Professional Hopes and Goals

My hope in working with families who come from diverse backgrounds is that I will continually reflect and check myself that I am being mindful, respectful and appreciating their contributions to my program.  I hope to remain open to new possibilities and do not want to assume that my way of being is the only way.  Through my diversity reflections, I have realized that there is still much I need to learn and experience in the process of overcoming personal biases and misconceptions.  I hope to continue this journey of self discovery and advocacy.

One goal I would like to set for the early childhood field related to issues of diversity, equity and social justice is to continue to help educate EC professionals, parents, and other key community/political leaders of the critical importance of children’s social/emotional learning.  I have seen too many programs neglect social/emotional learning - in helping children build foundational skills that teach them how to accept and collaborate with others who are different than they are.  I feel we almost need a back to basics approach to early childhood education, where children are modeled and directly taught how to be kind, use soft hands, share, and play well with others.  The ability to empathize with others, have self control, show respect, and resolve conflict are critical aspects of social ability that is being neglected because so much emphasis is being placed on cognitive ability in the elementary grades.  How can we create a society that is accepting of diversity and advocate for equal access to all, when we are not teaching our young children these skills because we must focus on strict academic development at younger and younger ages?

I have enjoyed learning from the collaboration and writings of my diverse colleagues these past 8 weeks.  I have been inspired by your passion for early childhood education, and through your personal experiences and viewpoints related to diversity and equity that you have shared with me.  Thank you very much for your contribution to my learning!  Best wishes moving forward in your education!

Welcoming Families From Around the World

I chose the country of Romania for the scenario of a child from this country emigrating to my early childhood education program.

The five ways I would prepare myself to be culturally responsive toward this family would be:

1. Research as much as I could about the surface culture of Romania, with the understanding that the family would not necessarily participate in all these cultural beliefs but it would establish some sense what basic cultures exist in Romania.

2. Find out what language the family speaks.  I would not assume it was Romanian.  If needed, I would try to get an interpreter established so I could have an effective way of communicating with the family when I meet with them.

3.  I would invite the family to meet together with me, along with an interpreter, to get to know them and welcome them into the classroom.  I would ask them if they have any cultural beliefs, family pictures, traditions etc.…that they would like to share in the classroom.  I would also find out what expectations, questions or concerns they have for their child’s education and what kind of ongoing communication they are comfortable with moving forward.

4.  I would prepare the other children in my classroom regarding the cultural differences/beliefs of the Romanian child.  If possible, I would show pictures of the child and his/her family and we would discuss how the child might feel in coming to a new country that was diverse from their home country, and how we might make the child feel welcome in our classroom.

5.  I would make sure the classroom environment reflects the child and his/her culture so they are made to feel welcome and respected.  This would be done through pictures, toys, music and other cultural items (perhaps dress ups & food).  When the child arrives, I would introduce the child to the classroom and allow him/her to explore areas of interest.  I would make introductions to the other children/staff, and continue to be watchful of any anxiety or stress the child demonstrates.  I would continue establishing an ongoing relationship with the child’s family to address any concerns/questions that may arise.

Above all, I want to make sure the family feels welcomed, accepted and valued in our school environment.  I would want to create a feeling of mutual respect and openness, where the family feels comfortable in approaching me with questions, concerns and feedback regarding the child’s education and personal well being.  Having this collaborative approach will respect the child and make him/her feel connected to the classroom community, and also hopefully aid in their transition into making this new country feel like home.

The Personal Side of Bias, Prejudice, and Oppression

Several years ago, I underwent reconstructive facial surgery after having a very rare form of cancer.  The excision of the cancer caused a large portion of my forehead tissue to be removed down to skull-bone.  Over the course of a year, I had four major facial reconstructive surgeries, which included a skin graft, saline implants that required ongoing injections of fluid to expand my forehead skin tissue, and extensive surgery to reconfigure blood veins and create a new hairline/forehead.  With each surgery, I shaved my hair and wore scarves and hats to hide all the reconstruction wounds that were covering my head.  I felt very self-conscious and different than other “normal” people around me.  My surgeries left me in a great deal of pain – horrendous headaches and pressure.  I would get dizzy from changes in air pressure or from tilting my head down.  I wouldn’t say that other’s oppressed me or judged me, because they understood by my visible appearance that I must have cancer.  Instead, I received much sympathy, kindness, and accommodation because of it. 

I realize that other people with different sicknesses and disabilities are not as kindly accepted or equitably treated as I was.  I watched a movie this past week that really impacted me in regards to biases, prejudice and oppression due to disability.  This movie was based on the real story of Brad Cohen, who was born with Tourette’s Syndrome, a neurological disorder that causes a person to have uncontrolled ticks, body movements, and/or vocal noises.  Brad was discriminated against all his life by people who did not understand his disease.  His father and most of Brad’s teachers couldn’t accept Brad, and thought he purposefully made those noises and actions to be funny or to misbehave.  It wasn’t until a principal acknowledged Brad’s disability and made accommodations for Brad, that he felt successful and had hope to be able to overcome the challenge of Tourette’s Syndrome.  Through the inspiration of his mother and the acceptance he felt from an inspired principal, Brad battled prejudice and oppression, attending college and successfully earn an elementary education teaching certificate.  However, many principals would not give Mr. Cohen a chance to teach, fearing that his Tourette’s would distract the children’s learning.  After interviewing with over 20 schools, Mr. Cohen finally found a school willing to take a chance on him.  He proved that educating children about disabilities increased acceptance, and that everyone deserves a chance to overcome challenges.  Mr. Cohen later earned the Georgia teacher of the Year award and became a motivational speaker.

I feel deeply inspired by Brad Cohen and his motivation to not let his disability define who he is or limit his potential.  He overcame great challenge to be a successful teacher and to inspire countless others.  Mr. Cohen proves that there is limitless potential of each person when they are given fair access, equitable treatment, and a chance!

http://www.youtube.com/watch?v=pV1XH68OohM