EDUC6164 - Welcoming Families From Around the World

Welcoming Families From Around the World

            I will be having a child from the Ukraine join my infant classroom.  It is center policy to have an orientation meeting with part of the administrative staff at the front and to also meet with the classroom staff to go over policies, answer questions, see the classroom environment, and for the parents and staff to meet and share information that will facilitate a smooth entrance into the classroom for the child and family.

First I will try to get background information on the family such as their home language; if and how well they speak English prior to their orientation visit so I can make arrangements if an interpreter will be necessary to facilitate our communication during the meeting.

Next, I will prepare a welcome packet for the family to go over at the orientation meeting.  During the orientation meeting I will try to make them feel welcome and comfortable by giving them time to observe us in the classroom, look around, and ask any questions that they may have.  I will invite them to bring in family photos, is they do not have any available I will offer to take some to put up in the classroom for their infant to see throughout the day. 

Contained in the welcome packet there are questionnaires for them to share family information such as family members, favorite stories, songs, toys; information pertinent to personal care routines for their infant to include:  how does their infant prefer to be put to sleep-placed in crib or does he/she prefer to be rocked and/or held to go to sleep; feeding information such as times, amounts and what types of foods have been introduced.  During this time I will also ask for key phrases that will help us use familiar words in the infants home language throughout the day if not English.

I will discuss with the parents the importance of us getting to know each other and forming a partnership in which we care for their child.  I will go over pertinent policies that are required by the center such as back-to-sleep, signing in and out and other policies related to health and safety practices.  I will ask if they have any information at this time to share that will facilitate a smooth transition for their infant and them to our program.  I will see if they are familiar with the local area and if there is anything that I or the center can do to help with their transition to our town.

I will encourage them to visit when they can, share stories and songs with the infants (as we encourage all parents to do) and try to make them feel comfortable and welcome; part of our classroom.  I will ask for them to share any and all concerns so we can discuss them if and as they arise.

I will observe how they care for and interact with their infant while in the classroom as well, to help me gain insight and understanding into their care and relationship practices.  I will do some research online once I have more information on the exact part of the Ukraine they are from, but will use it only as a point of reference for myself since each family has their own individual ways in which they express, celebrate, and incorporate culture into their lives and family.  I will try to be respectful of the information they share, their needs, culture, and their privacy as well.  I will incorporate as much of their home culture and routines into their child’s environment and our interactions as possible to ensure a smooth transition for child, family, and staff.

EDUC6164-The Personal Side of Bias, Prejudice, and Oppression

The Personal Side of Bias, Prejudice, and Oppression

            This incident took place about three years ago.  I was returning to my classroom (infants 6wks-12 months) and saw a caregiver from the adjoining classroom standing inside the half-door talking to one of the providers assigned to my room.  I signed in and entered the room.  As I was entering I heard the visiting provider say “Ooooohhhh, look he’s gay” and she proceeded to laugh.  I look in the direction she was looking and saw an infant lean over and kiss another infant on the face.  The two providers were still giggling.  I looked in their direction and the one from my classroom got very quiet and looked away.  I took a deep breath, tried to control my anger, and proceeded to tell the visiting provider to leave my classroom.  She started to question me as to why and I informed her that what she had said was inappropriate, offensive, and mean.  She said that she was only joking.  I also told her that a person’s sexual orientation was not the topic for inside the classroom environment or a joke to most people.  She tried to bring religion and sin into the conversation.  I told her that she needed to leave and did not need to return to my classroom with her small-minded and judgmental comments.  She got upset and left.

            What this person described as joking was an attack against a defenseless infant.  The infant may not have understood the words and probably won’t consciously remember the incident; but he certainly felt the negativity surrounding the incident.  I did not allow the incident to get out of control and tried to resolve it quickly and move on; but it did take place.  The fact that a person with these views, a complete lack of professionalism, and very little early childhood knowledge is working with children full time is very upsetting.  She made no effort to hide her views and saw no fault with her actions, only with me calling her on her behavior and asking her to leave and not come back.  

 I reported this incident and did not hear of any repercussions to the employee.  She continued to work full time with children and did not feel the need to check her behavior.  I have spoken to her on more than one occasion in defense of children and/or families.  The risk for ongoing emotional and psychological damage is the way in which equity is diminished.  We are in a profession that needs to build up children, not tear them down with ignorance and prejudice. 

This incident brought up feelings of anger, disgust, and sadness both with this person and the management’s handling of the situation.  I was actually viewed as over-reacting in this situation.  I feel that the responsibility we have as early childhood professionals and providers holds us to a certain standard.  I feel strongly that a person who displays these types of bias, prejudice, and inappropriate, damaging behavior should be removed from working with children.

In order for an incident such as this to be turned into an opportunity for greater equity management should have taken a very firm position against this type of behavior from an employee.  If reprimand is not effective, then a person should be dismissed.  I feel that a standard should be set for what is acceptable and will be tolerated or not.  By allowing this type of behavior, it has been condoned and will continue.  I was told when I questioned the handling of the incident that it was not able to be shared with me and not my concern.  To build equity we must be responsible, competent, and dedicated to our profession.   Not everyone who enters this profession should be allowed to stay.  Children and families are depending upon us to fulfill our responsibilities and trust us to care for their children.  An equitable early childhood system will put the well-being of children before the feelings and needs of those working within it.

EDUC6165 - Adjourning

            For this assignment I would like to discuss the group/team formed around each of the children I have cared for over the years.  Each child that has entered into my classroom has had a team formed to identify, plan for, foster, and meet his/her individual needs, strengths, and interests.  Each team would consist of the parent(s) or guardian, the teaching staff of the classroom (one lead and two assistants), and the child.  If outside assistance or services were needed, they would also be added to the team.  This may not be the typical team that comes to mind for most, but to me these are the most essential and important teams I have ever been a member of in my professional life.

            The relationship formed with each child and family is as different and varied as the child and family themselves.  Each is unique, depending upon the needs, strengths, and experiences.  The hardest groups to leave are those that have had unusual circumstances and challenges that have been faced and overcome.  Often it is harder for the parent(s) to say goodbye that the child or the teachers.  As a teacher, you know that your job is to prepare the child for an upcoming transition.  Each new skill or development leads in that direction.  There is a great sense of accomplishment to feel that you have helped this child to prepare for this moment.  The child, if developmentally ready will typically have a smooth transition when facilitated by staff.  Parents have grown to trust you and sometimes depend upon you and find it difficult to have to face the unknown all over again.

            The adjournment phase can be critical for parent’s adjustment to a new classroom and to developing a relationship with the next team of teachers that will care for their child.  I make a point of starting to prepare parents from the time they enter my classroom for the phase of adjournment and transition to a new room.  A few months prior to the actual transition time, I will begin to have regular conversations with the parent(s) about the upcoming transition process, and what we will do together to ensure their child is ready.  I offer the opportunity to take them to the prospective classrooms to observe and meet some of the staff.  I try to make sure they are well informed and put any doubt and fears to rest.  I also let them know that my classroom is always open to them if they have questions, concerns, something they would like to share, or just to say hello.

            An adjournment from a group should be an opportunity for closure, to say goodbye, and perhaps most important to prepare the members for what may be coming next (Abudi, 2010).  Change can be very upsetting to some and this is the time to prepare for the upcoming changes; often unknown. A sense of anticipation can be fostered with a positive attitude and approach to the adjournment process.

            I was very unsure of what I was getting into when I first enrolled with Walden.  I had no real idea of what type of experience or education was about to begin.  Each class has allowed me to meet, and get to know many early childhood professionals and advocates that I may never have met otherwise.  I find the experience of learning from, sharing, and interacting with so many people dedicated to children and families very encouraging and inspiring.  I hope that at the end of this program I am able to stay in touch with many and continue to share with and learn from each other.  

Reference

Abudi, G. (2010). The five stages of team development: A care study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

 

Resolution of a Personal Conflict

            The topic this week is conflict that we have experienced personally and strategies to resolve the situation.    O’Hair and Wiemann (2012) state that conflict may not always be resolved; it can be productive or unproductive; and in some instances lead to growth and learning.  Conflict can occur in any relationship and take many forms.

            The conflict that I will discuss is directly related to being an early childhood professional with very high standards that refuses to settle for less when it comes to children and families.  I do not hesitate to stand up and advocate for children and families when the need or opportunity presents itself.  I believe strongly that we must do what is best for the children and the families and that should be the number one priority.

 I have been employed for 20+ years within the military child development programs.  We have moved from base to base when my husband received orders.  I have been pursuing my education off and on for several years.  The past three I have been enrolled almost full time and working a full time job.  As time has passed and I have developed very strong ethics and values regarding children, families, and the responsibilities as a professional; the level of conflict has grown.

      I have developed a very strong voice when it comes to children, families, and their best interests.  This is where the conflict comes in.  As positions come open that would lead to my advancement, I have not been selected.  I meet the education requirements, the years of experience, and level of expertise.  What I lack is the ability or desire to comply blindly when I feel it is against the best interests of children and families.  I feel strongly about the importance of continuity of care, consistency, development of bonds and attachment…all critical aspects of what I do and believe in.  Caregiver convenience and budget concerns are not my first priority.

Without going into too much detail, the conflict was interfering with my ability to perform at the level I felt necessary.  It is very frustrating to know the research, know how it impacts the children and families, have the desire to do more, and feel that your hands are tied.  It was getting more difficult to manage school, work with rotating shifts and other needs of the job, as well as the frustration involved. 

Several heated conversations and debate of pertinent issues directed related to the well-being of children took place.  I was advised on one occasion to widen my view past the child development aspect and consider their position of having to meet the budget and other employee consideration that come into play within their positions.  This was a factor that could keep me from being promoted.  On another I was told that it was a credit to me that I could still feel so passionate about these issues after working for so many years in the field.  Unfortunately, money impacts decisions and often takes priority in our society.

I found discussion to not be effective; I was in no position of authority to change things; and although many of my co-workers supported my efforts they were in no position to help either.  After much thought, I made a very difficult decision.  I decided take some time off to reflect upon the situation and focus on school.  My request for extended leave was denied so I resigned  to get the time I felt necessary.  This was not easy to do.  I feel strongly about my work, children and families.  I felt sad leaving them and my co-workers; but the situation was neither productive or having a positive impact upon my piece of mind and feeling about myself as a professional.  I have been able to double up on my classes while taking a leave from work and will return to the profession in a few months; renewed, refreshed, and armed with more knowledge and insight than when I left.  I am going to take this time to reflect upon the situation, how I can make changes, and how I can best work for children, families, and the field of early childhood.

Many of the learning resources have given me insight into several avenues that can be used.  I’m not sure any would have been effective in my situation, since I lacked the power or position to implement them with any members of management.  Within my classroom environment itself, many of the strategies have been very helpful and successful with my children, families, and co-workers. 

The 3R’s have been a very important aspect of my approach to working with children and families (Cheshire, 2007).  By modeling respect, responsiveness to their needs, and building relationships I have had wonderful experiences with children and families (Cheshire, 2007).  All involved can benefit and grow from productive relationships.  I do need to work on the areas of controlling and trying to keep emotion from interfering; hearing not only the words but the full intent and needs being communicated to me; and my overall approach to communication itself.

References

Cheshire, N. (2007). The 3 r’s:  Gateway to infant and toddler learning. Dimensions of Early Childhood. 35(3), 36-38. Retrieved from http://www.southernearlychildhood.org/upload/file/SECA%20Radio/The%203%20R%27s.pdf

O’Hair, D., & Wiemann, M. (2012) Real communication: An introduction. New York: Bedford/St. Martin’s.