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!
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).
