Evaluating Impacts on Professional Practice.
Young children need caring adults to help them construct a
positive sense of self and a respectful understanding of others. They need
adults to help them begin to navigate and resist the harmful impact of
prejudice and discrimination. A person’s early childhood years lay the
foundation for a developmental experimental journey that continues into adult.
With appropriate adult guidance, this foundation will be a strong one,
providing the base for the next stages of healthy development and the skills a
person needs to thrive and succeed in a complex diverse world. (Derman-Sparks
& Olsen Edwards, 2010 p.11)
Growing up as a child in Nigerian, I was brought up to be
spoken “to”, but enrolling in Walden university and most of the courses I have
done have similarities on how to bring up a total child. One of the most
striking ways in which children are being addressed is the way they speak “with”
children. This shows equality, believing that the children have as much
knowledge as the adults in their lives to contribute toward any positive
discussion that is taking place.
Development is thought to be continuous and cumulative and
the early years are almost always described as vital to later development. For
example, children who have a difficult start in life are often expected to be
less likely to succeed in life. (Sandra S., 2013 p. 3)
If children are given the right start as per the necessary
requirements they need to blossom fully they will be able to develop well,
emotionally, cognitively and will not find problem socializing with their peers
socially. But if the reverse is the case where by a child does not have the
necessary requirements to develop holistically, the child will lack the ability
to get to his/her fullest potential.
Sexism is one of the isms I have experienced as an adult in
my work place. Sexism or gender discrimination is prejudice or discrimination based
on a person’s sex or gender. Sexism can affect any gender, but it is
particularly documented as affecting women and girls. This kind of attitude
fosters stereotypes of social roles based on sex.
My 4 years old daughter is so into this gender role, I don’t
know where she got it from, she tells her brother that boys are not allowed in
the girls kitchen whenever he comes around to help out, the colors boys don’t
need to use and this baffles me because I tell her that it has to be the boy’s
choice not to want to come into the kitchen or take part in ballet class. People that end up being sexists must have
started like this too.
I think in our profession as early educators it is so critical
to make children understand that they are all welcomed to make choices in
whatever play, games, and roles they want to take part in, at home or school
environment as long as they have interest in it. They should not limit
themselves by believing that certain plays, roles and games belong to the
girls.
Limiting gender roles hurt children in all areas of their
development. While gender role norms have become less narrow in some
communities, there is still considerable pressure on children to shape and
limit their learning behaviors according to gender. Paying attention to
diversity and equality in relation to gender identity creates a strong
foundation for children to succeed in school life and to fully become who they
can be. (Derman-Sparks & Olsen Edwards, 2010 p. 99)
References:
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias
education for young children and ourselves. Washington, D, C.: National
Association for the Education of Young Children.
Sandra Smidt (2013) the developing child in the 21st
century. A Global perspective on child development.
Hello Patience
ReplyDeleteI agree, when you stated that children should not limited themselves thinking that certain play, materials and roles are for a specific gender. As I continue to read the resources Walden University have provided, I realize that there is a ton of information that would help us become effective teachers. One of the principle that social inequities and bias undermine healthy development in all children, in one way or another; and all children benefit from being made visible and equitably (Derman, Sparks, Olsen, Edwards, 2010).We as teacher must be open-minded and willing to acknowledge, support, embrace and nurtured children no matter what geographic locations, colors, creed, race, and nationalities. Thanks for sharing
Hi Patience, I enjoyed reading your post you shared some great information. You are indeed correct in stating that children need caring adults to assist them in forming a positive sense of self and a respectful understanding of others. I feel that adults play a huge role in assisting them in developing self-identity and social interaction. Children learn early on that not all individuals are the same. It is up to us to teach them to respect, appreciate, and comfortably network with diverse individuals whether they will yield to the biases that result in, or help to explain, unjust treatment of an individual because of her or his identity. Acknowledge that because we live in a prejudiced and partial society, we must actively foster children’s anti-bias development. “If we want children to thrive in a diverse world and to choose to stand up themselves and others to create a more just place for all, then we must be proactive racial identify and respectful attitudes toward people of differing racial identities (Derman-Sparks, 2010, p .80).”
ReplyDeleteReference:
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