The Topic of Sexualization

My reaction to the topic of sexualization is one of sadness and disgust. I have heard stories of children at my school who have said sexual things to another or acted in a sexual way. I have watched students dance provocatively and girls harass other girls because they are not “pretty” or “sexy”. It is not a surprise to me because I have heard and seen these things.

As I have watched TV I have seen commercials for children and teen Halloween costumes and clothing that were very provocative. For example the Bratz Halloween costumes for young girls have short skirts and low cut tops with stockings and heels.

In the movie “Mean Girls” the little sister of Regina, the “Plastics” leader, dances and lifts her shirt up to a Girls Gone Wild Video on the tv. The mother of Regina is also very sexual, and so are the four main teenage girl characters in the movie.

At school last year, one of my former students told a girl in his class that he wanted to have sex with her and touch her “boobies”. He was a student who seemed so innocent and hearing of this completely shocked me.

At school, the students would get a reward called a Wii Dance Party. Someone brought in the Just Dance dvds to use. As we scrolled through a song, many kids yelled to stop at a particular song, I think it was by Nicki Minaj. As we started to dance to it, we suddenly realized the dancing was not appropriate at all. It was very sexual and provocative, with gyrating and touching the body. We made it a point to let admin know about it, but it amazed us how many Kindergarten girls already knew to dance like that. One girl in my class was singing the song, with the “bleeps” and everything.

I think that sexualization in early childhood teaches children to hold unrealistic expectations of themselves and of others. I think it also makes children more aware of appearance, and attributes to lower self-esteem and self-worth. “These lessons can seriously harm their ability to grow up to have healthy attitudes about themselves and their bodies and to have caring relationships in which sex is an important part” (Levin & Kilbourne, 2009). I think children also learn to identify themselves more with sexuality rather than other good qualities, and it becomes part of their identity. Some girls are probably more likely to solicit themselves to have a boyfriend, for sex, or any kind of partnership that makes them feel better about themselves in a sexual way. This could result in poor choices in relationships and future mates. Some girls may even end up having eating disorders, depression, or take a path into drugs and alcohol or other illegal activities. “In the most extreme cases, the media’s incessant sexualization of childhood can contribute to pathological sexual behavior, including sexual abuse, pedophilia, and prostitution” (Levin & Kilbourne, 2009).

This article and discussion of this topic has helped me to realize what young girls and boys are seeing, hearing, and trying to understand in their growing minds and bodies. It has made me more aware of the harmful messages that are being sent to these young children and to pay more attention to materials in the classrooms and schools, on videos and websites that we show. I have also realized the importance of helping children develop that healthy self-concept in terms of gender and confidence in their appearances, personality, and everything that makes them the individual they are. I am interested in finding a way to help parents realize the same, so that they can help their child understand and work through any confusion/issues they have. I know that some parents play music videos and songs in front of their children that are not appropriate, and it would be interesting to hear their take on this as well.

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Isms Impact on Teaching

Growing up in a white middle class home and area, I don't feel that I experienced many isms, but one that does stick out it classism. As I got older, into middle and high school, I was not a part of the "cool" groups, and in elementary and middle school I didn't play sports so I wasn't a part of any sports groups either. I can remember begging my mom for the "name brand" clothes such as Tommy Hilfiger, Hollister, American Eagle, and Abercrombie. I can remember being made fun of for having clothes from K Mart and random stores in our mall like Sears or JCPenney. Basically my parents weren't rich enough to buy me the name brand clothes, so I wasn't cool enough to be friends with certain people. Today I'm actually thankful that I didn't have those things because as I've grown I've realized what really matters in life. Looking at those "cool" kids now, and thinking about where I am in my life, those cool clothes and high class kids aren't any better than I am. 

I think that classism, or any kind of ism can influence your teaching. We can become less tolerant of the ism, more irritable, angry, emotional, or impatient. This definitely could influence your students because they can sense your mood and mood changes. They can tell when you like or don't like something. I am a very emotional person and I don't hide my feelings well at all. My students know when I'm sad, happy, excited, angry, dissapointed, because it's on my face immediately. In regards to classim, I think I tend to be more sympathetic and understanding to kids who don't have much or don't come from wealthy homes, which is 90% of my class, teaching in a Title One school. I think I have a very low tolerance when it comes to kids making fun of other kids in any way, whether it's appearance, clothes, money, etc, because I know what it's like to be made fun of or belittled. I have learned that instead of showing that low tolerance, it's better to talk to the students about how that makes them feel, helping them try to empathize and learn how to treat each other with respect. 

Communication with Children

As I was sitting in the park the other day, I overheard a mother talking to her toddler about feeding the ducks. The mother explained how to tear off a piece of bread and toss it into the water. The toddler listened, but wanted to get out of her stroller and throw the bread. The mother explained that she needed to stay in the stroller and couldn’t get out. The toddler listened and threw the piece of bread while sitting in her stroller. She then exclaimed that she wanted more bread, and so the mother continued to help her tear a piece off and feed the ducks. The mother talked to her about the ducks and what they were doing, how they were coming up to the side walk and swimming across the water to get the food.

I think this mother did a nice job communicating with her child, especially as she explained specific things, giving the child more information. It would have been nice to hear the child talk more, maybe to see what would come up if mother didn’t explain certain things. Would the child ask questions? Would the child say things that could lead to more conversations?

I do believe that the child could have felt more validated if the mother would have praised her for staying in her stroller and not trying to get out or argue about it. I also feel like the child’s self-esteem and independence could have been positively influenced if the mother would have let her out to walk around. (Although I understand why, because the sidewalk is right beside the water and the child could fall in which is definitely not safe.) But maybe they could have taken a few steps back and sat on the edge closest to the grass to feed the ducks. At that point the ducks may have come onto the sidewalk which would have allowed for more interaction and conversation from the little girl.

The biggest thing that has stuck with me from the readings this week is the statement about “stepping back” and really taking time to listen to the child. “Stepping back became a strategy that helped me listen with an openness that allowed me to hear unexpected meanings in what children shared with me” (Stephenson, 2009). I feel that by “stepping back” you can receive messages that you would not have otherwise heard or noticed because you were busy multitasking while trying to listen to a child. I am guilty of this and actually have found myself just agreeing and not even realizing what I am agreeing to until I truly stop to listen. I think good communication with children requires attention and listening with an open mind, instead of assuming that a child is going to say this or that.

References

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=37131016&site=ehost-live&scope=site

Family Child Care Home

Family Child Care Home

In my home I would have an indoor and outdoor play/exploration area. The indoor would have carpet, flooring, tables, chairs, kitchen eating area, quiet/calm down area, nap area, bathroom area, library area, and learning/sensory centers.

I would include pictures of the families and children from home and at the care center and a schedule for reference. Posters and toys of various racial and ethnic  groups, as well as various jobs and careers, playing or spending time with family, various kinds of families including heterosexual, gay/lesbian, single parent, other caregivers are also important. Pictures and toys that show history and our future, ie presidents, famous people, etc would show children different ways of life then and now. I would also include games, books, puzzles, dolls, posters/pictures and toys of feelings and emotions, and other educational toys that help children interact and work/learn together. I really liked Adrianna’s idea of having a share area, will children can bring something special that tells about them or their families and it stays on the wall for the week/month and then changes for new children to have a chance to share. I also liked Adrianna’s idea of the communication board, where families can communicate information to me that they feel is important for me to know about their child/family.

I think that in order to connect with families and make them feel welcome, it’s important to have those pictures of the families in our groups. I think it’s also important to invite the families in for special activities and be involved in our program. Helping families to connect with each other is important as well, so having that family time is going to make them feel more comfortable.

As I was reading and thinking about what my family child care home would look like, I read the statement “What children do not see in the classroom teaches children as much as what they do see” (Derman-Sparks, & Olsen Edwards, 2010) and that spoke volumes to me. Much of what we learn comes from our environment and experiences, so it’s important to create a diverse learning environment for the children in your program. I believe that all of the setting, the structure of the program, and all of the things included will help children to learn in a diverse setting, which will be the first step in creating an anti-bias community.

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 (NAEYC).

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author

Week 8

One hope that I have for working with children is that I can remember to consider their family/home life and backgrounds. I tend to generalize with my students with all of the craziness that a school year brings. When I have students with not so good behavior, I immediately think about how bad they are and forget to consider where they're coming from. These past few days, meeting my new students, I was better with that, and reminded myself that these students may have things going on at home that I don't know about. I think it's important to remember that and get to know them and their families.

One goal for the early childhood field would be to continue to work anti-bias curriculums into classrooms and centers, teaching children to be anti-bias and helping teachers handle bias/discomfort situations. I think this would truly help make our future and our world a better, more civil and understanding place.

I'd like to thank all of you for your kind words, feedback, questions, comments, and just sharing of thoughts, ideas and opinions. As always, I love learning from you and with you! 2 more classes to go!

Diversity Poem

Hello all! Not my best but it will do... Here's what I've learned about Diversity:

Diversity

We all feel joy,

We all feel pain,

We all are different,

Yet all the same.

Some come from broken homes,

Some walk the streets alone.

Some live a healthy life,

Some don't have to live in strife.

No matter our skin color, religion, or town,

We all help make the world go round.

We're human beings and it's easy to see,

I'm like you and you're like me.

-Caitlin

We don't say those words!

• A time when you witnessed an adult (or yourself) reprimand or silence a child after he or she pointed out someone they saw as different (e.g., "That lady talks funny," " That man only has one leg!" "Why is that man so pretty!"). Include what the child said and what the adult did or said in response. (Note: If you cannot think of a specific time ask a friend or family member.)
• What messages might have been communicated to this child by the adult's response
• An example of how an anti-bias educator might have responded to support the child's (or classroom's ) understanding

I was recently having dinner at a friend's house when her husband began to explain how their little 4 year old girl called a lady "fat". They were at Chic Fil A and the little girl noticed the lady at a table near them. She began to tell her dad, "look at that lady! she's big! she's fat! why is she fat daddy?" The dad, feeling embarrassed began to motion a cut it sign, where you take your hand across your neck as if to say "cut it out" or "stop". The little girl didn't understand and continued asking. Finally he said, "honey stop it and be quiet and eat." He explained that by this time the woman was angrily looking at him and he didn't know what else to do. 

I think the message communicated was that the word fat is a bad word, or that talking about someone being fat was a bad thing. I can understand the embarrassment, you never want your child to call someone that kind of name, but at the same time, being four years old, she was just explaining what she noticed and being honest.

This has happened to me during a class discussion about a robin character. The little round robin was round, and we had to use other words to describe it. Some kids said chubby, others, said fat, chunky, etc. One little girl became very upset and explained to the class that it's rude to use the word fat, and you should use a nicer word. We discussed how that word could hurt feelings, and that maybe we could say large or big, or even round. As an educator, I think it's difficult sometimes to explain to children that some words hurt feelings even though you're using them to describe something. Children naturally and honestly describe things they notice, and when it happens, I think it's important to acknowledge it and move on, and at times you may have to discuss more deeply.