Evaluating Impacts on Professional Practice

• Describe in detail the consequences you might expect for the children and families with whom you work while you experience specific “–ism(s)” in your own life. Include specific examples either those you have and/or are experiencing or ones you would anticipate.

In an anti-bias classroom, children learn to be proud of themselves and of their families, to respect human differences, and to recognize bias and speak up for what is right (Sparks, & Edwards, 2010). I grew up as a part of the dominant culture in Sri Lanka. I learned to respect and care for everyone and everything as a part of my culture. Parents taught their young ones about the importance of respect for all living beings. I learned that there is discrimination and it hurts. My parents showed us by examples that there is nothing majestic about being in the upper class or dominant culture. Hunger and pain are same for all beings. I grew up with high expectations from my parents; they always made education the priority.

After migrating to Singapore and then to the United States of America I learnt the hardships of being poor, middle class and an immigrant. So it became my life’s motto to not make any one else feel the way that I felt on different occasions. I try my best to understand the families the way they preferred me to know them. I try to help anyone in anyway that I possibly can. No one escapes learning stereotypes and misconceptions about various aspects of human diversity (Sparks, & Edwards, 2010). There were certain learned misconceptions that I had within me that have disappeared long time ago, because the more I interact with families of different parts of the world, different abilities, as well as different socio-economics, the more I understand the realities of their lives.

The way a child’s family does things feels natural and normal, and all young children bring that feeling with them when they enter care (Sparks, & Edwards, 2010).  I always try to keep in mind that I struggled to learn the ways of American life. I had to think hard to figure out what goes with the culture that I grew up with what are the changes that I need to make my family’s and my survival. So I always try to keep these fresh in my mind. The most important thing we bring to our teaching is who we are (Sparks, & Edwards, 2010). I believe that one of the most important values that I have with me is expectations. I make sure that I am consistent with them and they are age-appropriate, clear, and simple.

These include a family’s expectations and hopes for their child, child-rearing strategies, guidance and disciplinary methods, daily life rituals, language, and other aspects of their home culture (Sparks, & Edwards, 2010). Moreover, as an immigrant I am a believer in respecting the differences and learning from each other. There is no reason to believe that as an educated educator my way is the best. Everyone has the opportunity to work together and to provide the best for the children of the world. Because at the end what is the most important thing is: loving, caring and educating the future of the world.

My personal views could be different from the majority due to my upbringing. But I make sure that I respect and care for all the individuals and work hard to keep all the “ISM”s out of my mind. I am a believer in knowledge and the changes that knowledge could bring to an individual’s life. Knowledge is power - or perhaps more accurately, knowledge gives you tools to act powerfully (Sparks, & Edwards, 2010).

Reference:

Sparks, D. L. & Edwards, O. J. (2010). Anti-Bias Education for Young Children and Ourselves. National Association for the Education of Young Children. 1313 L. Street NW.

Suite 500

Washington, DC. 20005 - 4101

Observing Communication

        It was a conversation between a child and teacher at the playground of a pre-school. The child was sitting on the ground looking very disappointed. The teacher walked up to him and asked what the matter was? The child said that his bike was taken away by another child. Teacher asked which one his bike was. Child pointed to a bike that another child was riding on. The teacher asked the child how he knows that it was his bike. The child said “because” and stopped. The teacher encouraged the child to get off of the spot where he was sitting because his pants would be wet due to the wet ground. Then the teacher repeated the question to him. But the child had a hard time figuring out how to prove that bike was his bike. So the teacher took her time to explain that the bikes are belonging to all the children not just one child. But the child was not happy with the answer. So the teacher encouraged him to try a different bike. But the child refused to try a different bike so the teacher moved on.

        The teacher noticed the child right away. She walked up to him and talked with the child. She tried to encourage him to try another bike but the child did not agree with the suggestion. She asked questions but did not help much when the child was struggling to find an answer. The teacher did not help by extending the discussion to make sure that the child understood all the bikes are the same and everyone can use any bike they like.

        Teacher talk is a powerful classroom tool (Rainer & Durden, 2010). It is a powerful tool if the users use it properly. Mooney C. (2005) indentifies four different functions or purposes of teacher language, they are: providing direction or instruction, correcting or redirecting behavior, developing concepts or skills, and discussing classroom or family life (Rainer & Durden, 2010). In the above scenario, the teacher used the teacher language to the extent of providing directions and instructions, redirecting the behavior, and discussing the situation but did not use the teacher language to the best possibility of developing the concepts or skills. In the article of the nature of teacher talk during small group activities by Julie Rainer Dangel and Tonia Renee Durden(2010) discuss a lot about the importance of Teacher Talk, with young children. Mooney C. (2005) suggests that getting down to children's level, using simple words and short sentences, and remembering the importance of body language and tone of voice as guideline to talk with young children. In the above scenario, the teacher did not get down to the child’s level but she used simple words and sentences in her conversation with the child. But, we have to remember every time there is a possibility that the teacher does not remember all the rules about teacher talk as well.

        Teachers are human beings and they always have so much in their plates and too less space to make a mistake. So, the teachers have to be mindful about the precious moments that they get to spend with the young children. I believe that it does not matter whether they are playing a game, having a discussion about life moments, or doing a science experiment, what is important to the children is total attention towards them. I believe that is what is happening in the classroom of  Mrs. Moilie and Mr. Max, Their language is encouraging, extending, descriptive, and relevant to children's lives (Rainer & Durden, 2010  ).

          My goal is to do my best to remember the seven primary functions of the language that Mr. Max and Mrs. Mollie use in their classrooms. They are:

·        encouraging participation

·        responding to children's needs and ideas

·        managing the class or providing a necessary instruction

·        fostering children's language

·        conveying ideas

·        assessing children's knowledge

·        promoting children's thinking

Reference:

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

I enjoyed the video of Adriana Castillo’s (Laureate Education, 2011) childcare program. In an early childhood not only the inside, outside of the premises also needs to be attractive for the young children as well as for the adults. It has to have a clean outdoor environment and child appropriate playground that is visible for the visitors.

When they walk in to the building it would be appropriate for the families and children to see the pictures and posters of the children of different cultures doing indoor and outdoor learning. Because not every culture do their learning inside the buildings, sometimes more learning take place in outdoor environment.

Their will be an area of children’s art work for everyone to see and appreciate. There will be an area for signing in and out the children. The names of the children will be printed for the five days with pictures of something especial to their own family.  

There will be classrooms from the hallway and each classroom will have locker area for the children to put their bags and items away. Then they will say bye to their parents and move on to play with toys of their choice. If the children have a hard time, they will have a quiet area to go and be with books, soft pillows, cuddly animals and a teacher. The children will be able to discuss their feelings and express their emotions. This encourages children to express their emotions and work out conflicts (Sparks, & Edwards, 2010).

Every classroom will have bookshelves and book bins in different areas. The books will represent different cultures, different abilities of the children as well as different stories that the children love to hear. Even if a book does not meet my anti-bias criteria, it may still be useful for helping children become critical thinkers (Sparks, & Edwards, 2010).

There will be music and dramatic play props, pretend food, puzzles, and puppets to represent diversity of the world. There will be opportunities for all the children to try different activities everyday because the classroom will have different center areas set up everyday. Most families want their children to grow up proud of themselves and open to others, unbiased and empowered (Sparks, & Edwards, 2010).

The families will have opportunities to know and learn about the curriculum of the program. Every few months there will be opportunities for the families to participate in different events that take place in the program. Reading nights, family nights, children of the world night, parent/ teacher meeting days, movie nights, “I can do it” events, make it/ take it days, are few of those events. All these events and activities will be open to all the children and the families of the program and their siblings.

Reference: 

Sparks, D. L. & Edwards, O. J. (2010). Anti-Bias Education for Young Children and Ourselves. National Association for the Education of Young Children.1313 L. Street NW. Suite 500 Washington, DC. 20005 – 4101

“Welcome to an Anti-Bias Learning Community” Adriana Castillo gives you a guided tour of her warm and caring family child care home, which exemplifies an intentional approach to anti-bias learning and community building. offers insights on how to create a physical environment that cultivates an anti-bias.