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.

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.