What I Have Learned

One hope I have when I think about working with children and families who come from diverse backgrounds is to develop relationships built on respect, honesty and trust with every family while inspiring them to accept first themselves and to help them to understand the importance of diversity and inclusion so that they can learn to respect, understand and accept each other.

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice would be to become an advocate for anti-bias education to ensure that policies are put in place so that every child can have access to quality and equitable care and education irrespective to race, socioeconomic class, age, gender, religion, ability, sexual orientation in order for them to develop to their full potential and thus make meaningful contributions in society.

I would like to thank my colleagues for the opportunity to learn from them by sharing their personal experiences with us and providing feedback to my discussions posts and blogs.  I gained tremendous insights and was inspired by your thoughts and experiences.  I wish you all a festive holiday break and continued success in your future courses.

Creating Art: Meaning of Diversity

My art work conveying the meaning and importance of diversity and anti-bias education has been inspired by Whitney Houston's song "The Greatest Love of All" and John Lennon's song "Imagine".

We Don't Say Those Words in Class

I can recall a few years back, I took my nieces who were then 3 years and 4 years Christmas shopping at the mall.  While we were at a restaurant having lunch a young lady with psoriasis walked in.  She had some red, scaly patches on her skin which were quite visible.  I noticed that the 4 year old said something to the 3 year old, pointed to the young lady and they began staring at her.  I told them that is was very rude to stare.  The 4 year old then said to me “Ti Ti, why does her skin have stains? Why is it not like mine?”  My immediate reaction was to ask her to be quiet and to continue eating.  Although she continued to eat, she would often glance at the lady.

My response in this situation could have communicated to my nieces that they should not question anything they saw as different.  Likewise, it could have communicated that being different is bad; that there was something terrible wrong with having psoriasis.  My initial response was due to me feeling embarrassed.  Additionally, I did not want the young lady to hear what was being said by my niece for fear of making her feel self-conscious or hurt her feelings.  I did not know what to say and as a result I had to shut her up.  Nonetheless since I did not know what to say I should have told her that we would discuss it when we got home (Derman-Sparks & Edwards, 2010).

However, I have realized that the situation was handled badly.  I could have used this situation as a ‘teachable moment’.  Derman-Sparks and Edwards (2010) suggested that it is important to answer questions matter-of-factly and simply.  Therefore, I could have explained to them that these were not stains on the young lady’s skin.  She was suffering from a skin condition in which red, scaly patches appear on the skin.  This could have helped them to understand that it is okay to be different.

Reference

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Gender, Gender Identity, and Sexual Orientation

According to Sue (2010) no individual born or raised in a society is immune from acquiring the racial, gender and sexual orientation biases of that society.  More so, biases are perpetuated through assimilation to the attitudes of the dominant culture as well as the mass media (Teaching Tolerance, n.d.).  Therefore, it is imperative that early childhood centers teach children tolerance and acceptance.

One way in which such biases are permeated is through young children’s books, toys, movies.  Christmas is quickly approaching and as I look at the toy commercials almost every toy is specifically marked to boys or girls. Looking at a young child’s book; The Princess and the Frog: Tiana’s Cookbook, recipes for kids I realized that it is gender bias.  Although it begins with an introduction which speaks of a father cooking, most of the pages are covered with pretty girls in tiaras.  This to me sends the message that a girl’s job is in the kitchen.  Even the title and the cover (decorations) shouts out “this book is for girls”.  Likewise, looking at the children’s movie Toy Story 3, portrays heterosexuals as it depicts Barbie and Ken.

If a parent/family member was to inform me that they did not want anyone who is perceived or self- reported homosexual or transgender to be caring for, educating, and/or interacting with their child., I would first inform them that LGBTs are human beings who possess the all the positive qualities that it is assumed heterosexuals possess.  Therefore, they should be given the same attitudes and privileges that heterosexual receive.  Additionally, I would inform them that a person’s anatomy nor their sexual orientation has any bearing on how well they can do their job.  Essentially nothing makes a person gay, lesbian, bisexual or transgender, neither does it have bearing on their mental and or emotional stability (Advocate for Youth, n.d.).

References

Advocates for Youth (n.d.). Frequently Asked Questions about Sexual Orientation and Gender Identity. Retrieved from: http://www.advocatesforyouth.org/topics-issues/glbtq/606?task=view

Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. New York, NY: Wiley

Teaching Tolerance. (n.d.). Test yourself for hidden bias. Retrieved from http://www.tolerance.org/activity/test-yourself-hidden-bias