any goal that they have without facing biases. All children deserve to feel valued and accepted so they can obtain high self esteem.  I see the stress on the faces of the families that I serve daily because they are struggling to survive economically in today’s world.  This stress is reflected in the children because they are living in dilapidated housing, have limited clothing, and they are often hungry.  I know this sounds like I am speaking about a third world country but I am talking about poor families that live in the Nation’s capitol and the home of the President of the United States.  By taking an anti-bias stance in education it is my dream to create high functioning adults of the future by nurturing these children why they are young.  I cannot sit back and wait for someone else to make the change because the change has to start with me. I also will employ other colleagues and parents on my journey because there needs to be a collective effort.  When examining biases it takes different insights and perspectives (Derman -Sparks & Edwards, 2012).  This course has opened my eyes to the ugliness of various types of biases and it is my obligation to make sure that every individual feels honored and respected.

            I would like to thank my classmates for sharing their personal experiences with biases.  Our lives are so much richer when we can share our thoughts, biases, and our innermost fears. I have grown professionally and personally because of the interactions.  Now that task is at hand for us to use what we have learned to make a significant difference in the lives of others.  I wish everybody much success in your professional endeavors!

 

 

 

References

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}.

 

 

           



Impacts on Early Emotional Development

Impacts on Early Emotional Development

            I selected the country of Cameroon because my sister had a DNA swab done a couple of years ago and we discovered that our ancestors came from Cameroon.  There is an alarming rate of malnutrition among mothers and children that have come from Central Africa to Cameroon because of wars (Press Centre, n.d.)   There are many children that are starving and malnourished in health facilities and the end result is often death.  UNICEF has been instrumental in helping these malnourished mothers and children and remains a beacon for their survival (Press Centre, n.d.).  UNICEF representative’s goal is to fight for the well being of all children because children cannot develop successfully without proper nutrition (Press Centre, n.d.).  A hungry child has very difficult time learning.

            It is so sad to see that there are children staring right in the US and this country is supposed to be one of the richest nations in the world but we allow our youngest citizens to starve.   I have personally experience this tragedy at the school where I am teaching, these impoverished children come in hungry and they often ask for seconds and sometimes third servings because they are lacking food at home.  When these children are full then they are ready to learn and receive new information.  It is my personal goal to make sure all inner city schools provide food and clothing banks for children and families.  Our families are hurting and not enough people seem to care.  As an early childhood professional I believe that it is my duty to handle the needs of the whole child.  I also hope to one day travel to Cameroon and try to help the children and families achieve better living conditions.

References

Press centre. (n.d.). Retrieved December 14, 2014, from

               http://www.unicef.org/infobycountry/media_73991.html



The Sexualization of Early Childhood

 

The Sexualization of Early Childhood

 

In the book excerpt “So sexy so soon” the authors stated that children are being sexualized at a very early age because of the media and advertising (Levin & Kilbourne, 2009).  This phenomenon is presenting many problems for children and their parents because young children are not developmentally prepared to handle these feelings (Levin & Kilbourne, 2009). I have noticed recently in my own preschool class that the children seem to be highly sexualized all of a sudden and I have been searching for ways to solve this problem.  One 4-old girl started showing her bottom to her classmates after going to the bathroom.  This action seemed to have a domino effect and other children repeated the same action while laughing.  The adult teachers in the class spoke with the children and explained that these actions were inappropriate.  We also told the girl’s parents but the mom denied the action.  Just last Friday a 3-year old boy was in the bathroom with a 3-year old girl and started caressing her from behind so we also had to have a discussion with them.  I spoke to the little boy’s father and his first response was that he planned to beat his son with a belt.  I cautioned the dad about taking such a harsh action, and I asked him if his son saw this behavior in the home.  The father informed me that his son did not get this from him and his wife but he felt that his son saw too many movies that were inappropriate.  He also mentioned a Chicken Little movie had hugging in the movie and his wife let his son watch adult movies like “White Chicks”.  The dad said that he has told his wife to stop letting their son watch those movies but his wife replied that she did not want their son to in his room alone.

            I have decided to read books to my class concerning good touches and bad touches, so we could have an open discussion about these behaviors.  My next step will be to have a meeting with the parents and have our school psychologist lead our session.  Children need to learn to be children again and not highly sexualized little adults.  I feel that the advertisers are the culprits, so teachers and parents have to save our children by controlling what they see.

References

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. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

 

 

 

 

Evaluating Impacts on Professional Practice

 

 

 

 

 

 

Evaluating Impacts on Professional Practice

            I have experienced poverty at one point in my life and now I have a neighbor that has two small children and she has recently become unemployed after making $80,000 a year and she is struggling for existence.  The city recently turned her water off about 4 months ago and recently her gas was turned off and it is winter time.  I have let her fill up bottles of water from my home on a regular basis and my husband bought the family a space heater.  I am sharing this story because times are hard economically for families and while some people are born into poverty which is devastating, there are some people that are suddenly thrust into poverty and it is just as devastating emotionally and physically.  Most of the parents at my early childhood facility are on vouchers and they live in homeless shelters, transitional housing, or inept apartment dwellings.  Classism can render horrific situations and poor families often give up the hope of moving up economically in society.  The question I ask is “How can I make my students and families feel good about themselves?”

            In my classroom I witness many forms of poverty where parents cannot afford to send a change of clothes for their children, and the children are so hungry that they ask me several times during the day when the next meal will be served.  My heart aches for these children and while I understand the struggle they may be experiencing, /I have not felt the feeling of hopelessness that their parents are experiencing.  When children are born into a low socioeconomic status, statistics show that they struggle academically because they do not hear a lot of language in the home (Berger, 2012).  When children are hungry it affects brain function which makes it hard to grasp cognitive skills.

            To help remedy these situations teacher can do several things like become good listeners to children and families and refrain from making judgments (Derman-Sparks & Edwards, 2010).  Educators should offer family activities such as a “Culture Share” that invites parents in to share some good news about their families.  In neighborhoods where food is a scarcity, teachers could offer baskets of fruit in the morning, take home food items in the afternoon.  Each classroom should have a parent resources corner that offers information about family assistance programs.  I would also like to set up parent network meetings so parents, teachers, and social service personnel can exchange helpful information.  Poverty affects all of us in some way and it is an issue that we can try to eradicate together.  My professional career involves addressing the needs of the whole child.

References

Berger, K. (2012). The developing person through the life span (8th ed.). New York: Worth.

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).



Observing Communication

 

 

 

 

Observing Communication

            I was in a preschool classroom and observed Ms. Brown who is a teacher’s assistant interacting with a little boy Chris, who is also a twin.  Chris was working at a table with Ms. Brown during a small group activity and Chris suddenly got up when he had finished the project and walked over to another group’s table.  Ms. Brown got up from her table and re-directed Chris back to her table.  Chris started yelling “No” and told her to leave him alone.  Ms. Brown then raised her voice and told him “stop it”.  Chris ran toward Ms. Brown and started hitting her repeatedly.  She started yelling “stop it”, “I’m tired of you beating on me”.  At that point Chris went full throttle and started running around the room and hitting furniture.  The teacher walked over and spoke to Chris in a low calm voice and asked him to explain to her what happened.  She also pulled a behavior chart she had for him and recounted what happened before the incident occurred and what happened during and after the incident.  She reminded him to use an inside voice and that he had to wait his turn to move to another table.  She also wrote the account of the incident on his behavior chart and explained to him that he would not get a “smiley face” for group time and he would have to improve his behavior if he wanted to ride bikes later on.  Chris began to take deep breaths as instructed by the teacher and he calmed down. The teacher also told him to apologize to Ms. Brown.

            When teachers are communicating with children, children need to feel respected and safe in their environment (Laureate Education, 2011).  In the class scenario Chris was never asked why he wanted to go to another table.  Effective communications with children means taking the time to listen to their thoughts, and then decide what the next step should be in a peaceful manner (Laureate Education, 2011).  Sometimes adults view children as little pawns to be manipulated and they refused to consider that children are human beings with thoughts and feelings.  Teachers need to use teacher-talk and communicate with children and give children the opportunity to ask questions and express thoughts (Dangei & Durden, 2010).  In the case of Ms. Brown and Chris, I think the situation would have been more positive if Ms. Brown had engaged the children more in the activity by asking questions about the project which would have made Chris be more engaged.  The tone of voice makes a difference because when teachers use calm voices when speaking the children feel more relaxed (Dangei & Durden, 2010.  Children should also have the freedom to leave small groups and venture into other interest areas (Dangei & Durden, 2010).  I learned so much from this week’s reading resources and I now know how to better communicate with my students by increasing higher order thinking skills and letting the students lead to help them acquire new knowledge.  Teachers have to take more of a facilitator role which means that we are co-learners with our students.

References

Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating

            with young children. Baltimore, MD: Author

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group

            activities. YC: Young Children, 65(1), 74-81. 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=47964033&site=ehost-live&scope=site



Creating Affirming Environments

 

 

 

 

Creating Affirming Environments

            When creating the anti-bias classroom children’s needs have to be met by recognizing their social indentify.  I would call my program “We Are a Learning Family” because the word “family” denotes closeness.  Upon entering the center families would see family pictures posted on the wall which would let children know that they are important at school.  Separation of parent and children is often made easier when children can view family pictures throughout the day (Laureate Education, 2011).  I would also have a pictorial schedule for the parents to see when they come in and for the children to follow during the day.  Children feel comforted when they know what is coming next in the day.  There would be a multicultural rug in the morning meeting area so children can appreciate visual pictures of different cultures.   When the children enter in the morning there will be music playing from different cultures daily.  Family pictures would be displayed on the wall and there would be a comfort corner with pillows in order to soothe children that may be having emotional melt downs. 

I would have a large variety of multicultural books in every area in the room in all centers.  I would have a lot of learning materials including skin colored crayons and paints so children create artwork that matches their own skin color.  Families would be invited to come into the classroom once a week to share cultural stories, or share cultural artifacts with the class so the children can learn to appreciate differences.  There would also be a big basket of persona dolls that represent various cultures so children can use in the different interest areas (blocks, dramatic play, library, etc.) in the classroom.  When all cultures are represented in the classroom in a positive way, children and families feel a sense of belonging (Derman -Sparks & Edwards, 2010).  My goal is to provide a welcoming environment where all children can strive and thrive to be respected, proud, intelligent and caring citizens that would advocate for justice around the world.

References

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).

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an

            anti-bias learning community. Baltimore, MD: Author

 



What I Have Learned

 

 

 

 

What I Have Learned

            It is my desire to help children and families of diverse backgrounds by greeting them with a welcoming heart, loving spirit, and a listening ear with the hopes of making their lives better.  I have learned that quality early childhood education is a valuable gift for every child because it enhances cognitive, emotional, and developmental growth.  Anti-bias educators are extremely concerned about the future of all children and making sure that they are respected (Derman-Sparks & Edwards, 2010).   I am committed to do the work and make sure these goals are manifested in my personal and professional career.

          One goal that I would like to see take place in the early childhood field is the acceptance of an anti-bias curriculum because it makes children’s lives to become whole.  Every child deserves the right to live a quality life without biases and free from exploitation and unsafe environments (Derman-Sparks & Edwards, 2010).  Family culture needs to be recognized in the learning environment so children can feel a home/school connection and take pride in their cultural identity and customs (Woodward & Oates, 2010).  It is very important for students to hear their home language in the classroom when experiencing early education because it strengthens them socially and academically because it creates self-worth (Woodward & Oates, 2010).  I will continue to be a strong advocate for social justice and equity for all children and families from diverse backgrounds so they can have feelings of belonging to society.

          I wish my colleagues continued success in the field of anti-bias education and I am thankful that they freely shared personal experiences during this journey.  My outlook on life has been positively impacted because of the classroom interactions and I am a better person for it.  Collaboration makes us stronger because when we share with another person, we become a part of their story and their experience.

 

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children

          and ourselves. Washington, DC: NAEYC.

Woodhead, M., & Oates, J. (Eds.) (2010). Early childhood in focus 6: Culture and Learning.

            Milton Keynes: The Open University