The Comeback Kid Strikes Again

I knew this course was going to be special for me. Not because it was a “specialization course,” but, because, as it has been said “save the best for last.” All of the collaborative experiences I have encountered have enriched my learning in this course, and has helped me to expand and deepen my understanding of effective ways in which to support children’s healthy development in a multiracial, multilingual, and multicultural world. Communicating with people through an online course gave me something to look forward to each week. Each week was like talking to new neighbors (colleagues) in a close online community. Hey! Come to think of it, this course had a group of “diverse” people (colleagues). We were a diverse group in our own community. We were building and establishing relationships just like we were learning how to do in our classroom with diverse children through this course. Wow, where do I start with my passions? As an early childhood professional, I hope to be committed t

Impacts on Early Emotional Development Larry D. Jackson Walden University Strategies for Working with Diverse Children EDUC - 6358 - 6 Dr. Lissett Bird-Pickens April 18, 2014 Impacts on Early Emotional Development      I chose the Middle East and North Africa area concentrating especially on Syria. I chose Syria, because, most of the time I think about the displaced children who will ultimately be orphans. I also chose this region, because, if I was offered an opportunity to help the children in the Syrian conflict, I feel I could be effective helping the children in an emotional, developmental, and educational capacity. I chose this area, because, the children of Syria are displaced, uprooted, orphaned, and killed. They are paying the heaviest price for this conflict. According to a Times Magazine news article “a United Nations Children’s Fund (UNICEF) report published Monday calls Syria one of the most dangerous places in the world for children, 5.5 million

     Sexualization in early childhood could be an extension from something we overlook here in this country and abroad, and that is “materialism!” Chaplin & John (2007) stated “concerns over the rising level of materialism in children and adolescents are increasing among parents, educators, and social scientists. In a recent national survey, 95% of adults say that children are too focused on buying and consuming things, and almost 80% agree that limits should be placed on advertising to children” (Chaplin & John, 2007, p. 1) . Harro (2010) stated “we are consciously and unconsciously bombarded with messages. We are brainwashed by our culture: media, language, and patterns of thought” (Harro, 2010, p. 46) .       When they show a commercial of someone emphasizing their body parts below the waist, my son tries to imitate the same movement sometimes. I have to turn the commercial to something else or turn the television off completely. I remember a dance for the preschool stude

The consequences for children and families while I experience racism might make me create biases towards them. This will hinder me from forming and building relationships with children and families. For example, I would anticipate my connections with children and families would not be as strong as they should be. For example, some of the colleagues I work with have said some things that seem unintentionally bias towards me, so when I see children and families that resemble my colleagues, I tend to have misconceptions, and I feel distracted when I am trying to communicate effectively to them.