FINAL THANK YOU!

I did it! I have completed my M.S. in Early Childhood Studies at Walden University.  As I look back on the past two years I am so proud of what I have learned.  When I originally started classes my goal was to get the early childhood qualifications to be a teacher in the state-funded preschool classes available in Grand Rapids, Michigan.  This program has taught me so much more.  I now feel qualified and responsible to be a leader and an advocate in the early childhood field.  My passion will always come from my love for children.  However, now I feel that this passion drives my desire to secure the well-being of young children and their families throughout the world, not just in my classroom.  As teachers, it is easy to get tunnel vision when we are trying to prepare children to survive and thrive outside our walls and throughout their academic careers.  We are focused on our families as well as our children and attempt to adhere to the standards placed on us by the state for academic performance.  I have learned to look at the larger picture as a professional in the field.  

INSIGHTS AND GOALS

• I will fight for developmentally appropriate practices that ensure the development of the whole child.  Developmentally appropriate practices encourage play-based learning that is relevant and individualized for each child so that they have the support and encouragement to develop to their full potential.  DAPs value social-emotional development as well as cognitive development.    
• I will encourage and work for relationship building practices that create partnerships between families and teachers as well as teacher-child relationships.  Building relationships is the foundation for quality educational experiences.  When educators work with families as partners in the development of their children the best interest of the child is always made a priority.  
• I will recognize that a child's identity is formed and shaped by their family, culture, beliefs, language, and community.  I will embrace this whole child identity and look beyond the walls of my classroom.  I will take the time to consider this network of support when I am trying to understand a child and their needs.
• I am committed to being involved in local, national, and international organizations that fight for the rights of children.  I am also committed to reading research and publications that keep me current on the issues and trends that affect young children, families, and the early childhood field.  I will use this information to advocate for every child’s right to health care, a home, food security, quality education, equity, nurturing environments, freedom from abuse and neglect, as well as respect for their culture, language, and identity. 
• Finally, I feel the best way to advocate for the rights of children, advance the field of early childhood, and create social change is to promote the goals of anti-bias education.  Anti-bias education encourages children to develop a strong sense of their own identity, respect for human diversity, the ability to recognize bias, and the skills to speak up for what is right (Derman-Sparks & Edwards, 2010).  Children find value and pride in their family culture and language as well as their own strengths and abilities.  They learn to see the differences in others as something to celebrate and embrace.  This understanding of themselves and others increases their ability to feel empathetic and compassionate to others and recognize when others are being treated unfairly.  Anti-bias education goes one step further to help children find the language, as well as the critical thinking and problem-solving skills necessary to address those injustices and correct them in order to ensure a more equitable society.  I feel that children that are exposed to anti-bias education will become productive global citizens that will continue to fight for the rights of all people!  If we took an anti-bias approach to social-emotional development we would no longer need the strict anti-bullying policies that we see in schools today.  Anti-bias education addresses the stereotypes and prejudices and emotions behind bullying and gives children the language to talk about differences that cause negative reactions.  Anti-bullying policies only address the negative reactions to those differences but does nothing to change the feelings behind the reactions.  The following scenario shows the distinction between the two approaches:

Aaron, a 9 year old boy, loves My Little Pony.  He has a My Little Pony backpack and lunchbox.  Some other boys in his class begin teasing him about these items.  At recess, they begin chanting "you're a sissy, baby boy!"

Anti-bullying policy:  The boys doing the bullying are sent to the office, their parents are notified, and they received appropriate discipline measures that are outlined by the policy.

Anti-bias education:  The teacher that witnesses the incident immediately stops the chanting and comforts Aaron.  The teacher reassures Aaron that he is allowed to like anything he wants to like including My Little Pony.  "Aaron are you a baby? Liking something does not mean you are a baby."  Then the teacher addresses the boys.  "Do you remember when we talked about how everyone is different and that's ok?  It is never o.k to make someone feel bad about doing something they enjoy."  Later, the teacher and/or counselor addresses gender stereotypes with the whole class.  Children see images of children and adults crossing the gender boundaries doing jobs and activities that are non-stereotypical.  Children have the opportunity to share ideas of why they think these images make people feel uncomfortable.  Children create a list of people they know that do things that cross gender boundaries.  In groups children problem solve for ways to ensure that everyone has the right to do, be, and play with whatever they want.

Thank You!

I want to thank my colleagues at Walden University for their support in this course and throughout the program.  I have learned so much from our unique community of practice.  Your diverse perspectives have aided in my growth in this program.  We have also created a safe environment to share and reflect on personal fears and concerns as we grew in our understanding of our own culture, bias, and stereotypes.  I am so proud of how far we have all come and I am excited to see our unique contributions to the early childhood field come to fruition.  Good Luck!  

I am equally grateful for the professors at Walden University for helping me to become a better writer, scholar, and leader in the early childhood field.  I want to give a special thank you to Dr. Embree for helping me to develop my early childhood challenge as well as an action response to this challenge and a community of practice to support me in my endeavors.  I feel that this final course has allowed me to hit the ground running in my efforts to create social change. 

Last, but not least, I want to thank my family, friends, and work colleagues!  Your patience and support has made my work in this program possible.  Thank you to every single person that spent extra time with my little Lukey so that I could steal quite moments to work.  Thank you for every encouraging word when I felt too tired and drained to go on.  Your love and words kept me going strong and focused on the finish line.  Thank you to my friends and colleagues that helped me with assignment requirements.  Thank you to my co-teacher, Rosanna, for making it possible for me to come back to work these last 5 months while finishing my program!  I would not have been able to do it without such a strong teacher by my side.  It is amazing what you can accomplish with such a strong network of support!  

Reference

 Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

EXPLORING JOBS/ROLES IN THE INTERNATIONAL ECE COMMUNITY

INTERNATIONAL ORGANIZATIONS

United Nations Children's Fund (UNICEF)

http://www.unicef.org/

"People in every country, every culture, every religion are working to ensure that each of the world's 2.2 billion children realize their rights to survival, health, an education, a caring family environment, play, their culture, protection from exploitation and abuse of all kinds, to have his or her voice heard, and opinions taken into account" (UNICEF, "For Every Child," 2010).

UNICEF fights for the basic human rights of all children around the world.  They are active in over 190 countries and territories working to uphold the Convention of the Rights of the Child.  UNICEF takes a life-cycle approach which recognizes that by helping children they are helping families and communities as well as securing a stronger and healthier future for the lives of children.  This organization is committed to the well-being of every child.

UNICEF provides multiple opportunities to be a short-term consultant for various projects.  One such role includes Consultancy assignment: Communication Consultant-Early Childhood Development (ECD) (http://www.unicef.org/about/employ/index_81424.html).  

Desired skills and experience: 

• Advanced university degree in communication, journalism, social sciences, early childhood development or related field.
• Minimum 5 years of experience developing and implementing communication and public advocacy strategies.
• Excellent networking and communication skills.
• Proven experience with social media strategies and outreach.
• Excellent understanding and knowledge of UN and UNICEF priorities and work in early childhood development.
• Strong organizational and detail-oriented skills.
• Experience in website design, development and content management. Experience working on multi-lingual websites and international web issues a plus.
• Excellent English writing and editing skills; knowledge of another UN language, preferably French and/or Spanish a plus.
• Preferred graphic and web design skills: Advanced knowledge of web design software such as Photoshop, Illustrator, Flash and ImageReady. Knowledge of HTML, CSS, including source code editing, image optimization, and FTP; Dreamweaver and Adobe Acrobat/Distiller.
• Experience with UNICEF implementation of RedDot CMS, Wordpress and other current trends in technology.
• Ability to handle multiple tasks and work under tight deadlines.
• Knowledge of early childhood development, neuroscience, and organizations involved in this programme area a plus.

Save the Children

http://www.savethechildren.org/

Save the Children invests in childhood – every day, in times of crisis and for our future. In the United States and around the world, we give children a healthy start, the opportunity to learn and protection from harm. By transforming children's lives now, we change the course of their future and ours. -www.savethechildren.org, 2015

One of hundreds of career opportunities include Early Childhood Program Specialist.  "The Program Specialist is the on-the-ground Save the Children staff member providing training, technical assistance, and management support to program partners to ensure quality program implementation and results for children" (www.savethechildren.org, 2015).  This position requires a bachelors in Early Childhood Development and recommends a masters degree.  They are looking for a person that has experience as a trainer, mentor, or coach.  This person should also have experience working with home visiting programs, rural communities with limited resources, and families with economic hardships.  This person has the most contact with program partners and therefore should have excellent communication and collaboration skills.

FHI 360

http://www.fhi360.org/

FHI 360 works to provide the opportunity for individuals and communities to reach their highest potential.  They provide longer lasting solutions by using locally driven solutions for human development.  This means that they evaluate the specific needs of a community in order to create solutions that fit with their history, culture, and needs.  When solutions are community based members become invested and utilize these solutions after outside assistance is removed.  This is ideal because the strengths of a community are used instead of only seeing the deficit.  It also empowers communities instead of "rescuing" them.

FHI 360 is looking for a Student and Family Engagement (SAFE) Officer.  "The SAFE officer will also be expected to become a vibrant member of the community, working regularly with targeted groups of students and supporting the administration, school leadership team, parents and key school staff through programs and strategies that help the school set and meet an integrated vision and goals of becoming a community school" (www.fhi360.org, 2015).  To qualify this person will need a bachelor degree and experience working with urban public schools and urban youth.  This person needs to be aware of culturally competent practices and have the ability to work with youth, families, and communities from diverse backgrounds.  Strong communication and relationship building skills are required. 

  

EXPLORING JOBS/ROLES IN THE NATIONAL/FEDERAL ECE COMMUNITY

NATIONAL ORGANIZATIONS

Teaching for Change

http://www.teachingforchange.org/

Teachers for Change is a national website that provides resources and tools for teachers and parents to create schools that encourage students to not only read and write, but change the world.  They recognize the need for children to be prepared to be global citizens. "Teaching for Change encourages teachers and students to question and re-think the world inside and outside their classrooms, build a more equitable, multicultural society, and become active global citizens" (www.teachingforchange.org, 2015).

The Teaching for Change website has a section just for anti-bias education that offers a book list, videos, articles, and a blog by Louise Derman-Sparks.  They offer professional development resources as well as opportunities to participate in advocacy efforts.

Anti-Defamation League

http://www.adl.org/

The Anti-Defamation League has a link to connect with my local ADL in Detroit, Michigan.  The Advocacy Center section allows me to see current legislation that fights injustices specific to my state.  The Education and Outreach section of the ADL provides resources specific to anti-bias education.  I am particularly interested in connecting with the Miller Early Childhood Initiative that works to provide anti-bias education trainings for teachers and families.  This could potentially give me a model for trainings or provide more personal training for myself.

National Association for the Education of Young Children

http://www.naeyc.org/

NAEYC is one of my favorite national organizations.  The website provides so many resources for visitors and members.  There is access to early childhood journals, publications from early childhood practitioners, accreditation programs and standards, conferences and professional development opportunities, public policies issues, and articles and information on current issues and trends.  The organization also provides information on current policies and issues in your state.  They provide government links so that you can search state representatives and senators, as well as view congressional voting records.  Their position statements on current issues and trends are among my favorite resources.  You can use these research-based statements to support your own advocacy efforts.  NAEYC is nationally recognized and respected as an authority on early childhood.    

Teaching Tolerance

http://www.tolerance.org/

Teaching Tolerance is a free resource for classroom teachers, librarians, school counselors, administrators, professors of education, and youth-serving non-profit organizations.  They have a free magazine, online professional development opportunities, film kits with DVDs and related lesson plans, publications, and other classroom resources.  

JOBS/ROLES

Ever since I went through the accreditation process I have thought it would be fun to be a NAEYC field assessor and work with child care programs to guide them through the process.  NAEYC is has a job opening for NAEYC Academy for Early Childhood Program Accreditation Reliability Specialist.  This person supports the accreditation program throughout the U.S.  They work with child care staff, field assessors, and other NAEYC accreditation staff.  Minimum BA in Early Childhood Education/Child Development, experience in the field working with young children in an early childhood program and a sound understanding of its ECE practices is required.

Teaching for Change is seeking volunteers for a special curriculum project regarding anti-bias, multicultural resources for early childhood educators.  Volunteers are needed to: review and organize archived lessons and resources; update materials where possible; and prepare lessons and resources for digital distribution. Ideal candidates will be strong writers and have experience with teaching or research in the curriculum area.

EXPLORING ROLES in the ECE COMMUNITY

To truly commit to the early childhood field it is important to participate in local and state collaboratives that are working to improve the lives of children and their families.  The following are organizations that making a positive contribution to the field of early childhood in Grand Rapids, Kent County, and Michigan.

Michigan Association for the Education of Young Children

http://miaeyc.org/

The MiAEYC helps children, families, and early childhood professionals with training, materials and services.  They uphold the standards and ethical code of the National Association for the Education of Young Children.  In April there will be a state conference provided by MiAEYC (http://www.miaeyc.org/conferences/earlychildhood.htm).

First Steps

http://firststepskent.org/

First Steps is a collaborative of local organizations that work together to provide access for children and families to early learning opportunities and healthcare.  Their Welcome Home Baby program connects new parents with local nurses that provide informational home visits.  Other programs address healthcare and educational needs of children in Kent County, Michigan.  

Michigan's Children

http://www.michiganschildren.org/

Michigan's Children is a state site that promotes advocacy for children in public policies.  The site provides videos, articles, blogs, and resources that help to inform parents, families, and educators about current public issues and policies.  This site also provides opportunities for involvement in making, changing, and promoting current and future policies.

This video informs voters about the upcoming proposal and how it will effect Michigan's children.

Kent Regional 4C: Your Community Child Care Connection

http://www.4cchildcare.org/

The mission of the Kent Regional 4C's is "To provide Leadership, Resources, Services & Education which create, improve, & promote quality child care".

Early Learning Neighborhood Collaborative

http://www.elncgr.org/

In Grand Rapids there are significantly more children in need than available early learning spots.  The mission of ELNC is to "create and provide targeted neighborhood collaborative partners with technical, developmental and educational support in order to increase the accessibility of early educational resources for vulnerable children."

https://youtu.be/upa3iCpZYww

I am currently teaching at one of the preschool sites that collaborate with ELNC.  I am interested in becoming one of the Early Childhood Specialists that work to ensure that every site is providing quality early childhood programs for the children attending.  This position coordinates monthly professional development meetings intended to provide training and opportunities for teachers to share ideas, resources, and materials.  This position also informs teachers and directors of resources in the community that help address the needs of children and families in the community.   

My early childhood teaching experience helps to provide real world strategies for teachers that are in the classroom.  It would be important to be outgoing and willing to work with all types of people and personalities.  This position requires good listening skills and effective communication skills.  In order to be in this position you must recognize that it takes a team effort to grow in this field.  The current early childhood specialist is open to new ideas and does not treat people like she knows more than they do.  She is ready to hear new ideas and willing to grow in the field.

REFLECTING ON LEARNING

"Anti-bias work is essentially optimistic work about the future for our children."  

-Derman-Sparks and Edwards, 2010, p. 2

My biggest hope for my future as an early childhood professional is to build a anti-bias education movement in Grand Rapids, MI.  I have learned that it is difficult to fully implement anti-bias curriculum without the support of other staff and team members.  I would like to see teachers and educators thinking about the impact on children and families and society as a whole if children develop a strong sense of self and family, appreciate and celebrate differences in others, recognize injustice, and act against it.

I am hopeful and optimistic with this goal because I am seeing it unfold and I have only been back in the field and advocating for 3 months.  I am seeing that my co-teacher likes how the children respond to problem solving regarding issues of gender.  Therefore, she is engaging in conversations with me about lesson planning that encourages the development of the anti-bias goals.  In the center I have seen the parent engagement coordinator reconsider parent engagement activities that might be exclusive to some family structures.  I a most excited about my connections with the Early Childhood Specialist for our organization (Early Learning Neighborhood Collaborative).  I shared with her the four goals that are outlined by Derman-Sparks and Edwards (2010).  We talked about the differences between diversity training and anti-bias education.  Shortly after she purchased and read "Anti-Bias Education for Young Children and Ourselves."  Next year she would like to collaborate with me to provide training for all the staff at ELNC as well as do a presentation at one of our local annual early childhood conferences.  I feel that this networking will get others excited about anti-bias work and build a movement that can help influence other cities in Michigan and the nation.  Anti-bias work will help to ensure a new generation of thinkers, problem solvers, and socially responsible citizens of the world.  It can help but be optimistic work for the future of our children!

Reference

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

THANK YOU!
I would like to give a special thank you to my colleagues and professor for challenging my professional growth and providing such unique perspectives on the implementation of anti-bias education.  I leave every class feeling more informed, inspired, and prepared to advocate in the early childhood field.  Good luck to all of you as you work to finish your degree next class!  I hope to see many of you in the field as we continue on this life long journey! 

UNICEF

LATIN AMERICA AND THE CARIBBEAN REGION

I chose to take a closer look at this region because I am currently teaching in a preschool that services a lot of immigrants from Guatemala.  I have three students and their families in my class.  This group of people are different from the Mexican immigrants because many are considered refugees instead of immigrants.  It is helpful to understand the conditions and challenges that cause these families to leave their country. 

In this region children are faced with many challenges the affect their development.  Although it difficult to get accurate information for real statistics there are an estimated high number of cases of neglect, commercial sexual exploitation and trafficking, juvenile justice, child labor, child soldiers, and birth registration.

• NEGLECT- Thousands of children in countries like Brazil, Columbia, and Bolivia face homelessness due to the inability of their families to properly care for them.  Many of these children are institutionalized.  

• COMMERCIAL SEXUAL EXPLOITATION AND TRAFFICKING- Throughout Latin America and the Caribbean there is an estimated 1.2 million children trafficked every year and 2 million are sexually exploited through prostitution and pornography.  The majority of the women prostitutes were sexually abused in their homes when they were children.  This is a huge problem because children have limited access to school and basic health services.

• JUVENILE JUSTICE- The perception which is reinforced through the media is that poor adolescents are responsible for the rise in violence in this region.  However, statistics show that the percentage of adolescent perpetrators are actually relatively low for the region.  However, In 2004 children and adolescents deprived of liberty conflict with the law in Latin America were approximately 40,000.
• CHILD LABOR-  Although child labor is on the decline in Latin America there are still an estimated 5.7 million children ages 5-14 engaged in different jobs in the region.

• CHILD SOLDIERS- In 2004, some 11,000 children under 18 were required to participate as child soldiers in the conflict in Colombia.  They are forced to become fighters, cooks, messengers and, in many cases, to provide sexual services.

• BIRTH REGISTRATION- 18% of annual births are not registered in the region.  However, this number does not reflect indigenous and African descent populations, displace populations, and border and conflict areas where the numbers are estimated to be much higher.

All of these are examples of trauma that put children in this region at great risk of mental and physical distress that greatly affect their growth and development.  UNICEF works closely with governments and civil societies to help ensure the rights of children and adolescents.  They state that "Children and adolescents have the right to grow up in an environment that ensures their welfare , protect them against violence , abuse, exploitation, neglect and discrimination" (unicef.org).  They work with local governments, families, and the greater society to help inform and implement systematic and sustainable change to affect long term conditions and safety for children.

On a personal and professional level this knowledge affects the work I do with the families from Guatemala in my center.  For instance, we know that there is little access to education in Guatemala.  Therefore the immigrants from this region do not have the same understanding or value of preschool programs and what they can offer their children.  For these families we need to do more to encourage attendance and offer regular information on what their children are learning while at school.  The teachers send informational notes home regarding fine motor, gross motor, cognitive, and social emotional development to help families recognize where their children are on the developmental scale and how they are progressing.  It also gives them a reference so they can help with these skills at home.  We have regular events that invite families into the classroom and center so that they can see first hand, through modeling, the learning activities that are incorporated through play.  We also provide family notes and information that is written for low literacy readers (i.e. 2nd grade literacy).    

Reference

UNICEF. (n.d.). UNICEF Regional Office for Latin America and the Caribbean. Retrieved February 21, 2015, from http://www.unicef.org/lac/

THE SEXUALIZATION OF EARLY CHILDHOOD

Let me first make the clear distinction between sexualization and sexuality or sex.  Children are naturally curious about their bodies.  It is normal for children to have questions about their bodies, love, affection, and intimacy as they gradually develop a sense of sexuality and sex.  However, according to Levin and Kilbourne (2009) "When people are sexualized, their value comes primarily from their sex appeal, which is equated with physical attractiveness" (p. 4). Unfortunately, children are bombarded with images, music, and ads that can create an unhealthy development of body image, caring relationships, and healthy sexual intimacy.  

When my daughter was four years old she wanted to take dance lessons.  We were new to town and on the recommendation of a local parent we signed her up at a dance studio nearby.  The night of her first recital we were sitting in the auditorium with great anticipation of our little girl coming on stage to wow us with her new dance skills.  There were several performances from other classes prior to hers.  The one that stood out the most was a group of girls that had to be about 8 or 9 years old.  They started out the dance crawling on the floor with their knees spread wide and preceded to dance around poles like they were doing a strippers dance.  Although my little four year old came out and danced a completely age-appropriate and sexless dance this image of the other girls would not disappear.  We took her out of that studio shortly after the recital.  I regret never expressing my feelings with the owners of the studio so that they could be aware of how such dances are perceived.

Working at a children's clothing store as a manager for five years I was constantly flabbergasted at the horrific sexist and sexualized content of children's clothing.  In particular the graphics on t-shirts.  Even starting as infants we sold shirts and one piece outfits that commented on little girls' lack of intelligence, dependence on beauty, and dating and marital interests.  In contrast little boys' clothing commented on their strength, power, and action.

Halloween was also another eye opener for me when it came to the sexualization of young children.  I found that little girls are marketed to be very submissive characters with little power and their costumes left little to the imagination.  We often found that we had to make our daughter's costume because there were not appropriate costumes that allowed her to be a non-sexy kitty or a serious veterinarian.  This only worsened as she got older.  Now at 15 years old it is almost impossible to find a costume for girls that is not marketed to be sexy (i.e. sexy witch, sexy nurse with not mention of being a doctor, sexy princess, etc.)    

These images send young girls the message that they are objects of little value other than their appearance.  They are subject to judgement of males and at their mercy for a good life.  This kind of marketing lays a foundation for girls in early childhood to become women consumers of products that will help them achieve perfection in their appearance and earn the attention of men.  It cannot go without saying that it is also damaging to young boys who are at risk of growing into men that do not value and respect women, but see them as objects to be obtained.  There are always worse case scenarios, but not every girl will grow up to be a prostitute or every boy into an abuser.  However, these images can create confusion for young children that can alter their attitude of themselves and their future female/male relationships. 

As early childhood professionals we can provide a safe environment that is absent of these images.  We can ensure that dress-ups in the dramatic play area are not gender specific or stereotypical.  Recently I just added different size pieces of fabric in many different patterns and colors to my dramatic play area and watched how the boys suddenly flocked to the dramatic play area to make the fabrics into masks, capes, belts, wings and more.  The girls were still able to make dresses and veils, but the fabrics have not been used the same way twice.  All the children are using their imagination and creativity instead of being limited by an outfit that has one use.  The books and puzzles in the classroom can provide images of non-stereotypical gender roles, men and women performing the same profession or same care giving role.  

According to Derman-Sparks and Edwards (2010) "young children typically focus on the external and cultural aspects of their gender identity-that is, they believe that how they dress (appearance) or what they like to do (behavior) is what makes them a girl or a boy" (p. 91).  As early childhood professionals it is important that we provide clear age-appropriate information and language about their bodies and their sex so that we can make the distinction between anatomy and actions when it comes to gender identity.  Children will feel more free to take risks and try things that are outside their perceived boundaries of gender.

I must add on a personal note that when I found this image I was reminded of how disgusted I am when breastfeeding is reduced to a sexual act as well.  Critics of breastfeeding in public like to sexualize this natural act by being offended by the slight appearance of breasts.  How many times have you noticed someone breastfeeding?  Except for first time moms, it becomes so easy that a woman could sit with you and carry on a conversation and you would probably think she was just holding a sleeping baby.  With all the images of breasts that we see on a daily basis how do we allow ourselves to be bothered by the image of a baby doing what nature intended?  I believe people are bothered because they grow up learning that breasts are sexualized objects.  Therefore any act of sucking, even an infant, becomes a sexual act.  It is time to change. 

References

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

  
Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf