OBSERVING COMMUNICATION

THE OBSERVATION THAT I MADE THIS WEEK WAS THAT OF MY COUSIN TALKING TO HER THREE YEAR OLD GRANDSON.
I WAS OUT SHOPPING WITH MY SON WHEN I RAN INTO MY COUSIN AND HER THREE YEAR OLD GRANDSON. THEY WERE IN THE AISLE WHERE ALL OF THE VALENTINE STUFF WAS AT. ON THE SHELF THERE WAS THIS BIG BROWN TEDDY BEAR THAT SONG YOU ARE SPECIAL. MY COUSIN GRANDSON WAS TELLING HIS GRANDMOTHER HOW MUCH HE NEEDED AND WANTED THAT BEAR. MY COUSIN LISTENED PATIENTLY (AND THAT IS VERY UNUSUAL FOR HER) AS HER GRANDSON TOLD HER WHY HE NEEDED THE BEAR. AFTER LISTENING TO HIM TALK SHE SPOKE AND SAID ‘K’, NANNY CAN NOT AFFORD TO BUY YOU THIS BEAR NOW, THIS WAS NOT APART OF THE DEAL WHEN WE CAME IN THE STORE, YOU TOLD ME YOU WANTED THIS BALL AND THAT IS WHAT YOU HAVE. REMEMBER NANNY TOLD YOU THAT WE DO NOT ALWAYS GET WHAT WE WANT AND THAT IF YOU CRY OR HAVE A TANTRUM THEN NANNY WAS GOING TO BE VERY HURT AND DISAPPOINTED, REMEMBER YOU TOLD ME YOU WHERE A BIG BOY AND BIG BOYS KNOW THAT SOMETIMES WE HAVE TO WAIT ON THINGS WE CAN NOT ALWAYS GET WHAT WE WANT OR LIKE. KJ, LOOKED AT MY COUSIN AND SAID YES NANNY CAUSE YOU WANT ME TO BE A BIG BOY.
He looked very sad after that conversation with my cousin but he also appeared to understand what she was saying.
The most important point that I can relate to our reading that Stephenson made is that in order to communicate effectively we must be good listeners (2009). 　
　
Reference
Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95. Retrieved from the Walden Library using the Education Research Complete
　
Erica Hines

CREATING AN AFFIRMING ENVIRONMENT

If I ever have the chance to open my own child-care center, it would be one that when you walked in the door you would receive a comfort and an appreciation for diversity. In the hallways of each classroom there would be a get to “Get To Know Me” board located beside each classroom door. On the board a picture of each child would be posted along with a “All About Me” poster. On this paper you learn about the likes and dislikes of the people in the classroom, you also get a chance to learn some background history about the students. The ethnicity, gender, race, heritage, and other useful information. In the classroom I would incorporate a variety of books, pictures, and toys dealing with diversity. Everything would be labeled in English and of course a second language.
The students will be made to feel as if they are in a safe and secure environment by participating in setting the climates and class regulation for the room. As stated in the media section, Adrianna spoke about the quiet area or cozy area. This would be incorporated in the classroom because as adults, we sometimes want to be by ourselves and children sometimes feel the same way.

This would give them an opportunity to sort things out or reflect on the days event. My classroom would be very inviting. The children would have age appropriate equipment and learning manipulative. The students will also have free choice to chose whatever they want to play with or whatever color paper they want to use. All I can say is Welcome to “Hines Kiddie Land” .
　
Reference
Laureate Education, Inc. (2011). Strategies for Working with Diverse Children. Baltimore, MD: Author
　
Erica Hines

WHAT I HAVE LEARNED

The Ultimate Goal that I have as an Educator is to become  the best and most Effective Anti-bias Educator that I can possibly be by making a difference in the lives of the children that I teach.

My goal as an Anti-bias Educator is to make sure that I make all students feel safe, secure, and non-subjective to any type of bias.

Thanks to all classmate for the encouragement given to me through the duration of this course.   I wish that we accomplish all the hopes and dreams that we have established for ourselves.  May God continue to bless each and every one of you and your families.  Keep up the hard work and accomplish all.

Erica Hines

CREATING ART

My art work is a poem entitled:

"DOES IT REALLY MATTER?"

Does It Really Matter

Does it matter that I do not look like you, walk like you, or talk like you?

Does it matter that I am proud to be a woman, tall, plumb, and brown skinned?

Does it matter that I love me for me and have been given the opportunity to compete with the best?

No it does not matter that I do not look like you, walk like you, or talk like you.

Because I am me and I am proud to be me.

I love me for me.  I love me because I am me, so no, it does not matter if you like me or love me,

Because I love me and that is enough.

By: Erica Hines

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

I remember being in the store with my son.  This woman (who is know one of my co-workers for the past eight years) and her daughter passed by.  Her daughter has this illness that left her with really short limbs,  she have two fingers on each hand.  She can not talk.  Well my son saw her for the first time as they were walking down the aisle in the store and he asked mom what's wrong with her.  I told him to be quite, the girls mother heard me she turned around and came to me and said "don't tell him that, he just want to know, so she begin to explain what was wrong with her daughter to my son.  After she got through explain, my son asked the lady May he buy her little girl an ice cream.  I as an adult and an educator felt so ashamed of myself because as an educator, I should have known to explain to my son that people are different but they all are still human and deserve to be treated with respect.

As an educator of young minds we should have a variety of materials such as books, dolls, manipulative's, puzzles, and various of other items to teach our children about diversity of all type.

Erica Hines 

Gender, Gender Idenity, Gender Orientation

I am responding to the following bulletin:

       - Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families.

I believe that early childhood centers should not avoid the inclusions of books depicting gay or lesbian individuals such as same-sex partnered families because the children that are serviced by many of the early childhood centers are raised by same says parents.  In the center that I work for, we have a lot of children who are raised by same sex parents or partners.  So when the children family members come to visit them at family hour other children are asking why you have two moms.  I believe that if we have literature for the children than they will better understand what is going on and the other children will be able to relate.  This by no means says that the teacher or the center agrees with the living conditions it just say that they respect that diversity in various households. 

       -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

I would explain to the parent or family member that here at this particular center we do not discriminate.  I have the confidence in this particular person that the parent is referring to do a wonderful job of caring as well as educate their child, but the ultimate decision is up to you the parent, either your child can stay at the center or you are welcome to take your child to another center.

I believe that people should not be judge on who they are or what they believe in.

Erica Hines

THANKS, THANKS, THANKS

Thanks to everyone for their kind words and responds to my blog.  Also I would like to thank you for listening to what I had to say.  May our journey leads to the road to success and effective communicators.

Thanks and til we meet again,

Erica Hines