Professional Hopes and Goals

The one hope that I have when I think about working with children and families who come from diverse backgrounds is that each person can be recognized and respected for their individual worth and importance.  All people need to understand that where they come from, their circumstances, and all of their social characteristics is what makes them special - no one person or group is more special or deserving than any other person or group.

The goal I would like to see set for the field of early childhood education is for all programs to be trained and embrace the topic of diversity and equity for all families.  To further this worthwhile area of knowledge education and mentoring is a huge stepping stone to achieving this goal.

I would like to thank my colleagues and Dr. Parrish for making this class easier than I thought it would be.  I have enjoyed reading so much about each of you and your experiences.  I will take with me those experiences as examples to further my knowledge of diversity and equity.  I hope that I have been an influence to you all as you have been for me.

Welcoming Families from Around the World

We will have a new family joining our program soon.  The family is leaving Ethiopia migrating here to the U.S.  There are some things we will need to do to help them feel comfortable:

1.      Since English is the second-most spoken language in Ethiopia, they will most likely understand if not speak it.  However, we want to learn some words to make communication easier between us.  We will most likely have a translator from the University here on the family’s first day to help with policies and procedures so there will be no misinformation or miscommunication.

2.      We will learn what part of Ethiopia they are from.   Amharic, the most widely used native language, is spoken in the regions of the north-west and central parts of Ethiopia.  In other regions, are 11 other languages spoken.

3.      We will need to find pictures of Ethiopia – its people, food, buildings, homes, flag, etc.  These need to be incorporated onto our walls and books so the child will be able to identify common markers from his country.  We should ask the family if there is anything that will be recognizable for the child that we could have we he returns to school.

4.      We will need to have some music and musical instruments that the child may recognize from his former country – a krar is a type of lyre.  We will also have to incorporate Ethiopia into our learning centers and curriculum so our new family will know they are important and they matter to us.

5.      We definitely will have to be aware that in Ethiopia they use their hands to eat instead of utensils.  They use unleavened bread with each meal to pick up the chunks of prepared food.

6.       Most importantly, we need to try to communicate with these parents and children so they will be comfortable.  They have left or lost everything and have come to a completely different way of life.  If they need some direction on finding places or things they may need, we will be that source of help to them. 

7.      We will put out a note to our other families.  Some might like to get to know them, show them around, and/or be a resource for them.

Above all else, we have to respect all of our families.  We have to go out of our way to see they feel safe within our program and in their new lives.  As culturally responsible early childhood providers, we are the next step and possibly the best step to see how they should be treated.  We need to make a positive connection with them to show support, kindness, respect, and to help them feel comfortable.

 http://www.everyculture.com/Cr-Ga/Ethiopia.html

http://www.selamta.net/culture.htm

http://www.africaguide.com/country/ethiopia/culture.htm

The Personal Side of Bias, Prejudice, and Oppression

I had an experience just today that really broke my heart.  I will start at the beginning.  I have been looking for a full-time teacher and 2 part-time caregivers for a several weeks.  I have received little to no applicants.  But today, a lady came in to apply for anything I could give her.  She wants to work with kids – a lot.  As she was filling out her application, we were talking about things – getting to know each other.  She was telling me that all her kids were grown and out of the house, her husband worked and she wanted to do something.  She has always wanted to work with kids.  While we were talking I knew she would be perfect to help out with our toddler classes.

However, when I started reviewing her app, I noticed that she did not mark if she had a diploma or GED.  I questioned her and she hung her head and said no she did not have.  She said that she had applied for several jobs lately and not gotten them because of the same reason.  I told her that State regulations required a diploma or GED, but I gave her information on how to get one if she were interested.  Other times at this point, I would have concluded the interview and closed the book on her.  But this class has really made me look into myself and want to know more about other people.

She began telling me her reasons for leaving school and I was so sad for her.  She said her mom had four kids and worked three jobs.  Her being the oldest at 7 had to get the kids up and dressed, fed and on the bus.  She said that her grades and trouble at school began at 9.  She just was so tired that she started not caring about school because she had to care about her siblings.  Her mother would tell her that she had to go to school and spank her when she would go back to sleep and miss the bus.  She quit school at age 11 in the 5^th grade because she had to do more and more to help her mother. 

 

I wanted to give her the job anyway.  I wanted to help her get the GED so she could fulfill the dream she has had for so long – to work with kids.  I made a deal with her.  She register for GED classes and prove to me that she was going and I would bring her on part-time with stipulations that she continue her classes and take her tests.  She called me an hour later – the place I told her to go did not do classes anymore, but the local community college could sign her up Wednesday afternoon.  Then she asked if she brought the registration could she start Thursday.  Then she called me back a couple of hours later.  Her neighbor had agreed to help her and they were signing her up for online classes today.  Her neighbor was going to help her with the math part.  I told her to get signed up and call me Monday with all of the particulars so we could work something out.  I told her that I would find her a spot as soon as she was done.

Her situation was oppression by poverty and condition.  She had no equity because she was forgotten and she fell through the cracks at school.  Why did her teachers never question where she was?  Her equity situation changed as she got older – she is now 52.  She married and had children.  However, who knows what might have been or what she may have been able to do and accomplish with an education.  She made me feel privileged to have an education.  I hope that I was able to give her the encouragement to get her GED because this is what she says she has always wanted to do and I would love to have her at my center.  I believe that she would be a great teacher.  When we were talking about the GED, I mentioned the CDA once she finished the GED.  Her eyes lit up like a Christmas tree.  “Do you really think I could do that?” she was more excited than I had seen someone in a long time. 

Even though I cannot hire her for a while, I invited her to a childcare conference (the center's treat) my organization is putting on next week.  We will have lots of child development, classroom management, art, vocabulary, how to pick appropriate toys for your age child, discipline, movement, etc.  She will get a healthy dose of what we do and have fun learning.  I think this will encourage her even more to continue.  She will also be volunteering for a few hours during the weeks prior to her taking her tests.