Time Well Spent

When I initially began this Master’s program I was unsure of what to expect.  The fear of unknowing made me a little hesitant, however it was important enough to me to step out and begin my journey.   Being part of an online learning community was a new adventure that I was not so confident about.  I thought perhaps the familiarity of the traditional class room experience would hinder me from independent learning.  This type of educational experience taught me that I can take on new challenges and succeed in my efforts.   Now looking back, I realize just how valuable this experience has been to me.  I have learned a great deal from not only the assignments, but also from my colleagues.  I have never had educational classroom working experiences.  I appreciate all of my colleague’s advice and sharing of your educational backgrounds.  I now feel confident to enter in to a new career with a strong educational base in the early learning field.   I will always keep in mind the importance of family, partnership, and inclusion in the field of early education.  As well I have learned to recognize and eliminate my own personal biases, which enhances my ability to build connections with children, families, and peers.  Without these lessons I would be less likely to succeed in the field.   My future will bring opportunities to share my knowledge with others in my community.  I ultimately want to see children reach their highest of potential and to provide an environment where families feel supported.   Opening centers and community programs in my local area will be the highlight of my career.

 I would like to thank all of my colleagues and instructors who have been supportive though this learning experience.  I am thankful for all you’re your input and feedback.  I wish you all the best in the future pursuit of your goals.

Jobs/Roles in the ECE Community: Internationally

• Association for Childhood Education International

www.acei.org/

The mission of this organization is: Our mission is to promote and support the optimal education and development of children worldwide, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society. We have consultative status with the United Nations.

Beliefs

ACEI delivers its humanitarian mission based on a platform of four core beliefs.

Uniqueness

Each child possesses a unique set of gifts and talents. Educators and others invested in the education of children should value each child as a unique and special individual.

Universality

The key principles that join our world together through the common bonds of human dignity and respect. All those concerned with the education of children should uphold these universal principles.

Quality

Educational experiences are enhanced by instructional strategies and learning environments that offer the very best opportunities for children's learning within the context of the nation, community, city, town or village in which children live.

Equality

All children should be educated in environments of fairness where there is freedom from bias or favoritism and where access to, and participation in, educational experiences are the cornerstone of the home, school and community.

 

Although I did not find any employment positions on this website, I do believe in the work that this organization does.  I believe in what they stand for and strive to accomplish.  There are advocacy and council board leadership roles which one can inquire by contacting the representative.

Official Site - Save the Children

www.savethechildren.org/

When disaster strikes around the world, Save the Children is there to save lives with food, medical care and education and remains to help communities rebuild through long-term recovery programs. As quickly and as effectively as Save the Children responds to tsunamis and civil conflict, it works to resolve the ongoing struggles children face every day — poverty, hunger, illiteracy and disease — and replaces them with hope for the future.

The position in this organization that is of interest to me is Program Coordinator / DC Promise Neighborhood.  The Program Coordinator is will oversee daily implementation of all aspects of the literacy and math after school programs including read-aloud, supervising children during silent reading sessions, rotating groups of children from one literacy activity to another, implementing math curriculum lesson plans and maintaining good general order and conduct among the children participating in the program. The Program Coordinator will provide on-site supervision and support for all Program Assistants, the number of such being dependent on the number of children participating in the after school program.

The requirements are:  Bachelors degree in education, child development or a related field highly preferred.  Previous experience working with and supervising kindergarten through 5^th grade children required

UNICEF - UNICEF Home

www.unicef.org/

INICEF  believes  that nurturing and caring for children are the cornerstones of human progress. UNICEF was created with this purpose in mind – to work with others to overcome the obstacles that poverty, violence, disease and discrimination place in a child’s path.

One position that I found interesting is based out of Sudan.  The job description is:  Accountable for planning, implementing, monitoring and evaluation of Education program(s) to ensure overall efficiency and effectiveness of the program management, delivery and accomplishment of program goals and objectives. Across the Education program(s), accountable for identifying gender inequalities in education, and for developing innovative approaches and programs to eliminating these inequalities. Collaborate across the program(s) to ensure gender mainstreaming. Ensure that monitoring mechanisms are in place to track progress towards disparity reduction goals and targets in Education.

Qualifications are :  Advanced university degree in one or more of the disciplines relevant to the following areas: Education; Primary Education, or a Social Sciences fields relevant to international development assistance.*

Minimum 5 years of relevant work experience at national and international levels in field programs relevant to Education programs. Experience working in the UN or other international development organization an asset. Experience in national level development assistance is an asset. Experience with addressing gender disparities and asset. Background/familiarity with Emergency.

Fluency in English and a second UN language. Knowledge of the local working language of the duty station.

Although this is an likely employment position, it is of interest.

Jobs/Roles in the ECE Community: National/Federal Level

I found one employment position that I could realistically see my self in on the national level.  My interest Mosley are limited to the state level however.

Bright horizons

Bright Horizons manages child care centers for many of the world's leading corporations, hospitals, universities, and government agencies. All of our child care centers are designed to meet the standards of excellence set by the National Association for the Education of Young Children (NAEYC).  I like this program because of the partnership with several local and governmental agencies.  I this program I would first be interested in teaching.  After getting some teaching experience I would like to expand in to management.

Teachers: Requires professional experience supervising or educating children, plus completion of early education coursework. (Credentials also available through our own Bright Horizons University.) Responsibilities also include curriculum development and family communication.

Regional Managers: Provide strategic leadership to a geographic region, manage center directors and staff, and ensure that your centers exceed state and local licensing, health and safety standards, and NAEYC criteria. Must have a BA or MA in Early Childhood Education or a related field and multisite management experience.

http://www.brighthorizons.com/careers/careeroptions.aspx

The Washington State Department of Early Learning

The Department of Early Learning (DEL) strives to help create safe, healthy, nurturing learning experiences for all Washington children. Our work focuses on the earliest years in children’s homes, child care, school programs and communities. DEL offers information and resources for children's first and most important teachers—parents—as well as others who care for and teach young children.

If I worked for this governmental program I would desire to be a Region Administrator. The Region Administrator oversees early learning child care licensing activities in the region of Washington they are assigned.  This leader is responsible for the regional operation of early learning and child care licensing which includes: personnel management, resource management, monitoring of budget and consistent application and implementation of policy, procedure and practice related to Washington Administrative Code and department initiatives.

The Eastern Region Administrator is responsible for fostering positive and collaborative working relationships with internal and community partners. Communicates objective information to and from the region and for coordination at the regional level of department focused initiatives in: policy; IT projects and updates and quality rating improvement.

Desirable Qualifications

Possess a Bachelor’s degree in sociology, education, early learning, public administration or

related field,

Demonstrated supervisory or managerial leadership experience, preferably in Washington

state government,

Excellent written and oral communication skills,

Previous experience working in an agency or organization with a focus on regulatory practices and an understanding of state government operations to include legislative processes, external awareness particularly related to policy or project implementation and interdependence of child care systems.

Ability to positively represent the agency in effective communications with the public, government agencies, and special interest organizations on relevant issues.

Ability to positively influence change, manage conflict and perform both as a team member and in independent judgment situations.

http://www.del.wa.gov/search/query.html?qt=employment

Thrive by Five

As the state’s nonprofit public-private partnership for early learning, Thrive by Five Washington works to mobilize the long-term statewide commitment to early learning, so that families and caregivers have the information and support they need to help their children succeed in school and thrive in life.

They are focused on three areas of work that will make a difference for children and families and significantly advance the state’s early learning efforts. With these areas of work they want to:

·        Deepen parent and caregiver knowledge of child development

·        Build a coordinated home visiting system to serve at-risk families

·        Build partnerships and drive mobilization

They  believe Partnerships at all levels are at the heart of Washington’s early learning work. One of the most valuable partnerships in the state is the Early Learning Partnership between Thrive by Five Washington, the Washington State Department of Early Learning and Office of Superintendent of Public Instruction. Washington is the only state to have these specific groups – and have them formally committed to working together on behalf of families and children birth to 3rd grade.

One of the biggest accomplishments for the Partnership was co-leading the creation of the Early Learning Plan, a 10-year roadmap for the state’s early learning work. The Partnership has aligned its work to the Plan and other statewide, regional and local groups have followed.

Not only is this partnership invaluable to their work, but it is also key to aligning the early learning field and ensuring that state-level decisions and policy are coordinated. Regional partners can more easily see how to connect with their work – and how they can best connect with each other.

I’m not sure what position I would desire in this partnership, however I like the collaborative efforts that are taking place and would like to be a part of it somehow. 

http://www.thrivebyfivewa.org/

Exploring Roles in the ECE Community: Local and State Levels

Children’s home society of Washington Link:  http://www.chs-wa.org/

Employment of interest Link, Director:  http://www.chs-wa.org/EmploymentOpportunities. v2-5.aspx?adpurl=https://home.eease.adp.com/recruit/?id=706601&adptitle=Educator I or II-Highline Early Learning Center Des Moines,

In order to qualify for this position I must have education at least a BA in education or a combination of education and experience in the early childhood field.

This organization serves states wide and in many aspects of children and family’s lives.  The areas that are targeted are adoption, early learning, foster care, family support, child and family counseling, and advocacy.  The programs help to prevent or address the unique challenges facing the state's most vulnerable children.  I chose this organization because of the work that is done to help children and families.  I feel that this organization is directly aligned with my passion of serving vulnerable children.

Easter Seals of Washington Link:  http://wa.easterseals.com/site/PageServer?pagename=WADR_homepage

Employment of interest Link, Director:  http://wa.easterseals.com/site/PageServer?pagename=WADR_JobDescriptionsProfessional#DirectofChildDev

To qualify, I would need experience in management and financial planning.

Easter seals provide parents a quality environment for their children that are safe, nurturing, and fosters their children's educational and physical development. Easter Seals Child Development Centers support families in Washington by providing the highest quality childcare and education for children with and without disabilities.  This program is desirable to me because I have worked with both children and adults with developmental disabilities.  Being that this organization is especially supportive to those with special needs makes me interested in their work. 

Well Spring Family Services Link:  http://www.family-services.org/index.php

Wellspring Family Services, a non-profit organization provides a breadth of services that address the sources of instability for families. As an agency with a foundation in therapy, WSFS have expert staff trained to help vulnerable children stabilize, communicate, and form relationships with other children and their teachers.  They have created the Child Care Consultation program to improve the overall quality of child care in the community and to support the healthy development of all children.  Our infant mental health specialists are available to work with Seattle-area child care providers, teaching them how to identify at-risk children, and ensuring that the children and their families receive the special assistance they need to be successful in school and life.  I feel that this would be an excellent position and one that I would have interest in if there were an opening.  Since I have a back ground in counseling/case management I could utilize my already established while working with teachers and professionals in early education.

Reflecting on Learning

• An explanation of your most passionate hope for your future as an early childhood professional and for the children and families with whom you work or will work.     

Having a child of my own started me on the path to pursuing a degree in early childhood education.  It was difficult for me to place my child in the care of strangers, when he first began daycare.  I ended up making bonds with the teachers and director of the program he attended.  This was amazing to me because I never imagined that the experience would result in a rich outcome of sharing my child’s growth with others.  Unfortunately this center closed after his first two years.  I then began thinking of the positive experiences that I had; which led my passion to create an environment where I can give those experiences back to families in my community, as I had received.  My most passionate hope as an early childhood professional is to provide a welcoming environment to all children and families where children can grow, learn, develop positive self-identities, and respect for others. 

• A brief note of thanks to your colleagues.

I would like to say to all of my colleagues that I have greatly enjoyed this experience.  Even though we have not met in person I have gotten to know you all through our communication and appreciate your comments and feedback.  I would like to wish everyone the best and thank you for all of your professional expertise.

Impacts on Early Emotional Development

• Share with your colleagues the area of the world you chose and why.

I chose to take a closer look at the areas of East Asia and Pacific.  I chose this because I wanted to explore an area that I do not know much about.  Even though I am unfamiliar with this region, I have many acquaintances through my professional experiences that are native to this area, which makes researching it even more interesting. 

• Describe in detail some of the challenges that children in this region of the world are confronting.

Based on what I researched, many of the challenges that children in this region face are of results of poverty.  Although challenges related to poverty exist, this region has seen much economic growth in the past decade (UNICEF, 2011).   The main focus is based on child survival.  A large portion of the populations in this region are affected by inadequate healthcare, education, and protection services.  Two health related challenges that effect children are pneumonia and diarrhea.  These illnesses are easily treatable but commonly take the lives of children in this region.  There is great emphasis placed on pre natal care since growth and development begins in the womb.  Also there is focus on making health care systems more efficient in delivering services to women and children. 

Education and gender equality are important focuses of improvement as well.  In the Asia and Pacific region, an estimated 239 million adolescents have either dropped out of school or are not learning adequately because of partial attendance(UNICEF, 2011).  Gender equality is addressed through advocacy, public awareness campaigns and the development and dissemination of good practices in gender equality.

• Explain how these experiences might have an effect on children’s emotional wellbeing and development.

Having inadequate nutrition, healthcare, education, and public services can hinder children’s development in many ways.  It can cause problems to a child’s physical health as well as emotional and mental development.  Not having access to these services early can lessen a child’s life span and limit future success.   

• Include a personal and professional reflection. Explain the insights you gained and the influences they may have on you as a person and as an early childhood professional.

After learning more about the challenges that children face in this region I began to appreciate the resources that we are fortunate to have access to in our local communities.   The challenges that are faced in this region of lack of health care are astonishing.  I often complain of our healthcare system and the cost of services.  However, I do not have to worry of losing my child to illnesses such as diarrhea or pneumonia.  That information hit home for me.  I am also grateful to have the opportunity to become a part of an educational system that is nurturing to children’s development and does not discriminate based on gender.

UNICEF (2011). Retrieved from: http://www.unicef.org/infobycountry/index.html

The Sexualization of Early Childhood

One thing I have always thought makes children so special is their innocence. Unfortunately today, this is exactly what is being stripped from children at early ages. There are new innovative technology devices that create easy access to social media, and celebrity sensations. Our children are exposed to these images through aspects of song, Internet, television, through cell phones, and magazines. Most of these media images perpetuate the societal importance of looks, body image, and sex.

Sexualization has to do with treating other people (and sometimes oneself) as “objects of sexual (Levin,& Kilbourne, 2009). When thinking about sexualization of children, what initially came to my mind was children's beauty pageants. When I was young my mother entered me in to a beauty pageant. She wanted me to gain confidence and come out of my shell a bit, as I was a shy child. My experience of participating in the pageant was quite different than what I see of young girls today. I was watching the television show “Toddlers in Tierras” and felt disbelief of the the activity that was going on. These children as young as 3yrs were made up to appear like adult women. I also did dot like the emphasis that was placed on the looks of the children and their body image in swim suits. I feel this is prime example of placing the emphasis of appearance before a persons character.
The second example that disturbed me pertaining to child sexualization came from my son. My four year old asked me “mommy when am I going to have a naked party”. I immediately began to question him about where that idea came from, and had anyone spoken to him about that before. It turns out that a young girl in his pre-school wanted to have a sleepover, and she told him they can have a naked party. I'm not sure where these thoughts originated from in her environment, but I did bring this up to the teachers and director of the program. They informed me that they would be certain to address this with the young girl and her family.
The third example of childhood sexualization involves my friend's son who is 12. I overheard him comment one day that girls are supposed to have big boobs, not little ones. He was talking to his friend who was visiting. His mom corrected him immediately and discussed this with him and his friend. At this time I just thought he was coming of age where he is interested in girls. I didn't think about the previously formed perceptions of women in his mind.
I believe that if we do not discuss these topics with our children they will associate sexualization with the meaning of love or relationships. In order to tech our children, both boys and girls, to respect each other and themselves we must openly communicate about these topics. It is inevitable that at some point our children will be exposed to sexualized behavior or images. If we keep the lines of communication open to our children and tech them the importance of caring and friendship over looks and sex, we can teach them important lessons about relationships.

I found it helpful to read the excerpt on sexualized childhood. Being that I do not currently work in the education system, I was stunned at the prevalence of this problem occurring at such early ages. I will be more mindful of this topic in the future. I feel that it has become so acceptable to experience images of sexuality in our media, that sometimes we forget that children are watching 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

Evaluating Impacts on Professional Practice

If I were experiencing some type of discrimination in my work place, I would imagine that it would interfere with the relationships that I build with families. The relationship may be effected because of elevated stress or anxiety levels pertaining to my work environment. It may cause a barrier to working to my full potential and providing the support that children and families need. I could imagine if I displayed my unhappiness in the work place, parents may feel uncomfortable with in my presence and question my value to the program. This could hinder my communication and collaboration efforts with families; which is necessary to incorporate in early education programs. Also children sense when adults are stressed or bothered. If I carry my emotions in to my work environment, children may not feel comfortable with my interaction. This may have a negative impact on their formation of early childhood years, and poor memories of their first years of school.

Observing Communication

My observation took place in my beautician's home. My hair stylist runs her salon out of her home. She has one 3 yr old son who I think is just adorable. When I arrived my stylist set up some activities for her son in his room as well as a television program. He played and watched quietly for over an hour. I commented to her that her son is very independent, and I am a bit surprised that he has not entered the room after all this time. Just as I said this her son came out. He began asking his mom for food, naming off several different things. She replied to him “no, that's why I fed you a big meal before she arrived so you wouldn't interrupt me.” It was obvious by his response that he understands he must listen to his mom and also wants her approval.  But even with this knowledge he still communicated his needs.  He began to ask “I'm not hungry mommy?” He repeated this several times until she directed him back to his room. The child stayed in there another 30 minutes then returned to ask again “I'm not hungry mommy?” She again stated that there was no way he could have been hungry because she fed him prior to my arrival. By this time I had been there over 2 hrs. I kindly suggested that she tend to her son and I didn't mind waiting. After a snack her son again began playing with his toys independently. He pretended to race his car around the room. At one point he stopped and said “Mommy, your the best mommy I ever had.”

I noticed that the child was communicating his hunger and desire for a snack. When asking outwardly did not get him what he wanted, he then began to question his mom about his own needs until she responded to what he wanted. I do not believe that he would have stopped stating in the manner of a question “I'm not hungry mommy?”, until he received what he wanted. I believe that this child figured out a way to communicate his need, likely from past experience pertaining to his mom's work environment that also serves as his home. Many children may have whined and tantrumed in this situation of feeling ignored, but he remained calm and persistent.

When communicating with children, they need to feel respected. It is important not to close children off with the walls of our assumptions( laureate Education, 2011). We should be receptive to their communication styles. In the communication example I observed I felt that the mom was not receptive to the child's communication in this situation. She was preoccupied with her business. I feel that she could have taken the time to explain to the child in clear concrete words what she wanted while paying attention to his needs. For example, She could have said I will get you a small snack now, and then when I am finished I will make you lunch. Using the words now and then would have given him an idea of what was to expect, and provided confirmation that she was being attentive to his needs. When the child finally received what he was asking for, he was grateful and felt connected by stating “your the best mommy I ever had”.

This example taught me that children are unique in their communication styles. Although they are unique children really only desire respect and to be heard just as adults do. There are some occasions when I as well become preoccupied with my own tasks and may not listen attentively to my son. This occurs mostly when I am doing homework. I make it a point to communicate to my son what homework means and why it is important. Talking about this with my son has helped both of us because he now doesn't feel that he is being purposely ignored and he allows me some quiet time to get my work done. Also we make use of our free time by spending time doing something special together. Although this is working now, he still tells me that he'll be glad when I'm done with school. I tell him soon.

Laureate Education, Inc. (2011). “Communicating with Young Children” (approximate length: 10 minutes) Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6488776&Survey=1&47=8125722&ClientNodeID=984650&coursenav=1&bhcp=1

Creating Affirming Environments

If given the opportunity to operate a family child care home I would begin by ensuing that the environment feels like a home to everyone. I envision the space of the child care being in my basement with entry from the side door. I would like to make sure the entry is accessible for persons with disabilities. I would create a warm open environment that is colorful and bright. The room would have windows to provide plenty of natural light. There would be decorative curtains hanging on the windows. I would ensure that there was a bathroom and kitchen are close to the main learning room. The bathroom would have adequate toileting fixtures for young children. I would also like to have a laundry space near the other rooms that are used for child care. I would have a storage unit which holds extra supplies, pampers, clothes and any other necessary items. It would also hold cots for the children to rest on at nap time. There would be near by access to the back yard, which would have out door activities for the children. There would be trees and table/chairs in this space. The table and chairs would be used for snack and meals eaten out doors when the weather is appropriate.

I enjoy bright colors and feel that they represent happiness. The walls of the class rooms would reflect this. The images in the main room would be pictures of diverse families. I would also include images that reflect learning and nature. I like the idea of showing care for nature and environment. I would incorporate many learning tools and activities for the children to utilize. These such items would include books, puzzles, building activities, art supplies, music, home living supplies and more. In the yard I would like to have out door equipment such as bikes/scooters/helmets, gym equipment, and a yard size playground. The toys, materials, and equipment that is placed out for children all influence what children learn (Derman-Sparks & Olsen Edwards, 2010).

As an anti bias educator I need to be aware of the materials I select for the classroom, ensuring that each child in the program feels socially and culturally secure and respected. The environment must be culturally consistent for the children and families it currently serves (Derman-Sparks & Olsen Edwards, 2010).

I would welcome new families by familiarizing them with the set up of the environment. I would discuss daily schedule and activities as well as parent involvement. I would ask parents to inform me of their child's preferences and dislikes. I would discuss their family descriptions, and the families needs and expectations of their experience. Would also would include a communication board that is utilized by the parents, and individual binders which reflect children s development and progression just as Adriana Castillo in “Welcome to an Anti-Bias Learning Community” . (Laureate education, 2012).


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. (2012). Video: “Building on Children’s Strengths” (approximate length: 16 minutes) Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6488776&Survey=1&47=8125722&ClientNodeID=984650&coursenav=1&bhcp=1

What I Have Learned

A hope that I have for children and families of diverse backgrounds, is to have experiences of equality and respect within associations which they exist.  I would like families to have experiences that exclude stereotypical judgments that negatively impact their wellbeing.  I would like children of non-dominant cultures and races to have confidence in their beliefs and inner selves, as well for children of dominant backgrounds to be accepting of others differences.

One goal I would like to set for myself is to continue gaining a sense of awareness related to my personal biases that may have been influenced my media images and societal misconceptions.  By eliminating my own biases I can then use my self-awareness in positive ways.

Thank You everyone for sharing your thoughts and experiences related to anti-bias education.  I enjoyed reading your comments.

Creating Art

People may forget what you said or did, but they will never forget the way you make them feel.

Maya Angelou

If you want your children to improve, allow them to overhear you say nice things about others.

Haim Ginott

In their innocence, very young children know themselves to be light and love. If we will allow them, they can teach us to see ourselves the same way 

Bias is bad,
you’re making people sad!
We need to fight,
cause we have the right.
Bias is bad, don’t you see?
We deserve to be free
Let’s shine like the stars we are,
everyone knows we’re not that far.
Us stars’ will never drop,
but the bias has to stop!!!

By Rosebud Karolanie,
Angel Masangane

"We Don't Say Those Words in Class!"

As soon as I read the instructions for this assignment, I immediately thought of an occasion where my son made a comment that embarrassed me in the grocery store.  We were checking out and I was casually chatting with the clerk.  My son said “mommy is that a man”?    I tried to ignore it, but he only got louder so I had to answer.  I said “no of course not”.  He then asked “why does she sound like a man”?  I replied by telling him that everyone is different, and then I tried to make light of his comments by joking with the clerk.  Luckily she did not take it too seriously, or at least it didn’t appear that way.  But, there were other customers around and I felt put on the spot because of my son’s questions.  When we left the store I told my son that we must try not to embarrass people or say things that might hurt their feelings.

I think that my joking of the situation could have possibly influenced my son in the wrong way.  I don’t want him to think that we should laugh at those with differences.  I also don’t want him to think that we can’t speak of others differences.  The message that I was attempting to send is that we must speak and address these things in an appropriate way that is not hurtful.

An Anti-Bias educator may address such an issue by providing examples that a child can understand that involves feelings and differences; including ways of how to address their curiosities.  Perhaps an educator would explain an alternative way of asking questions while respecting others.

Gender, Gender Identity, and Sexual Orientation

Any related situations, thoughts, concerns, questions, and/or areas of discomfort you would like to share related to children, gender, and sexual orientation

Having my own 4 yr old son I have especially noticed the gender differences in children's toys, movies, and other games and activities.  These differences begin at birth with color specifications of gender.  My son is now at the age where he has begun to recognize social acceptances of gender roles.  For example, there was a commerical on television which advertised talking stuffed animals.  The commercial highlighted the product by using many shades of pink and purple, and most of the participants were young girls.  There was a short glimpse of a boy playing with one of the animals.  My son looked at me and said "That's not for me because I'm a boy, and he shouldn't play with it either".  I don't buy toys for my child that are associated with female gender, but at the same time he has never asked for that either.  In this occasion I responded to my son, "That looks like it is for all kids, boys and girls".   Thinking back I could have expanded on this by asking why he felt this toy is only for girls.  Asking the question would have opened opportunity for discussion about gender identity.

How you would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child?

In my profession as a counselor I had an experience where a parent threatened to end services if I ever discussed or encouraged homosexuality with their child (20yrs old).  This happened on the first day of introduction.  I handled it by informing that parent what is discussed will be left to the client will not be shared because it is not required by law once a child turns 13, unless the safety of the child an or others may be compromised.  Working with children in an early childhood program, my response would be much different to feelings of homosexuality.  I would attempt to find out what their fears are and convince them that any views of sexuality of heterosexuality would not be forced upon their child or any children in the program.  I would discuss the importance of creating a nurturing partnership between the facility and all families, and that sexuality beliefs do not play a significant role in children's development. I have not had class room experience or dealt with this issue directly involving families; but I believe that professionals must do their best to compromise and understand the wishes of the family even if they do not agree.  In some cases this just may not be completely possible and the program may not be a good fit for the child.