When I graduated with my Bachelor’s in psychology degree in 1996, I enrolled in my “dream school” for my graduate work. But I was young and still unsure of my path. I just knew I wanted to positively impact the lives of young children, and I knew the early years from birth to age five were critical years in children’s development. But I didn’t have a plan, was naive about finances, and did not make the best choices. I dropped out of my dream school because I could not afford it and was disheartened about my future financial prospects in the field. I even worked outside of the field for a few years, trying to find my way.  Each journey always led me back to my love of early childhood education.  It is who I am. It is my purpose in life.

My journey has included positions in the child care sector from classroom aide all the way to program director in both for-profit and non-profit programs. I experienced the business and sales side while working for a well-known publisher of early childhood curriculum and assessments. And I have had the incredible experience of working for a leading organization that sets many standards for how our field operates.  The common thread of all of these experiences led me to where I am today and how I see the future of my work.  In each of my previous roles, I consistently wanted to support other adults in the life-long journey of learning about the best ways to welcome children and families in the early childhood environment and support children in their development.  Today, my role is as coach, trainer, and technical assistance provider to the local early childhood community.

Three years ago, the itching to continue my education grew stronger and stronger.  But things weren’t necessarily in place just yet to move forward. In 2019, approaching my 45^th rotation around the sun, I decided I wanted to give myself a birthday present, the gift of completing my Master’s degree.  I needed to make amends with the young woman who dropped out all those years ago and be a role model to my two sons, who were approaching their college years.  So in October 2019, six months into a new marriage, I began this powerful educational journey. So not only was I making a sacrifice of time and energy, my husband was too.  I couldn’t have asked for a more supportive person to join me on this journey. There have been stress, tears, anxiety, triumphs, and cheers of joy along the way that have resulted in induction into the National Society of Leadership and Success and a 4.0 GPA (hopefully, after the last assignments are graded).  I couldn’t have done it without him.

Before I enrolled, I did some deep self-reflection on what I believe about children and families and what I want from my career.  This reflective process had served me well in the past when I went through the CDA process and with each career move I made in the past.  I decided to write a professional statement.  This is my 2019 professional statement that I have hanging above my desk:

My Walden journey, along with societal events around equity, and bias, the ramifications from the COVID-19 pandemic, and the focus on equity and anti-bias education in the ECE field, have all had a significant impact on who I am and the contributions I want to make in the field. They have prompted me to revise the language in my belief statement.  The previous language saying “regardless of…” now has a negative tone to me.  It seems to separate the child from their culture, language, gender, and other social identities.  As we know from all we have studied these last months, children are who they are because of the connections to those identities (Keenan & Evans, 2009).  Educators should support children in developing positive images of themselves. To do that, they have to see the strengths in those social identities. Educators must support children in appreciating human differences and finding joy in learning about others.  This is needed if we are to help children recognize injustices and feel empowered to stand up for others (Derman-Sparks et al., 2020). As I continually reassess my statement, it may include this language instead: All children should have high-quality, equitable early learning environments that support positive identity development and embraces the strengths of children and families from all backgrounds, including diverse cultures, languages, races, ethnicities, abilities, gender identities, religions, socio-economic statuses, and household compositions.

Because of my Walden journey, I can confidently say I am an anti-bias educator. I am a more confident coach and leader. I can have a positive impact in developing others into anti-bias educators and leaders. Walden has given me a solid foundation for building on anti-bias and equity work in early childhood.

Thank You!

Throughout each and every course, I have been positively impacted by my colleagues and professors.  My classmates have shared perspectives and insights to help broaden my view of the world.  My professors have challenged me each step of the way and have helped me grow in ways I had not anticipated.  I will be forever grateful for all of their experience, knowledge, and challenges.  They have helped me grow into a better educator, a better coach, and a better person.

Long-term Goals

My career goals include continuing on this anti-bias journey and creating materials and learning experiences to support the growth and development of other educators. I also have a dream that I plan to make good on: writing a children’s book or two.  I have had an idea in my head about a children’s book ever since my youngest child was 2 years old.  It is based on his experiences in developing friendships, his social-emotional development, and experiences with diversity and bias at a young age.

So as this Walden journey comes to the finish line, the next journey begins.  I hope to encounter my fascinating classmates and professors again along the way! If you are on Facebook, please consider joining a group I created called Equity in ECE Discussion Group.

References

Derman-Sparks, L., Edwards, J. O., & Goins, C. M. (2020). Anti-bias education for young children & ourselves (2nd ed.) [National Association for the Education of Young Children]. National Association for the Education of Young Children.

Keenan, T., & Evans, S. (2009). Theories of development. In An introduction to child development (pp. 35–43). https://class.waldenu.edu

Organization 1

Men have learnt how to fly like birds, 
have learnt to swim in the depths of the sea like fish,
but we have not learnt the noble art of living like brothers 
(Anonymous)

The first organization of interest is the World Organization of Early Childhood Educators. This is a an association that markets itself as a movement for the pedagogical renovation of early childhood. At inception the association’s objectives were:

• To make it possible for every child under six years of age, to exercise his right to an early educational service, to fully develop his capabilities, personal criteria, moral and social responsibility, according to article 7 of the Declaration on Child Rights of the United Nations Organization.

• Provide the members of WAECE with as much information and training as possible on the trends and latest research work in the field of early education.

• To help educators from around the world to make contact with each other.

• To make the International Community aware of the importance of this age group.

Some programs of interest include the Network of Educators Committed to Peace and their peace related activities for children’s education.

Although the site does not list job openings the position of pedagogical director or being a member of the team that creates the curriculum resources look fascinating.

Organization 2

The second organization of interest is the Early Childhood Peace Consortium. There mission is to create an inclusive movement for peace, social cohesion, social justice, and the prevention of violence through using early childhood development strategies to enable the world community to advance peace, security and development. They believe if governments/institutions/organizations design and implement ECD programs that build context-specific peace-relevant attitudes, skills, and knowledge in children, family, and government institutions;  Then there will be:

1. increased vertical and horizontal social cohesion;
2. a reduced risk of transgenerational transmission of violence; and
3. increased economic growth and sustainable development within communities, and at national and international levels. Efforts are currently underway in six LIMCs to develop and pilot ECD programs that begin to test this theory of change.

It is my hope that one day in my career I will have gained enough knowledge and experience to be considered eligible to be a expert consultant or a board member for an important organization such as this.

Organization 3

Childhood Education International was created to develop and amplify innovative solutions to significant education challenges worldwide. They aim to transform education so that every child has access to quality and equitable care and education experiences that uphold their right to learn. Childhood Education International has developed the International Principles of Practice for Educators. It is designed as a tool for critical reflection and elevating professional aspirations. They also publish the Journal of Research in Childhood Education and the Childhood Education Innovations magazine.

The organization offers online professional development courses. Although I did not see job postings, the position of professional development specialist would be something I would aspire to be able to contribute to the online coursework.

When first thinking of national and federal level early childhood programs my mind immediately went o Head start and Early Head Start. Not only do these federally funded programs have local opportunities, they also have opportunities with impacts across the country. The Office of Head Start is part of The Administration for Children & Families (ACF) with the US Department of Health and Human Services. Other offices within ACE related to early childhood include the Office of Early Childhood Development, and the Office of Child Care, among others.

There are varying career positions ranging from those who work directly in programs and classrooms with children, those who provide training and support to those working with children, and those whose work focuses on policies related to early childhood. One position that sparked interest is a Training and Curriculum Specialist. This position supports the development and implementation of curricula in early childhood programs including preschools and family child care homes. Another position of note is a Professional Practice and Improvement Specialist. This position is responsible for providing professional development and coaching for district and school leadership teams.

A second organization that piques my interest is the Erikson Institute. The Erikson Institute is a center for higher education but also provides professional development to the early childhood community, services for children and families, as well as research and policy initiatives. I’ve interacted with a few people who have provided training and coaching through this institution. Their roles interest me a great deal.

The third organization I will highlight is the Center on the Developing Child. This organization shares fascinating research on brain development and impacts on children and adults. Two of their areas of research that I find most interesting include adult-child relationships and executive function and self-regulation. Their work supports my current work in coaching educators and developing and implementing training for the ECE community. Should I desire to pursue a career path that involves research, this organization would be high on my list.

EDUC 6990

Sheppard Pratt

Sheppard Pratt serves individuals and families in the community, included early childhood. Their focus is mental health, addiction, special education, and community support needs. Their programs that include early childhood are:

• An Early Head Start program – https://www.sheppardpratt.org/care-finder/discovery-station-early-head-start/
• An all-year child development and pre-kindergarten program: https://www.sheppardpratt.org/care-finder/watch-me-grow/
• A program supporting children and families of incarcerated parents: https://www.sheppardpratt.org/care-finder/creating-healthy-bonds/
• A parent education and resource center: https://www.sheppardpratt.org/care-finder/ed-bohrer-parent-resource-center/

Sample Early Childhood Related Employment Opportunities:

• Family Support Worker who promotes school readiness among multi-ethnic and socially isolated families with pregnant women and children age birth to three through guidance in parenting and family self-sufficiency.
• Child Care Specialist/Residential Advocates provide daily care and coordinate activities for children who reside at the BAK shelter for women and children, fleeing domestic violence.
• Teachers, Assistants, and 1:1 aids provide direct care support.
• Trainers: Montgomery County Child Care Resource and Referral Center contracts with the organization to provide training workshops for the early childhood care and education community

Ready at Five

Ready at Five focuses on the school readiness of children in Maryland through community, local, and state efforts to increase knowledge and skills, raise awareness, and bolster statewide efforts to invest in the early years. Their efforts include but are not limited to:

• School Readiness Symposia feature national and international experts who impart cutting-edge research and practices to early education professionals, state and local policy makers, parents, librarians, and members of the business community.
• The Institute for Early Educators program offers a unique and ongoing skill- and knowledge-building experience for PreK teachers and early care and education professionals.
• Cultural and Linguistic Competence: A Curriculum for Early Educators (CLC) is a two-day (six sessions) training designed to expand early educators’ knowledge and skills in the area of cultural and linguistic competence, with the objective of improving school readiness for Maryland’s English Language Learner (ELL) student population.

Sample Employment Opportunities:

Although the website does not list employment opportunities, the staff positions listed include an Executive Director, Events Director, Engagement Director, and Research Assistant. There is also an Executive Leadership Committee that provides guidance for the organizations endeavors. As I grow in my career, it is my desire to be a member of an advisory board such as this.

Mid-Atlantic Equity Consortium

MAEC’s mission is to promote equity in education to achieve social justice and making equity a sustainable practice. Their programs include the following, among others:

• Center for Education Equity (CEE) addresses problems in public schools caused by segregation and inequities. As the Region I equity assistance center, CEE works to improve and sustain the systemic capacity of public education to increase outcomes for students regardless of race, gender, religion, and national origin.
• Technical Assistance and Training to state departments of education, districts, schools, childcare centers, community organizations, and parents on key developmental and school readiness milestones.

Sample Employment Opportunities:

Although the website does not list any current openings, the position that piqued my interest the most is:

• Early Childhood Equity Specialist Technical Assistance and Training to assist the state of Maryland Department of Education in their efforts to improve early childhood services and outcomes.

Child Trends

Child Trends is a research organization focused on improving the lives of children and youth, especially those who are most vulnerable. Although headquartered in Maryland, Child trends works in 38 states with staff with expertise in areas including psychology, sociology, social work, statistics, public health, public policy, education, and communications.

Sample Early Childhood Publications and Projects:

• Early Childhood Health Equity (ECHE) work strengthens early childhood systems to support healthy child development and reduce health inequities that can have a lifelong impact.
• Measuring and Reporting Social-Emotional Development in Early Childhood Project is a  suite of resources that reviews 72 measures of early childhood (ages zero to 5) social and emotional development, and provides recommendations for federal measurement and reporting.
• Early Childhood Workforce Qualifications Calculator was developed to help states and other early childhood stakeholders calculate the funds needed to increase workforce qualifications

Sample Employment Opportunities

The opportunities that sparked the most interest include research, assistants and analysts focusing on early childhood development. One in particular was of special interest: Research Scholar of Black Children and Families. The description says they are “looking for a leader who understands this moment in our country’s racial reckoning and understands how to see and seize the opportunities this moment offers. This person should want to bring people together, but also to bring them—with urgency—toward change. Equity must be at the center of this leader’s approach.” This description epitomizes the goal of my work: the desire to bring people together toward change with equity being at the center of the work.

My Word Cloud represents a journey.  Learning, in general, is a life-long journey, as is learning and understanding all that is involved in equity and anti-bias work.  I began this portion of my formal educational journey to achieving my Master’s as I began to examine what anti-bias education is really about and more deeply understand its role in my career.  As a trainer and coach, I used to shy away from intense discussions about diversity and equity because I did not always feel equipped to facilitate those conversations. But, as Julie Olsen Edwards states, “You can’t wait until you know enough. We never know enough (Laureate Education, 2011, Social Justice section).” The discussions, resources, and assignments in this program have supported my endeavors as I have been having timely discussions and facilitating learning opportunities for educators in my community around these topics over the last year.  I have been steadfast in my desire to promote social change, and this desire has fostered the formation of workgroups, learning communities, and literature to support the professional growth of my local child care and early education community. Resources such as those by Loise Derman-Sparks (2010), (2020) have proven to be invaluable along this journey.  I will continue to utilize all that I have learned, and will learn, to continue on this trajectory of promoting positive social change in my community.

            There is a second reason I chose footprints for the word cloud.  It is a reminder that just as we want experiences for children to be mirrors, windows, and sliding glass doors (Reading Rockets, 2015), adults need this as well.  We need educational journeys where we can see ourselves reflected, have a window it someone else’s experiences, and sliding glass doors that allow us opportunities to walk in someone else’s shoes.  When we can experience something that is different from us, we then have a better understanding and appreciation for others and their experiences.  This is a step in building positive relationships across cultural barriers.

References

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. The National Association For The Education Of Young Children.

Derman-Sparks, L., Edwards, J. O., & Goins, C. M. (2020). Anti-bias education for young children & ourselves (2nd ed.) [National Association for the Education of Young Children]. National Association for the Education of Young Children.

Laureate Education. (2011). Merging vision, passion, and practice [Media File]. https:www.class.waldenu.edu

Reading Rockets. (2015, January 30). Mirrors, windows and sliding doors [Video]. YouTube. https://youtu.be/_AAu58SNSyc

Concluding EDUC 6358

It is my sincerest hope that through my work I can inspire early childhood educators to live the ethics set forth for our field and embody the four anti-bias education goals in every thing they do with children and families.

It is my hope that I empower educators to instill in children confidence, appreciation for others and the courage to stand up to up for themselves and others in the face of adversity.

It is my hope that I help teachers be so attuned to the needs of each and every child that they are able to be like Darius West (Facebook story below) and take the time to connect with children. Or like Gillian’s teacher (2nd Facebook story below) who say her strengths and amplified them for others.

To my classmates:

Thank you for your knowledge and your passion. Sharing this journey with you has been inspiring!

I have chosen to explore the Latin American and Caribbean region on the UNICEF website.  I chose this region because this is the region where most of the immigrants have migrated from in the county in which I serve the child care provider population (Migration Policy Institute [MPI], n.d.).  Educating myself on this region helps me better understand the home countries that many of the providers come from and some of the challenges they may have experienced. 

One challenge that many children and families are facing is the conditions in which migrants live during their travels and quests for other lands.  “Mexico has become a country of origin, transit and return for these migrant children coming mostly from Honduras, Guatemala, El Salvador and Mexico (UNICEF, n.d.).”  Many of these families are fleeing violence, gangs, poverty, and job loss.  Some children travel without their parents.  They face abuse, extortion, kidnapping, and human trafficking, theft, hunger, and cold nights along their quests for a better life.

Another challenge happening in the region right now is erupting volcanos.  These eruptions have disrupted the education and safety of thousands of children and families.

Among the challenges that families in the region face they, are compounded by the devastating effects of the COVID-19 pandemic felt around the world.

When children’s basic needs of safety and physical well-being are not met, this affects children’s ability to thrive and develop strong emotional connections and well-being.

As an early childhood professional who works in a region with a large population of immigrants, it is essential that I have some insight into what they may experience.  Child care providers and their families who are immigrants bring their experiences with them.  This may affect how they interact with children and families.  It can affect their expectations and interactions with me as a coach and trainer.  I want to help providers use their experiences to empathize and care for the families in their care.  I want to help providers who have not had these experiences to learn more so they can empathize and support the individual needs of children and families.

.

References

Migration Policy Institute. (n.d.). Profile of the unauthorized population: Montgomery County, MD. migrationpolicy.org. Retrieved April 19, 2021, from https://www.migrationpolicy.org/data/unauthorized-immigrant-population/county/24031

UNICEF. (n.d.). UNICEF Latin America and the Caribbean. Retrieved April 19, 2021, from https://www.unicef.org/lac/en

I usually include some type of imagery in my blog posts that goes along with the content.  For this post, I could not find an image I was willing to include.  In an effort to highlight the negatives of sexualization in childhood, if I included a picture of a child to illustrate the point, I would only be perpetuating the issue.  And we do not have to look far to find images that sexualize children and childhood. It’s everywhere, including in the media, children’s toys, and children’s clothing, including the clothing, often required for sports or dance competitions. In 2017, there was even a children’s version of a Victoria’s Secret show with scantly little girls in feathered bikinis.

In one of the opinion articles I read while researching this topic, I came across an organization devoted to a trauma-informed, developmentally appropriate approach to dance for young girls.  I wish the industry as a whole had this foundation.

I recently attempted to watch a Netflix film, Cuties, which claims to be a commentary piece on the sexualization of young girls.  In my opinion, Cuties misses the mark.  I will be honest.  I did not watch the entire film.  I could not help thinking that for a film meant to draw light to the sexualization of young girls in these dance competitions, they are showing a lot of young girls being overly sexual. 

When it comes to clothing, sexualization starts in infancy.  We see this in sayings printed on onesies such as “Chicks Dig Me” or “Total Heartbreaker.”

Putting adult attitudes, views, and desires on young children can be detrimental.  It can cause an unhealthy relationship with their own identity and sexuality.  It can put them in dangerous situations for unwanted attention and abuse.

I honestly have had a hard time with this week’s assignment.  I have not thoroughly developed or expressed my thoughts here.  This is a subject I don’t like confronting.  But as an early childhood professional, it is absolutely needed.  In our field, we are protectors of children and childhood.  We are a source of resources and supports for families.  To do our jobs successfully, we must be aware of our actions that could perpetuate harm.  And we must be aware of the situations children and families encounter to either support them or direct them to the supports they need.  This means understanding the ways children are sexualized in our society and the potential impacts.

This week’s assignment prompts us to consider the impact on the children and families in our care when early childhood professionals experience an -ism in our personal and professional lives.  For someone who has not begun to examine biases and isms and venture along the cycle of liberation(The Cycle of Liberation, 2012), those experiences can impact the children and families in their care in detrimental ways.  Early childhood professionals can carry the hurt and harm of those isms into their work by making assumptions about the children and families.  That professional may have an unconscious bias toward those who fit into a category of those who were discriminating against them, which could severely hinder that professional from building a positive relationship with that family and with that child.  On the opposite side of the pendulum, the early childhood professional could be hypervigilant in making sure that the children and families who have similar characteristics that he/she was discriminated against are not experiencing that in the program.  This hypervigilance in care and attention can cause an appearance of bias and discrimination towards those not benefiting from that care.

It is my hope that as early childhood professionals learn more about the impacts of biases and discrimination that become more like Mrs. Henry.  Mrs. Henry was the first-grade teacher of Ruby Bridges when she was escorted into school by the National Guard in 1960 as the first African American child to integrate a school in the U.S. south.  I had the honor and privilege to hear her story firsthand when Ruby Bridges was interviewed during an online conference this past week (Bridges, 2021).  She shared with us that while the crowds outside yelled and screamed in protest to her presence and the principal kept the other children away from her, Mrs. Henry showed her her heart by welcoming Ruby and keeping her focused on what was happening in the class. 

As I grow in my career, I hope that I am able to be an educator that, no matter what is happening outside, I am showing my students my heart.

References

Bridges, R. (2021, April 6). Fireside chat: A conversation with Ruby Bridges [Interview]. It Starts With Us: Cultural Responsiveness in Early Education.

The cycle of liberation [PDF]. (2012). Retrieved January 16, 2021, from https://muir.ucsd.edu/_files/about/themuircollegeway/cycleofliberation.pdf

This week’s assignment prompts us to observe communication between an adult and a young child. An opportunity came with the release of body-cam video footage of local police officers called to get a 5 year old child who had ran off school grounds. This video was released along with a statement from a County Council Member calling for action. Apparently, the child was struggling at school and has caused property damage as well as harm to others. This almost hour long video shows police officers, school staff, and a parent communicating with this child. There are so many issues that could be discussed based on the content of this video (the need for appropriate supports, difference between discipline and physical control and power over a child, family support needs, views on therapy and how it can benefit, nutrition and physical well being and how it can effect behavior, community and police relations, among others). I am not going to discuss them in this post. This video breaks my heart.

For the purpose of this assignment I am just addressing how this child was initially communicated with. In order for children to learn respectful communication, they need to see it in action. Just fromwhat is seen in this video this child was not shown respectful communication. He was not shown sensitivity. He social emiotonal needs were not met. He was told:

“You don’t make any decisions for yourself.”

“Does your mama spank you? I’m going to ask her if I can do it.”

“You’re bad.”

“This is why people need to beat their kids.”

“You don’t deserve no nap.”

He was called a beast. He had an adult get in his face and yell and scream.

If we want children to feel good about them selves and use behaviors that are safe, appropriate, and respectful, adults have to communicate in ways that encourage positive self identity. They have to communicate calmly if they want a child to do so as well. When teaching and disciplining children we have to Maslow before Bloom. As humans, children must first have their basic needs met such as of food, shelter, and safety, and belonging, before their brains and bodies are ready to move on to learning other skills.