What I Have Learned

One hope that I have is to see better understanding and respect towards each other. Seeing the differences is natural, but what we need is to do is to respect and care for each other.

 If we can show/ teach our children the importance of belonging to a family, community, society and a country, they will have a better chance of creating a world that is full of equal opportunities to all beings regardless of their gender, color, faith, or abilities.

In the early childhood arena, the best goal is to have administrators and educators who have a greater understanding of anti-bias education as well as importance of inclusive classrooms with services to the children who are differently-abled. When the individuals who are involved in early childhood arena have a better understanding of the diversity as a theme beyond the color of the skin, it will  make a great difference for the children and families. For the most part, people still believe that diversity is about the color of the skin and the faith.

 

Dear Colleagues,

We worked hard

We learned from each other

We shared our wisdom and passion

We have the ability to make a difference one child at a time

It is our responsibility to create a better tomorrow for the children of the world

We are stronger as a group than as individuals

Let’s work together for a better tomorrow

Thank you for your kindness, wisdom, passion and encouraging words

Hope to see everyone at the next course

Wish everyone the best!!

Peace and love for all!

Start Seeing Diversity Blog: Creating Art 

Diversity is not just another word

We have to keep in mind that it means a world

Specially to the people of non dominant culture

Every human being is proud of their heredity and culture

It is our responsibility to understand and respect people

for whom they are

                 Color, sex, beliefs, class, or ability should not

be the measuring stick

Respect, love, care and kindness from the bottom of

our hearts should be the base for future of the world

The more questions we ask, the better we are

with the understanding of the Diversity

Each and every individual would like to be respected and cared

It does not cost a thing to do so

So, why do not we try to do what makes everyone happier?

See the differences, learn about them, respect the diversity

        and the individuals who are different than you are

Let’s work together to make tomorrow a better day

for all the beings.

Thank you, from my heart to you!!

Diversity is all these and more to me....

Start Seeing Diversity Blog: "We Don't Say Those Words in Class!"

Young children are meaning makers – perpetually learning from their environment.

• A time when you witnessed an adult reprimand or silence a child after he or she pointed out someone they saw as different. Include what the child said and what the adult did or said in response

This is a situation my friend/neighbor was faced with when her youngest daughter was only thee years old. This particular child is very vocal and never held her opinion. One day, at a high end fashion store, the child started walking towards a lady. Mom could not see the lady’s face but she thought child might have recognized the lady. Mom followed her anyways. The child walked up to the lady, looked at her for a moment and told her “You look like a clown”. The lady was speechless. So was the mom. The lady took a long/deep breath, looked at the child and had asked “why did you say that sweetie?”  The child looked at the lady and told her “too much makeup”. Mom apologized to the lady and asked the child to do the same and then told the child: “we need to have a talk”.

• What messages might have been communicated to this child by the adult’s response

According to the mother, she gave her daughter a talk about the people being different and people making different choices. Mother said that she explained to the child that she should not talk to the strangers. Then mom talked to her about being respectful of others choices. Mother also told me that “I have to be aware of the fact that my child is only three years old and my talk has to be age appropriate”. By knowing the child, I am very sure that she understood that she had offended someone, and her mother is not appreciative of her choice of words.

• An example of how an anti-bias educator might have responded to support the child’s understanding

For me personally, I would first appreciate the child’s ability to speak up her mind. Then have a discussion about seeing different people for who they are and respecting them for who they are. If the child is in my classroom, then it would be a classroom discussion about choice of words, respecting the diversity, and caring others. I believe that simple examples of diversity in the school environment would be helpful to get the idea across to a three year old. The picture books on the diversity topics would be a great starter point as well. In most scenarios, the children do not lie as adults do.

Gender, Gender Identity, and Sexual Orientation 

• Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families

Equal rights and opportunities are the base for the American culture. Europeans reached United States looking for opportunities for their religious freedom. Then, why are we discriminate individuals regarding their sexual orientation today? Freedom is not just about one color, gender, or faith, freedom is about having equal opportunities to be who we are and to be able to live freely. If the person is educated and qualifies for the occupational responsibilities I do not believe that anyone has the right to judge and be disrespectful towards that person due the sexual orientation. It is a learning opportunity for the families and for the children if they have never been around a person of different sexual orientation. Once learned, stereotypes and prejudices resist change, even when evidence fails to support them or points to the contrary (Teaching Tolerance, 1999). So I would explain the importance of having children exposed to the realities of the world and if the children have questions we the educators, will address them in an age appropriate manner.

• How you would respond to a parent/family member who informed you 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 try my best to provide the family with resources and opportunities to learn about the different sexual orientations of human beings to understand beyond myths and stereotypical thinking behind them. I personally do not believe that there is justification by any legal process that occupational rights should depend on a sexual orientation of a person. I would explain what it takes to be a loving and a caring early childhood educator and how important it is to have respect for all beings without judgment. I will listen to the families concerns and address them to the best of my abilities to give them peace of mind. If we adults do not plant the seeds of fear in young minds they do not see the bias or fear towards person on any of the “isms”. So I would encourage the family to give the person a chance as well as let them receive the services and learning opportunities that they deserve. Sexual orientation does not affect one’s job qualifications (Safe Zone, 2011).  

   

Reference:

• Lesbian, gay, and bisexual frequently asked questions. (2011). Safezone. Retrieved from http://safezone.fsu.edu/guide/lgb-faq.pdf

·         Teaching Tolerance (1999), “Test Yourself for Hidden Bias” retrieved on 01.03.2012 from,  , http://www.tolerance.org/activity/test-yourself-hidden-bias

Reflecting on Communication in the Early Childhood Field

Dear Colleagues,

Another course is coming to end.

Another eight week session is coming to the end.

We learnt together, shared our wisdom, struggled with our time,

But we are moving on to the next course.

We worked together from far away places,

We connected through the discussion and blog,

It seems we all know each other and are much closer,

We all have one goal and that is to make the early childhood arena a better one for the children of the world.

Even though we are getting closer to the end of this journey

I hope that we all will keep in touch with each other

So we can still share ideas, thoughts and wisdom

I personally would love to keep in touch with everyone

If you would like to, here is my e-mail address    

I wish everyone the best of luck for the next course

I hope everyone would keep in touch

May your vision and goals be successful

May the early childhood arena be the best in the world

Much love and thanks to all the wonderful educators


 venuri.bodara-gamage@waldenu.edu

          This is my Walden e-mail and if you would like to be in touch with me please write to this address and I will share my personal e-mail address with you. Thank you!!!

Happy holidays take care enjoy this wonderful time of the year!!!

TEAM BUILDING AND COLLABORATION- PART 1

“This week you read about the five stages of team development: forming, storming, norming, performing, and adjourning. Consider the adjourning phase for several of the groups in which you have been involved”.

·     Think about which aspects of the groups made for the hardest good-bye.

For me personally it is hard to leave a group after familiarized with each and every individual for who they are. There is a personal bond/relationship already created among the members. The connection makes the members closer to each other as of a family.
It is hard to leave a group in the middle of accomplishing the vision and goals that the group agreed upon.

·         Are high-performing groups hardest to leave?

For me it would be hard to leave a high-performing group because I would enjoy the success of the group. When I see the success of the hard work I have put in as a team/group member it could motivate me to work harder for the better results for the team. As a person who is influenced by strong work ethics, I would have a hard time leaving a high-performing group.

       Groups with the clearest established norms? Which of the groups that you participated in was hardest to leave?

I do not have much experience in participating and leaving groups or teams. But one group that I was involved and had clearest established norms was my previous employment.

·         Why?

It was owned by a former educator. She had all the good intentions, vision, and a great plan. She is a very organized person herself, and she managed a very organized program with very up-to-date rules, routines, protocols and procedures. She was a great leader. Just as Dr .Wolfe explained, the role of a leader also is that they’re the ones who have to represent hope (Laureate Education, 2011). She always represented hope and appreciation of the hard work was never underestimated. The group was a very diverse one and so did the children and families of the program. Everyone respected the differences and valued the opinions. Unfortunately, she had to down size her program. So she decided to move it back to her own home, where she first started. For me it was a long drive and I did not want to work that far away from my kindergartner. So I had to make the unfortunate decision of saying good bye.

·     What sorts of closing rituals have you experienced or wish you had experienced?

I am not a good candidate for any kind closing rituals. I have the tendency of having emotional attachments and at the end I feel sad. But saying proper goodbye is important to me because I believe that the opportunity to meet with the same individuals is possible. When we were leaving the program our director/owner had a get together at her home. She took care of every little detail of the event. It was recognition of service, appreciation of hard work, as well as a saying goodbye. I think it is important to have proper goodbyes because it brings closure to everyone. 

·         How do you imagine that you will adjourn from the group of colleagues you have formed while working on your master’s degree in this program?

I hope that there will be a way for us to keep in touch and share wisdom, knowledge, visions for the best of the early childhood arena. I personally believe that we have an understanding among us and a strong relationship. At the beginning of every course, I look for the names that I am familiar with because of the connection and understanding that I have with my online colleagues. Nothing against the new colleagues, but most of us are working together from the very first course. So we learnt together and learnt from each other so far and this will continue, I hope there will be ways for us to keep in touch.

·         Why is adjourning an essential stage of teamwork?

In the adjourning stage the project is coming to an end and the team members are moving off into different directions (Abudi G, 2011). During adjourning stage group/team members get the opportunity to analyze their success and failures. This is an essential part of the adjourning and very helpful procedure for the individuals regarding the success of their next project. Members may also opt to maintain friendships even if they will no longer be working together (O'Hair, & Wiemann, 2009). I personally believe that adjourning is an essential stage of teamwork.

References:

 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

O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s.

Blog Assignment 05

When I was reading this assignment there is one situation that came to my mind. My friend who is a part of an early childhood program is really frustrated and saddened by this particular situation. She is working towards success one small step at a time. Everyday we brainstorm and try to come up with new strategies to help the child as well as the mother. It is a new family to the program as well as to the state of Michigan. The child is four years old and has never been away from the mother. He is also an English language leaner. Mother is not comfortable in speaking English much but she understands more than she believes. So the communications occur mostly through the translator. He does not let mother leave the room. As soon as he realizes that mother is not in the room anymore, he starts crying laying flat on the floor. Mother does not feel comfortable leaving her son as well. Even though mother is welcomed to stay, she could not stay in the room during the length of the session because she has another child who is a toddler. She cannot keep the baby from running around the room and getting into toys and putting them in her mouth. Mother speaks to the son in their mother tongue and tries to get him to calm down at the arrival, but he wants her to stay, so he cries.

After discussing strategies for days, we decided to have a discussion with the mother, explaining the liability situation of having a toddler in the classroom. The mother did not agree with it much. Then the teacher had a few more meetings with the mother explaining that it is normal for a child to feel sad and scared at a new place but he will get used to the routine, will get comfortable and will make new friends. After two weeks or so the teacher encouraged the mother to watch the classroom from the teachers office through the two way mirror, so she could see her son getting calmed down after few minutes of her departure. Now she is comfortable enough to leave the son in the room. The child is getting better with understanding that the mother is going to come back to pick him up later. It is still hard on both of them on Mondays. I consider this as a win-win solution. The mother is ready to leave the child in the classroom and leave with the toddler. Through such “win-win” solutions, both parties can meet their own goals (O’Hair & Wiemann, 2009).

It has been a month now. He is showing great interest in riding the school bus. Everyday he joins the line to go the bus and tries to get on a bus. There is an opportunity for the child to ride the bus but the mother is not ready to let him ride the bus. She prefers him to eat vegetarian food when he wants to eat meat products just as his peers. When the teacher explains to him that he has his own food to eat, he replies that he eats the meat products at home so he wants them (communication occurs in his mother tongue).

 Teachers want to respect the mother’s wishes, her culture, and her beliefs, but at the same time what about the child? How do you help him to understand that it is his mother’s wish to eat the vegetarian food and his mother does not want him to ride the bus yet? How do you encourage a parent to let the child spread his wings?

Reference:

 O’Hair, D., & Wiemann, M. (2009). Real communication. New York: Bedford/St. Martin’s.