The Sexualization of Early Childhood

·        


       Share your reaction to the topic of the sexualization of early childhood.

I was happy to read the article because this is a topic that bothers me a lot. Even though I am working with three, four, and five year olds, I see certain behavior, especially among girls, that make me feel really sad. Certain dance moves, vocabulary, as well as the clothing is certainly questionable. If I ask the children how they knew dance moves or words, the children have the ability to explain exactly which television show or song they learned them from. I always call my self “an old school person” and it always breaks my heart to think of what is happening to these young minds. What happened to the carefree childhood?

 

·         Provide three or more examples, from your personal or professional experience, that further illustrate the exposure of young children to a highly sexualized environment.

Certain dance moves that children learned from the music videos, shows like “the Toddlers and Tiaras” or “Dance Moms”.

Certain song lyrics such as “I’m sexy and I know it” that the children learn from television or radio.

Low cut necklines and hip hugging pants that make the children unable to sit on the floor without showing their underwear.

Young girls coming to school with lip gloss on and fake hair.

·         Explain the implications this may have on children’s healthy development.  Include ideas you might have, as an early childhood professional, to best respond to these concerns and to reduce the negative impact on children.

As a society we are pushing our young children to grow up too fast. It is obvious that we have ruined the carefree childhood for most of our young children. When parents are moving so fast to find ways to meet the means of life it seems as we are dragging our children with us on that same fast track. The children are exposed to too much sexuality as well as violence on the media but there is no discussion to explain what is right and wrong for the children. So they are basically confused. Ideally, children have direct personal experience being in and witnessing caring and affectionate relationships with family and friends (Levin, & Kilbourne, 2009). But in most case scenarios adults do not spend time with their children to explain or discuss these situations. The issue has been largely ignored by the wider society because many adults have become desensitized or feel ill-prepared to deal with it (Levin, & Kilbourne, 2009). Moreover, most of the children have their own television set in their bedrooms and they are allowed to watch the shows they want without adult-monitoring. As children struggle to understand what they see and hear, they learn lessons that can frighten and confuse them (Levin, & Kilbourne, 2009). This is another responsibility that educators have to tackle. When they hear or see certain words or behaviors, they have to address it right away. Always having open and age appropriate discussions about these topics help children to be mindful about their own choices. It helps the children understand the importance of self respect as well as respecting others. Whenever there is an opportunity, it is important to share information with families as well.

·         Describe the ways in which your awareness of the sexualization of early childhood has been influenced and/or modified by studying the topic this week.

This article definitely encouraged me to be more proactive on educating the young children in early childhood classrooms about media safety and the age appropriate choices that they have. And children’s marketers actually use sophisticated techniques to target different demographic groups (Levin, & Kilbourne, 2009). I realized that empowering the adults regarding these techniques and how to make choices that matter to their own families is also necessary. After reading this article I am more aware of the exploitation of young minds by the media for their financial benefits and its consequences on young children throughout their lives. The exploitation of our children’s sexuality is in many ways designed to promote consumerism, not just in childhood but throughout their lives (Levin, & Kilbourne, 2009). Without having a conversation on this topic we as a society will not have the opportunity to understand the seriousness of this issue. This issue not only effects the girls as we see mostly. The boys also are effected by this as well. Girls suffer more overtly and perhaps more deeply, but boys suffer too (Levin, & Kilbourne, 2009). Rather than blaming the parents on this subject, we all as a society have to work together for the safety of the young girls. It’s important to acknowledge that there are variations in how children are affected by today’s sexualized childhood-based on their gender and racial, cultural, and socioeconomic group as well as their individual disposition (Levin, & Kilbourne, 2009). 

Reference:

Levin, D. E., & Kilbourne, J. (2009). So sexy so soon: The new sexualized childhood and what parents can do to protect their kids. New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

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.

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.