Perspectives on Diversity and Culture

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Definition of Culture & Diversity:

1. Sherry - Special Educator, Caucasian, Single-parent, Close Friend-

Culture-Century old traditions within a concise society.

Diversity-Differences within a social climate

 

2 . Rob-Husband, Catholic, Caucasian/Italian American, father, coach, self-employed

Culture-Ethnic stereotypes within a community

Diversity-Sun of all individualists within a defined society

3.Angie- First generation immigrant, born in Mexico, First language Spanish, teaching assistant, mother of four, wife, advocate for Chicanos por la Casa

Culture-The commonly practice ways of a collective body of people

Diversity-Various characteristics within a group of people

We have learned in our class that culture refers to how particular groups of people live. It includes how we sleep, eat, speak, religion, rituals and everything that involves how we live (Derman-Sparks & Edwards, 2010). Therefore all three definitions of culture I received this week, have given a correct definition of culture by their own perspective.

Diversity is the differences each of us has both individually and as part of our culture. Helping children to learn about valuing and embracing diversity in our society, sets the foundation for them to thrive and support the diverse world in which we live (2010). All three definitions of diversity I received this week were different, yet showed each person had knowledge of the subject.

There were several aspects of culture and diversity omitted in the definitions provided to me. None of the definitions mentioned the fact that most people do not notice culture, until they are with others that are from different cultures (2010). In addition, diversity can certainly be within a group, but it can also be as simple as the differences two people have. All three definitions of diversity mentioned differences in a group, however a single person can be different from those around them and beyond. 

Hearing others define culture and diversity has made me ponder about more complex definitions of both words. Culture is something we are born into and many times are not even aware of how deeply we internalize it (2008). As a very young child, I knew the way my family did things were different than many of my peers. I can remember from around age 5 on, that I wanted my mom to cook Mexican food and make hot tortillas every morning just like most of my friend's moms did. However, I did not connect some of those differences as cultural diversity until later in life.

References-

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

My Family Culture

Imagine the following:

A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the surviviors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country's culture is completely different from your own, and that you might have to stay there permanently. Your are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture.

1. My Bible- Religion is a major part of my family culture and the bible has a huge influence on our lives. Throughout my entire life, I have turned to the bible to learn God's word, to influence my decision making and to help me through difficult times. My husband or myself read the bible to my children every night before bed. At most major holidays we bring the bible out and read scriptures before praying and eating. The bible is at the center of my family culture and I would want it that way anywhere in the world I lived.

2.Photo Album - The second item I would take with me would be a photo album with photos of my family, and friends and especially my children as they have grown from infants to the present. The photos would remind me of the holidays and traditions we practice such as decorating a Christmas Tree, having a Birthday party for Jesus, dressing up for Halloween, Trick-or-Treating, coloring Easter eggs, and watching fire crackers go off at the annual ballgame party. 

3.Literature- Reading & Music are very important parts of my family culture. We surround our home with various types of reading literature and also music. Our children are encouraged to read and learn how to play a variety of instruments. However, if we went to another country, I'm sure we could adapt to the different types of music they play in their culture. However, it would be hard to replace some of the classics like- Little Women, Pride & Prejudice, Oliver Twist, Moby Dick, A Christmas Carol and so forth. Taking any one of these would satisfy my need to read a richly entertaining novel to my children. My favorite would be The Secret Garden.

If upon arrival, I was told that I could only keep one personal item and have to give up the other two items I brought- The one item I would choose would be the bible. The bible cannot be replaced by any other personal item I have. 

Whilst I would never hope for a major catastrophe that completely devastated the infrastructure of my country, the idea of giving up most of my personal possessions and living a slower lifestyle seems intriguing. At this point in our lives, my husband and I fit into the stereotypical description of middle class Americans with young children. We both work busy jobs, volunteer at church, coach baseball, operate a thriving online business, attend church, run our children all over town and on and on and on. We are living the "American Dream" and I count my blessing often. However, simplifying our lives and spending more quiet downtime sounds very desirable. After graduate school, I am hoping to embrace downtime for often.

When I Think of Reserach...

As this research class comes to an end, I realize how much my knowledge of the research process has increased. Prior to this class, research on the latest findings was something I enjoyed reading about. However, trying to understand the process involved in conducting the research was over and beyond anything I could comprehend. Today, the research process seems much more clear.

In addition, now when I read research on topics that interest me I feel confident that I will be able to determine what research design was used from the many various types such as: quantitative, qualitative, mixed methods, longitudinal study, case study, correlational study, retrospective study, experimental, quasi-experimental, non-experimental and so forth (Mac Naugthon, Rolfe & Siraj-Blatchford, 2011).

Furthermore, if I ever have the opportunity to conduct research I have a fairly clear understanding of how to choose the appropriate design for the question being asked or the hypothesis that has been developed. Choosing the appropriate design for the question being asked or the hypothesis that has been developed was probably the most challenging aspect of my research class. Previously, I thought you needed to ask a question and formulate a hypothesis for every research design. Consequently, as I have thought this for many years, it was difficult for me to clear my thoughts and realize you only need one or the other. I am still working through understanding this better. However, the more I read about the differences and the more I work on my research simulation outline, the stronger my understanding becomes.

As a result of this class, several of my perceptions of an early childhood professional have been modified. Previously, I thought of researchers as having a highly respected status. Early childhood professionals, such as myself were there to learn from researchers and make changes based on findings from research.  Also, the subjects used in the research were mostly used in order to show how society can make improvements on the findings and so forth (Mac Naughton, Rolfe & Siraj-Blatchford, 2011). However, though I continue to have respect for the hard work researchers do, I now realize that in order to have equity (Mac Naughton, Rolfe & Siraj-Blatchford, 2011), researchers must be fair to all subjects, including early childhood professionals. Everyone involved in the process brings forth something important that can be applied to the process. Many times subjects in the research process do not necessarily need to change their ways. In contrast, it is the researchers that need to gain a better understanding of why certain groups act the way they do (Mac Naughton, Rolfe & Siraj-Blatchford, 2011). Subsequently, the researchers may in turn, learn something new from the subjects.

Donna

References


Mac Naughton, G., Rolfe, S. A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.

RESEARCH AROUND THE WORLD

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For this week's blog assignment, I visited http://www.earlychildhoodaustralia.org.au/

 

Australia seems to have many of the same early childhood issues as the United States. The first article that caught my attention was pertaining to inclusion in the classroom. In 2012, Australia introduced "National Quality Framework" (NQF) (DEEWR, 2012). This framework provides a foundation for including all children regardless of disability and/or diversity, in regular early childhood services. The framework is well-written, and covers the essentials needed to have a successful inclusion program.

Some surprising and interesting facts and insights I gained from exploring this website was the detailed ECA Position Paper on Children of Asylum Seekers, Children of Refugees and Children in Dentention (ECA, 2012). 

 

From this statement, I learned that half the world's refugees are children (ECA, 2012). Many times, in rescue efforts the children's physical needs are at least partially covered. However, the developmental needs of these young rescue victims are typically overlooked. These children have been faced with high amounts of stress, trauma and abuse (ECA, 2012). Long-term developmental delays may occur when their needs are not adequately met. 

 

The Convention on the Rights of the Child provides a guideline to help those working with refugee children learn how to help meet the appropriate needs of these children (ECA, 2012). 

This statement below was copied from Early Childhood Australia-

 We regret the loss of family, cultural identity, lands and waters, languages and communities by Aboriginal and Torres Strait Islander people that resulted from the invasion of Australia by peoples from other places. In particular we acknowledge the findings and support the recommendations of Bringing them home, the report of the Human Rights and Equal Opportunities Commission Inquiry into the Stolen Generation.

We are sorry for the ongoing suffering and loss experienced by Aboriginal and Torres Strait Islander children, families and communities. (Early Childhood Australia, 2012).

 

Personally, I appreciated reading the sensitivity Australia has placed on meeting more than just the physical needs of refugee children. I'm curious to find out if we have something like that in place here in the United States. I am sure that we do. However, as an educator in southern Arizona where we have an extremely high population of migrant children, I am not aware of such a plan.

 

In summary, I found the Early Childhood Australia website to be informative and packed full of resources. It appears to be equivalent to the U.S. based NAEYC, which is my number one early childhood online resource.

References

http://www.earlychildhoodaustralia.org.au/

RESEARCH THAT BENEFITS CHILDREN AND FAMILIES- MY UPLIFTING STORY

Blog Entry - Week 3

http://kidgreen-donna.blogspot.com

February 21 near Phoenix, AZ

As many of you know, I have Lupus. I was diagnosed 18 years ago. My family and I will be walking (I will try anyway, I may be wheeling most of it in my chair, but I'll be there!) in the Walk to End Lupus event in Scottsdale on April 27th. Please come out and walk with me or donate to my team. I have seen first hand the advances in research and medications so I know just how important the money raised is. I am fortunate to be taking a new medication, the first in over 50 years specifically targeting Lupus and not just treating symptoms. It has worked miraculously for me and slowly but surely I am seeing my old life come back. I can walk again, even longer distances (walked all of Fry's for the 1st time in 2 years!) I can do yoga again. My hair is not falling out anymore, in fact it's thick and soft!! No hives, even in the sun. No sudden fatigue. And so much more. Eventually I hope all of the inflammation will be gone too.

So please join me for a very personal cause!!! And thank you to everyone for all of the support you've given me over the years, it makes more of a difference than you can imagine!!


http://lupus.donorpages.com/Arizona2013/WalkforMJ/

lupus.donorpages.com

lupus.donorpages.com

 

 

 

 

Photo of my cousin Michelle and her daughter visiting colleges last week. Michelle was able to drive her daughter up to Northern Arizona University from Phoenix (4 hours). This would have been impossible up until recently.

The information above was posted by my cousin, Michelle on her Facebook page recently. Due to research and a new medication, she is finally gaining back some of the movement she has not had in many years. As part of her family, we are super excited about these improvements. The new medication Michelle is taking, is still in the "testing" phase. However, the improvements in her mobility have been great. Yes, there have been minimal side-effects, however these side-effects are worth it to my cousin. After several years of having little mobility, she is know driving again, walking short distances and gaining back her old life.

My Personal Research Journey

Don't Underestimate the Value of Play

http://kidgreen-donna.blogspot.com

Many may think of play as something children enjoy doing when learning time is over. Actually, quite the opposite is true. When a child plays,they are learning. Many times when children are enjoying and embracing new things, it is through play that captures the excitement and love of new things (Bongiorno, 2012). 

The topic I have chosen for the research simulation is -The Importance of Play in Learning and How to Best use Play as part of a Developmentally Appropriate Practice. This topic is important to me for several reasons. We have become so caught up in teaching to the standards, that most school districts have shortened recess time, cut out extra-curriculum activities and all but removed free-play time in the classroom. Teachers seem to not know, or have forgotten how to incorporate creative learning into their lesson plans. It seems to be more and more children are becoming accustomed to being entertained through video games, media and the internet. The art of allowing children to entertain themselves through imagination and free-play seems to be dwindling. Could the art of free, physical play become a thing of the past?

However, new research has shown support for the value of allowing children time to explore and create freely. Center-based early learning programs that allow children time to make choices about their activities, have shown great benefits both socially and emotionally from pre-school through adulthood (Harvard, 2010). Yet, the value of play is still widely misunderstood and not utilized nearly enough.

Through my research, I am hoping to uncover even more evidence based information that I can share with my peers, parents and administration. If any of my classmates have advice or insights pertaining to my upcoming research, please feel free to share. If you come across a reliable article pertaining to the value of play, I would love to hear more about it. If you have any experiences or thoughts on this topic, I too would love to hear what you have to say.

References

Bongiorno, L., (2012). 10 Things Every Parent Should Know About Play. Retrieved from:http://families.naeyc.org/learning-and-development/child-development

Center on the Developing Child at Harvard University (2010). The foundations of lifelong health are built in early childhood. Retrieved from http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/foundations-of-lifelong-health/ by clicking on "Download PDF" link.

http://chosen4children.blogspot.com
 

Dorcas- What a fascinating subject you have chosen for your research simulation. Autism has so many facets. Some people have very minimal symptoms and others many. In my experience working with children who have autism and/or aspergers, the one common symptom most of them have is difficulty communicating and social issues. For several years I worked in a program where we would take these children out into the community to learn strategies to communicate better and get more comfortable learning how to depend less on others and become more self-sufficient. It was a rewarding and challenging job. Good-luck with your research and your upcoming journeys.
Donna

http://julievillers.blogspot.com 
 Julie- I have been a special educator for almost 20 years. Over the years I have seen students go from mostly "self-contained" to almost totally included in regular education. Personally, I think inclusion benefits all who are involved with the HUGE understanding that the regular education teacher has a strong support system in place. It takes a team to make inclusion work for all. I'm hoping the two students in your classroom, have a special educator or assistant working with them as well as the other students in the class. Without the proper support and resources, inclusion for children with developmental delays is a serious detriment to the all students in the classroom. It can also lead to "burnout" for the classroom teacher. Never be afraid to ask for help and resources.
Good-luck with your research.

Reflection for Issue & Trend Early Childhood
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Our final blog assignment for Issue & Trend Early Childhood, we are to post several consequences of learning about the international early childhood field for my professional and personal development.

Consequence #1-Greatly enjoyed learning about the differences the two countries have pertaining to early learning programs. One country seems on the very forefront of understanding and supporting the importance of high-quality early childhood education for all children, the other country seems to be struggling in most areas of early childhood education.

Consequence #2-Having known very little about New Zealand before this blog assignment, I am intrigued by this country now and really hope to visit in the near future. The majority of early childhood educators there have a commitment to professionalism.

Consequence #3-My international colleagues have supported me by responding to my blog questions in a timely manner. They both shared helpful information that gave me a better understanding of where early childhood learning programs and support are handled in their countries. 

A goal for the field of early childhood education related to international awareness of issues and trends, that I have personally set for myself is to study and learn more about the  "Pathways to the Future: Nga Huarahi Arataki". This is a ten-year goal plan that New Zealand has recently started. The goal is moving towards a fully qualified registered teaching workforce as part of the ten-year strategic plan.

(Photo of my international colleague & friend, Ali Lilley from New Zealand)

Classmates that I responded to this week were:

1. Susan Anderson

http://teachingearlyedu.wordpress.com

Susan- Thanks for sharing your reflection consequences. I relate most to your first consequence. When I read about classmates or friends who have the opportunity to teach in another country, I find myself somewhat wishing I could do that some day too. What an incredible experience to go and make a difference with young children in a foreign place.

Donna

2. Dorcas Adekola
http://chosen4children.blogspot.com
Dorcas-I agree with you about all the interesting information available to us regarding early childhood issues and trends internationally. The important part for you is that you have a new awareness of worldwide issues and it has peaked your interest in getting more involved in these types of issues and trends. Good-luck with the rest of your studies.

Donna