Monthly Archives: April 2014

Thank you


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.
A brief note of thanks to your colleagues.

My most passionate hope for my future as an early childhood professional is that I can teach them the importance of understanding and respecting the identities of one another and they will use their power for good. I hope that they will stand up for themselves as well as protect each other from bias. I hope that my families will feel respected, understood, and important.

To my colleagues- Thank you for all of your insights and ideas as we have worked through this course together. I wish you all the best of luck with our 10th and final course!! Congratulations on all of your future endeavors!


East Asia and the Pacific


The area of the world that I chose was East Asia and the Pacific. I chose this area because some of the places listed happen to be beautiful places to vacation and I immediately thought that people may only know the beauty of these areas rather than some of the challenges.

Some of the challenges that children face in the Pacific Islands and in East Asia are unsafe water, poor sanitation, and hygiene issues including illnesses and infections.

Almost every day a Solomon Islander dies from a water, sanitation and hygiene related illness: Results from a recent survey show that 1 out of every 5 children under the age of five have had a skin or eye infection in the previous two weeks due to poor hygiene practices and lack of access to safe, clean water and a toilet.The related health risks of unsafe water and poor sanitation include nutritional deficiencies, diarrhea, worm infestations, respiratory infections, skin and eye infections. These preventable conditions and diseases can lead to poor attendance or attention at school, hindering their ability to learn and develop. Furthermore, lack of adequate water and toilets at schools de-motivate teachers and children from regular attendance (UNICEF, 2014).

I cannot begin to imagine experiencing these challenges as an adult, much less a child. When children are worried about their health and well being, they are unable to focus on the things that children should be focusing on- school and being a kid. Learning abut children suffering and not having food to eat and clean water to drink affects me both personally and professionally. From a personal standpoint, I feel for them as a parent and wish I could help. From a professional standpoint, I understand the consequences this has on their development mentally, emotionally, and physically.



In our society children are exposed to so much more than we were or than they should be. Because of the nature of our society children see things on television and in other media forms that encourages little girls to strive to be sexy and little boys to be muscular and attractive and it gives them the wrong understanding of gender and sexuality. An example of this I have personal experienced is a particular student in my class. She is a second grader (I teach a 1/2 split class this year) who has developed quicker than every other girl in second grade. She wears a bra and just got her period for the first time. She dresses too inappropriate for a 8 year old. One day I had to send her to the nurse to get a shirt because she was wearing a tube-top. Another example of exposure to a highly sexualized environment happened just last week. A student of mine had told a boy in our class that eh could kiss her if he wanted. So he did-on her cheek. I had a discussion with her about this and asked why she said this to him and she said that she saw it on television. The third example is a situation with the same little girl just a few days ago. I called my group to the carpet for math and upon looking around the carpet to see if everyone was sitting on their own square, I noticed this little girl was not in her correct square and in fact she was sitting next to a little boy and she had her hand in his lap caressing his thigh. When I called her name to get her attention she said, “I was just telling him to crisscross his legs!” I moved her seat and ended up sending her to speak to the guidance counselor about this behavior.
There are a number of implications this may have on children’s development. Children are being forced to grow up too young and way before they are ready because the mainstream media is pushing sex on them. Children growing up today are bombarded from a very early age with graphic messages about sex and
sexiness in the media and popular culture (Levin & Kilbourne, 2009). Children are paying an enormous price for the sexualization of their childhood. Girls and boys constantly encounter sexual messages and images that they cannot understand and that can confuse and even frighten them. Gender roles modeled for children have become increasingly polarized and rigid. A narrow definition of femininity and sexuality encourages girls to focus heavily on appearance and sex appeal. They learn at a very young age that their value is determined by how beautiful, thin, “hot,” and sexy they are. And boys, who get a very narrow definition of masculinity that promotes insensitivity and macho behavior, are taught to judge girls based on how close they come to an artificial, impossible, and shallow ideal (Levin & Kilbourne, 2009). Both boys and girls are routinely exposed to images of sexual behavior devoid of emotions, attachment, or consequences. They learn that sex is the defining activity in relationships, to the exclusion of love and friendship. They learn that sex is often linked to violence. And they learn to associate physical appearance and buying the right products not only with being sexy but also with being successful as a person. Such lessons will shape their gender identity, sexual attitudes, and values, and their capacity for relationships,for love and connection, that they take into adulthood. While they struggle to make sense of all this, children are robbed of valuable time for age-appropriate developmental tasks, and they may begin to engage in precocious sexual behavior (Levin & Kilbourne, 2009).
I am more aware of the implications of the sexualization of early childhood now that I have studied this topic. Children have always been curious about sex and sexuality from an early age, and it is good for parents and schools to give them honest and age-appropriate information. But what children are learning today isn’t normal or good for them. We are alarmed by the particular lessons that children are learning. The sexualization of childhood is having a profoundly disturbing impact on children’s understanding of gender, sexuality, and relationships (Levin & Kilbourne, 2009).

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:

Week 5


Describe in detail the consequences you might expect for the children and families with whom you work while you experience specific “–ism(s)” in your own life. Include specific examples either those you have and/or are experiencing or ones you would anticipate.

I think there are of a number of ways that -isms I might be dealing with could affect the children and families I work with. Let’s take racism for example. If I were being discriminated against based on my culture or race this could easily cause me to be stand-offish to people who are not like me or of the same race/culture that are discriminating against me. I am Caucasian so lets say that in my personal life I were being discriminated against by someone who was African American… I imagine that this could cause some animosity between myself and other African American people I may come in contact with. This could mean the families of the children I teach or even coworkers. My actions and feelings towards others might be more obvious to the children I teach than I might think causing them to feel that I have animosity towards them. As children pick up on both covert and overt messages, this could affect my relationships with children and their families. Prejudice and discrimination affect children’s development at an early age. As children pay close attention to the to how the important people in their lives feel about human differences and similarities, the notice subtle cues and draw conclusions about issues and formulate ideas after picking up on emotional tension from adults (Sparks & Edwards, 2010).

Sparks, L & Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves. National Association for the Education of Young Children. United States of America.