Dealing with Homophobia in an Early Childhood Setting EDUC (6357)

Dealing with homophobia in an early childhood classroom can become very datable.  Some parents do not think children should be exposed to the terms gay, lesbian, or bisexual at an early age, and that books and pictures that portray these terms should not be a part of the classroom.  I do believe that it is my responsibility to education my students in a way that is going to prepare for the "real world".  Homosexuality is a part of our culture, and if children are not taught about this part of our culture, then they will ignore it (which results to ignoring people who may be gay, lesbian, bisexual), and will develop a pre-prejudice towards this group of people.  If children are educated to accept all aspects of diversity, including those of sexuality, then we as educators are creating children who will be open and accepting others who are not like them.  Using books such as Felicia's Favorite Story, Heather has Two Mommies, and Tango makes Three, and Daddy's Roommate are all age appropriate books to help children become aware that all families are not the same, but they are all different and unique.

One of my younger cousins was always teased when he young (5-now 13) about being a sissy and being gay.  Growing up around him, his brothers always teased him because he wanted to play with dolls.  He would always tell me that when he got older he was going to be a cheerleader just like me.  I would always tell him, that he was going to make a great cheerleader because he is passionate about it.  His mom would even tell him to stop having those sissy dreams because she didn't want a son who was gay.

Surprisingly, this never killed his spirit and to this day he still prefers dolls, cheerleading, and other things that some may view as "girl only".  This could have caused him to become depress, and lose sight of who he really is, but he did not.  I am happy that my younger cousin is proud of who he is!

Observing Communication with Children (EDUC 6358)

I chose to observe communication amongst my TA and the students in our class during small group.  I had recently presented the concept of adding with 10 frames to the class, and she was leading this learning center.  I noticed that she was quick to correct the children, if they did not do it right the first time instead of giving them the opportunity to check their own work.  The students did not engage to much with one another, but rather only with her.  Some of the children did not communicate at all, and just completed the problem when it was their turn. 

I did notice that my TA used appropriate language and vocabulary, and provided the students with positive feedback if they did something correct.  For example, she told one student that he did a great job at reading the math problem loud and proud in his big voice so everyone can hear him.

What I took from this is that every child was not encourage to participate in communication.  It was a game in our math learning center, so each child did participate just not through the use of language. I reflected on how I interact with small groups, and notice that sometimes, I too even over talk the children instead of allowing the to actively engage in the conversation. 

Being the teacher and having an assistant, I now realize that it is jus as important that model effective communication for her as I do for the students in our classroom.  In order to model effective language/teacher talk, one must first be aware on how they are doing with their teacher talk.  Communication is a give and take.  Someone is always giving or taking in information that was presented to them.  I am now more aware, that the language I use effects not only my students but my TA as well.  I will try to become better at modeling appropriate language, providing direct feedback, and using open-ended questions to promote the children's thinking.

My Childcare Setting (EDUC 6358)

I would want my facility to first be one that appears to be child friendly.  The appearance of any childcare facility is important. I would want accent walls of green (spring-time green), yellow, red, and orange.  Children are attracted to color, and I would allow these accent walls to be the place of where we would display pictures of each family.  I did like how Adriana displayed items to represent each child.  In my current class, we have family photos, and we displayed family trees for the first 8 weeks of school. Also, having posters around the room that the children can relate to that don't show stereotypes.  For example, a girl playing basketball, and a boy pretending to bake cookies.

I would also want a variety of toys that represent several different cultures.  Not only those that are present in the classroom, but from all different cultures.  This will teach children to learn that there are many different people who may not look like them, but you can still play with them.  Also, having a variety of books.  Books about culture differences, different families, different community helpers, etc. 

Having  a variety of toys such as Legos, dolls, block, sand/water table, art easel, math manipulatives, science/exploratory materials, book making materials, puppets, all of these items will help create an anti-bias classroom by allowing each child to explore all of these toys.  Encouraging boys to play in home-living and girls and block center would help children break the bias of girl vs. boy toys. 

I would also make some of the items that would be in my classroom such as puzzles.  I would take pictures of the students playing (girls playing with the tools set) and create a puzzle with it.  I would also have skin tone crayons and construction paper for the students to explore with.

I believe this will help create my anit-bias home facility.