Welcoming Families From Around the World

I have recently received word that we will be receiving a child from Pakistan into our child care program. Since I personally do not know anything about Pakistani or the associated culture, I am turning to various resources in order to prepare myself for their arrival.

1. The first thing that I will do is ask the Director about the child's information that they received during enrollment. From this information, I can learn about the child's primary language, family members, nutritional guidelines, health risks, and other basic information.
2. The second thing that I would do is find access to an interpreter, if English is not the primary language. I want to be able to readily communicate with the student and their family.
3. After an interpreter is assigned, I will set up a conference with the child's family, preferably in their home. By meeting in their home, I will be able to visually see how their family functions and determine if changes need to be made in the classroom routine in order to accommodate the daily structure of the child. I can also discuss with the family members in order to learn more about their expectations for our program and myself as an educator.
4. The next step would be for me to access materials about the Pakistani culture to have around the classroom. I can work with the family to see if they can suggest any materials, such as furniture, decorations, books, or pictures, in order to help the child feel welcome.
5. I will also communicate with the families about the incoming family and ask if there are any questions or concerns about the intake of the new student. By becoming aware of any bias or prejudice held by any of the other families, I can help address these concerns before they develop.

By addressing these steps before the child enters the program, I hope to display the image that the family is accepted and welcome. My goal for the classroom is to have an open-door policy where everyone is welcome and free to express their own beliefs, even if everyone does not agree on them. I also hope that by including the family in the planning process, I can gain a deeper understanding of their expectations and help them feel included in the education of their child and in the community.

The Personal Side of Bias, Prejudice, and Oppression

This week, I was reading through the local news headlines and one particular headline caught my eye. The article explained that a twelve year old boy was being denied use of a local transportation service because he was too tall. The bus driver stated that there was no way that the boy of that height could actually be twelve years of age and therefore was not allowed to use the bus pass that he was trying to use. His school officials provided paperwork stating that the student was actually twelve years old, but the bus driver still refused to serve this child. The link for the article is here: http://www.10tv.com/content/stories/2013/12/05/cota-bus-harassment_.html.

When I first read this article, I was shocked that the bus driver would refuse to allow the child to ride the bus. The bus driver was judging the credibility of the bus pass that was actually issued by the bus company. I was glad to see that the school was working hard to assist the family, even though the school was not directly related to the incident. The bus driver was using a form of ageism because they did not agree that a twelve year old child could actually be that height. I would be very upset if they were judging my child based on their size. My four year old daughter has a large bone structure and looks older than what she actually is. There are also many times where she acts older than her age as well. That does not give people the right to treat her as though she is older than a four year old. This article truly opened my eyes to how bias and oppression actually occur regularly in everyday situations. In order to make things fair, the bus driver should have to not only honor the student's bus pass, but all make a public apology for not living up to the standards of the transportation company and serving all paying citizens. The child should not have to go get state issued identification, which is the proposed solution for this incident.

Practicing Awareness of Microaggressions

This week, we were asked to keep an eye out for any instances of microaggression that we might happen to encounter. When I was covering in the classroom this week, one of the staff members went to a student's diaper bag to look for a change of clothes for the student. This particular student keeps a bag full of clothes at the center so that their clothes can be changed if they become messy after meal or other activities. The bag goes home on the weekend so that the dirty clothes can be washed and refilled with clean clothes for the next week. As the teacher was searching for a clean outfit, the teacher noticed that the clothes that were sent home last week to be washed were still sitting in the bag without being cleaned. The teacher looked at another teacher in the classroom and they both rolled their eyes. There have been previous comments made by the teachers about this particular parent because of the parent's seemingly lack of effort to care for the child. This parent is married and both parents work outside of the home. The student has a twin at home who used to be a student in the classroom, but due to health issues, had to be withdrawn from our program. Whenever I have spoken to the parents, they always seem to have the best intentions in mind for their children. When the teachers commented about the child's clothes not being washed, they gave a microinsult toward the family, resulting in the lack of compassion for what the family is going through having to care for twins and work outside of the home to provide for the needs of the family. I try to help my staff recognize the struggles and circumstances that our families are experiencing, but there are times that the staff's actions are reflective of their unconscious beliefs. These actions can be hurtful to our families and result in conflict among our staff and families. I hope that as I continue through this course, I can pass my newly learned knowledge on to my staff so that they can work to become aware of their views and use caution when interacting with our families in order to ensure that they are respectful of our families' cultures.

Perspectives on Diversity and Culture

This week, we were asked to interview three people and ask about their personal definitions for culture and diversity. Below are my participants' responses:

• BB (European American female and colleague): "Culture to me is this: I am from a rural area, mostly white population, grew up as a Methodist so attending church was important. I have one sibling, many cousins, family traditions (Christmas & Easter with the whole family on my Father's side). So, I believe culture to be who you are and how you grew up based on where you are from and the family values. So, it is customs, things and values. Diversity is based on ethnicity, sexual orientation, race, differences (kind of like we are a box of crayons). But, I also think you cannot think about diversity without including culture as part of the definition (example - where you are from could be included in this as Amish, Gay/Lesbian communities, German, French, Italian, etc.)".
• NN (African-native, American citizen female and parent of former student): "Culture - As an African, our culture dictates the way in which we live our lives. Culture is the tradition, beliefs, customs, clothing, food and language of a specific group of people that binds them together. For example, African tribal languages and food that are specific to a culture. Diversity - The act of bringing together a group of individuals who come from different backgrounds, cultures, nationalities, and races".
• LF (European American female and relative): "Culture is the way of life that has been passed on to me from my parents and grandparents. Diversity is a group of different people or beliefs that make up an area, such as a neighborhood, school, or business".

When reviewing the answers that were given to me, I realized that they all had an understanding of culture similar to my understanding at the beginning of the course. They all defined culture by naming characteristics that are attributed to a person's surface culture. BB described her culture by listing things that other people may attribute to her culture based on her appearance. All three described culture by attributing it to how they were raised. Their answers for diversity were similar as well. They all described diversity as being based on groups of people who share (or do not share) various attributes related to culture.

All of my participants failed to acknowledge their deep culture, or those attributes that truly make us unique and define how and why we are who we are. For example, I am a morning person and am a lot friendlier early in the day. I have more motivation to get things done in the morning than I do as the day goes on. The fact that I am a morning person is a vital part of my culture, but it is not often visible on the surface.

I think that it is so difficult for people to reveal their "inner being" because they may not truly understand it themselves. Some attributes contribute to a person's life, but that person may simply accept it as being there without fully understanding its purpose. This could be why my participants did not acknowledge their deep culture. They may not realize that the simple, everyday routines are an integral part of their culture and contribute to diversity in society.

My Family Culture

For this week, we were asked to consider what three items we would take with us if my family was forced to relocate to a foreign country. I found this task very challenging because it made me stop and think about what I most valued with my family. The first item that I have chosen was rather easy to decide upon and that is my Bible. My family is Christian and I read my Bible daily for spiritual guidance and wisdom. We would turn to the scripture in order to find comfort and understanding in being relocated to a new home. My family would also be able to use the Bible and our faith in order to help teach our new neighbors about our religious beliefs and practices. The next item that we would bring would be our wedding rings. My husband and I made a commitment to each other five years ago and the rings serve as a symbol of our love and commitment to one another. Also, if need be, due to their material value, we would sell the rings in order to obtain local currency to purchase anything that we would need in order to survive that was not already provided for us. The third item that we would bring would be our daughters' "lovies". My oldest daughter has a lamb that she takes everywhere with her and it means the world to her. We lost it once before at the grocery store and it was devastating for her and the rest of our family. She was so heartbroken that she had lost her best friend. Miraculously, her lamb was found at the same grocery store almost a week later and a clerk called us to tell us that it had been found. The look on my daughter's face when she saw her lamb again was priceless. I want my daughters to have a piece of home to bring with them so that the change is not too dramatic. If they can take one "lovey" with them, it would help bring them comfort in all of the turmoil.

If once we arrived at the new destination and we were told that we could continue our journey with only one item, it would be very difficult for me to choose. Each of the items listed is valuable to our family in its own unique way. If I was forced to choose, I would allow my daughters to keep their "lovies". Their happiness is more important to me than anything else. I can continue to pray and ask God for guidance. I also trust that He would provide for all of our needs and the rings are simply symbols, despite their monetary value. My daughters' "lovies" are irreplaceable, even if an exact same replica is found. I want them to be able to have at least one aspect of consistency in their lives and these items would allow them to have that.

This assignment has allowed me to reflect on what matters most to me and my family. My family means the world to me and I would do absolutely anything for them. I would sacrifice anything of mine if it meant that my family would be better off by it. I love my girls so much and I only want to see them happy. This does not mean that they receive everything that they ask for. However, I do my best to ensure that all of their needs are taken care of. For example, after I had my second daughter, I decided to stay home from work because I wanted to be at home with my daughters. After a few months, I realized that financially it was not the best decision and I returned back to work. It is my responsibility to make sure that my children are healthy and safe and by staying home, I could not ensure that because we did not have enough money to pay for all of the necessities. Now, my income will not only assist in making sure their needs are met, but I can also address some of their wants, which makes me feel pretty good too.

When I Think of Research...

When reflecting back on all that I have learned over the past two months, I am amazed at how little I truly knew about research and the knowledge that I have gained throughout this course. I simply assumed that all research was considered equal, but had no clue that there were different research methods that can be used (qualitative, quantitative, and combination of these). When I first glanced through the textbook, I realized that there were a lot of research terms that I was unfamiliar with, but as I progressed through the course and put these terms into practice through the creation of my research simulation, I realized that I knew more about research than I gave myself credit for. One major lesson that I have learned about research is that it is never complete. A researcher can spend a significant amount of time planning out exactly how they will proceed, and then follow that plan. But, during the analysis of the data collected, the researcher could possibly notice that their data is telling a different story than originally intended, leading to an entirely new direction of research. At that point, the researcher creates a new plan and follows through with it, revising the plan in order to match the direction laid out by the data. As an early childhood professional, I am looking forward to conducting research of my own within the field. There are many questions about the field that I still do not know the answer to. As I gain experience in the field, I am sure that many of those questions will be answered through practice and observation. However, many more questions will be formed and after completing this course, I now have the tools and knowledge to take that first step in research.

Research Around the World

This week, we were asked to explore various early childhood websites that featured an interest in international research. The website that I focused my studies on was for Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA) or http://www.ecdvu.org/ssa/major_reports.php. This particular page of the website features various final reports and papers from different international scholars in the early childhood field. Some of the reports focused on the inclusion of family members in the development of early childhood development programs. Stella Etse's research study, titled Parents' and Other Caregivers' Perception of Early Childhood Development Needs and Quality: A Study of the PLAN-Assisted Programmes in Bawjiase, Ghana,  examined the level of understanding parents and other family members have about the requirements and expectations for early childhood development programs. The results of the study showed that parents and other family members are very knowledgeable in the requirements for quality early childhood development programs and should be included in the development of these programs. Another focus of the reports was the inclusion of indigenous cultures in early childhood programming. Mgbechikwere (Uche) Ezirim's research study, titled Integrating Indigenous Knowledge in ECD Training and Studies, focused on the importance of keeping Indigenous stories in the lives of today's children, where urbanization threatens to push the lessons of these stories aside. The study suggested that early childhood teachers encourage the students to act out the stories, so that they become a part of the story and preserve the meaning behind it.

As I was reviewing this website, I found it humbling to learn that much of the international research focuses on issues that are similar to topics studied here in the United States. This just shows that the early childhood field is cohesive globally and issues or practices in the field can be studied in other parts of the world in order to find a universal solution. After exploring the website, I found it interesting that the participating students in the university had been elected by the school to participate. Each of the students is affiliated with multiple early childhood organizations, which shows that they are committed to the field.