A Family from the Czech Republic

A Family Arrives from the Czech Republic

               Recently a family arrived in Williamsburg, Virginia to apply for our Head Start program.  First, we asked the family if they were comfortable participating in an intake appointment in English or if they needed a translator.  They indicated that there was a family member who could translate for them.  As an agency, we also sought out a translator through a professional translation group and contacted the College of William and Mary to determine if there might be a student who could translate newsletters and other materials that might be going home to the parents.  We also took the time to research the life and culture of the Czech Republic to be responsive to them when they were ready to participate in the intake interview.  Through the intake process, we learned a great deal about the family structure, the reason for the move to the United States (high unemployment and internet capabilities), the language that they speak at home (Czech), and the support system they have living here in Williamsburg.                                                        

                                                

               The teacher was made aware of the new student for the classroom.  She began researching the Czech Republic as well to learn as much as possible about the culture.  She found pictures of children from the Czech Republic to put in the classroom.  As administrator, I contacted the library to ask for help locating books that might have pictures or stories from the country.  The teacher and teacher assistant warmly welcomed the new family to the program.  The child’s name was written in English and Czech.  The teacher received training about using picture cues and gestures to communicate with the child who spoke little English.  The child was encouraged, but not forced, to participate with the other children in the class.  The teachers also invited the parents to be active participants in the classroom.  They also encouraged the family to share their culture with the rest of the class.

               By locating a translator the family will feel more comfortable in sharing their ideas with both the Family Service Worker and the teacher.  Having pictures of children from the child’s native country, having her name written in Czech, providing books with stories from her native country would make the child feel welcomed and accepted.  Because the teacher also has picture cues and gestures as tools to help the child acclimate to the classroom, both the teachers and the child feel more comfortable about this new environment.  Sending home newsletters in the family’s native language, aids in the connection between school and home.  The family feels empowered to actively participate in the program.  Because the staff learned about the culture of the family before they came in for the intake interview, they felt more confident as they learned about the family. 

References

Central Intelligence Agency (CIA). (n.d.). In The World Factbook.  Retrieved from

               www.cia.gov/library/publications/the-world-factbook/geos/ez.

 Minister of Foreign Affairs.(n.d.). Czech Republic.  Retrieved from www.czech.cz.

The U.S. Department of State. (n.d.). In Diplomacy in Action. Retrieved from www.state.gov.

Experiencing bias, prejudice and inequity

Experiencing bias, prejudice and inequity

            Three and a half weeks ago I was in a car accident in which I experienced a couple of severe injuries.  The EMT asked if I would like to go to VCU/MCV Health Systems to be treated.  At first, I was hesitant as this is a teaching hospital and one which takes patients without health insurance.  My local hospital was so much more convenient but not acquainted with severe trauma.  For the most part, I was treated with the utmost respect and care.  There were some African Americans who did not want to have anything to do with me as a Caucasian.  Examples included taking 45 minutes to one hour to come after I had said that I needed to go to the bathroom.  I remember thinking how angry they would be if I wet the bed.  I did try to wait patiently.  One care partner was willing to do anything for the African American patient across the hall but ignored any requests that I made.  This made me feel marginalized.  While in the hospital I tried to be positive and encouraging to all staff.  Attitude does make a difference in the care that is received.  My roommate called the nurses’ station about every half hour.  I could tell that the nursing staff and care partners were tired of her constant needs.

            We were required to go to the café for breakfast and lunch in order to socialize.  There I met several patients who had been in the hospital for months instead of weeks.  They complained about the food and the service in the hospital.  I can understand their displeasure, however, they were getting three square meals a day of their choice, not having to cook the meal or clean up afterwards.  In talking with some of the other patients, I was able to offer resources that I knew about because of my work.  Some of the patients did not want to do physical therapy not realizing that the one hurt the most was them.  I always said that I would try.  I was not always successful at every task, but the staff appreciated my willingness to try.  I felt for some of the patients.  I have had zero pain since my accident.  That was not the case for many of the patients.  I spoke with one physical therapist when she was disappointed in a patient’s progress. I reminded her that the patient might have several other obstacles with which to deal which might reflect the patient’s lack of progress.  When there are several obstacles in one’s way, the patient must choose where to distribute their energy.  What they may deem important, others may not agree.  However it is important to respect people for the choices that they make even if they are different from the choice we might make.

            When I left the hospital, I had the opportunity to write “Kudos” notes to staff that were particularly helpful.  I wrote eight notes!  When I got home, I wrote a letter to the administrator of the hospital telling him of specific incidences that were especially meaningful for me.  I hope that he will acknowledge them in some way.  By recognizing those who are doing well, others may follow suit.  As an administrator myself, I like to recognize those doing the right thing as opposed to pointing out wrongs.  When a staff member comes into my office that has made a poor choice, we talk about it as an opportunity to learn instead of dwelling on the mistake.  Being kind instead of hurtful makes each opportunity a win-win situation.

Hopes and Goals for Early Childhood

             My one hope for programs working with children and families from diverse backgrounds would be that all people accept and respect each other and to celebrate both the similarities and the differences that each brings.  I am not sure if this can ever be accomplished because there is a need in all cultures for one group to hold power over another group.  However, I can do my part to honor each person for where they are when they enter our program by modeling acceptance, trust and respect.  We have so much that we can learn from each other.  I have seen this through my interactions with people in the class as well as at work.

               A goal that I would have for the Early Childhood field might be that all early childhood professionals have a better understanding of culture-both surface and deep- in order to meet the individual needs of the children and families in our care (Derman-Sparks, L. & Edwards, J.O., 2010, p. 56).  By taking the time to better understand the culture of the children and families, we, as educators, can intentionally plan the curriculum to meet the variety of needs for the children in our classrooms.  It can also help to prevent microaggressions against people whose beliefs are different from that of our own culture (Laureate Education, Inc., 2010).  We can also help others to appreciate and celebrate the different gifts that each person brings to the classroom.  Lessons can be learned by gleaning the best from every culture and using the ideas to further early childhood education for all.

               I have thoroughly enjoyed learning about diversity and equity in this class.  In the process I have learned a great deal about myself and the issues facing others in the early childhood field.  Thank you for your willingness to share your strategies and struggles as we continue to grow through the Master’s Program.  Sadly, I will miss the next course because I was involved in a serious car accident so I must complete the papers I have missed.  I look forward to reading your discussions from weeks 6-7 and your blog posts as well.  I hope that our paths will cross again so that we can continue to learn from each other.

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

Laureate Education, Inc. (Producer) (2010). Microaggressions in Every Day Life. Baltimore, MD:                                                  Walden University

Microaggression Observations

Microaggression Observed

This week I began consciously looking for signs of microaggression.  While I did not witness any incidences of microaggressions, I did read about some.  The first was an article in last Sunday’s Flair section of the Richmond Times- Dispatch newspaper.  The article talked about a growing population of people from India.  In the article young people spoke about the importance of acclimating themselves to the culture of the United States.  They live two separate lives—their school life and their temple life.  The students explained that they were two entirely different lifestyles.  It is a shame that these people from India cannot maintain their culture within the North American culture.  There are things that I am sure we can learn from each other to make all of our lives better.  One of my co-workers is from India.  She and I often have conversations about finding inner peace in all situations.

Another article I read this week was in the September 2012 issue of Reader’s Digest.  It was taken from the March 1963 issue of the magazine and was written by Alex Haley.  The article titled “The Man Who Wouldn’t Quit” was about the life of his brother, George, at the University Of Arkansas School Of Law.  In the story George was the object of microassaults, microinsults, and microinvalidations (Laureate Education, Inc., 2010).  In order to go to the school he had to live in the basement of a building.  He was not allowed to use any of the resources available to other students of the time including the cafeteria and the library.  He endured a great deal of ridicule, but by his senior year many students were accepting him for who he was—a brilliant man with great insight. I am hopeful that incidents such as this do not go on today with the magnitude that they did in earlier times.

The third instance was an interview on the Today Show in which women who were in the military were raped by men in the military.  There was no action taken by the military to discipline the men who had done this.  What a horrible burden for these ladies!  When asked if they would serve their country again, these ladies unanimously said they would even though this atrocity had occurred.  I know that this happens also in society.  It is very saddening to think about the secrets that men, women, and children keep within when they are the victims of rape. I wonder how it affects their daily lives.

Because The United States of America is a melting pot of all different types of people, it is important that as a nation and individually we learn to accept people for whom they are.   We must celebrate each person for the gifts they bring to our society because of the life experience they have had.  We can learn from each other, and in doing so, grow as individuals.

References

Bell, J. (Producer) (2012, September 26). Today Show. [With Matt Lauer, Savannah Guthrie, and

            Al Roker]. New York, NY: National Broadcasting Company.

Haley, A. (1963, March & 2012, September). The Man Who Wouldn’t Quit. Reader’s Digest,

            144-151.

Prestidge, H. (2012, September 23). Indians’ commitment to one another and other transcends

            economic and social circles. Richmond Times-Dispatch, p. G1, 8.

The Meaning of Culture and Diversity

The Meaning of Culture and Diversity

        

           As I embarked on my assignment of finding out what others knew about culture and diversity, I expected them to mention aspects of surface culture.  What I found is that the people I asked knew very little about what culture and diversity are.  When I asked my hairdresser about these two terms, she said that culture was about ancient times and how they lived.  She thought diversity was one person thinking one way and another person thinking another way.  A male friend of my husband’s came over for a visit.  He said that culture was the way a particular group lived—like the Mennonites.  He had to think for a while before saying that diversity was how people change their thoughts after learning about something.  I think he was thinking about diversifying instead of diversity.  Then I asked an elderly neighbor her definition.  She said that culture was the way we live our lives, and that diversity is how we are different.  Her answers were the closest to the definitions we have learned about in our studies thus far.

            If you look at the definition of culture given to us by Janet Gonzalez-Mena “culture is unconscious rules that govern everything we do”, my elderly neighbor is closest in that definition.  My husband’s friend was on the right track as well.  Even my hairdresser was thinking about how people from ancient times lived.  However, they merely scratched the surface as most people do when they think about culture.  They did not talk about extended family relationships, their ideas about education, those who may have migrated, what they do for recreation, etc. (Derman-Sparks, L. and Edwards, J.O., 2010, p. 56)  Diversity was a much more difficult concept for them to explain.  Each person I asked had to reflect for a while before answering.  I liked the definition that I found at the University of Tennessee website:

Diversity is a commitment to recognizing and appreciating the variety of characteristics that make individuals unique in an atmosphere that promotes and celebrates individual and collective achievement.

Examples of these characteristics are: age; cognitive style; culture; disability (mental, learning, physical); economic background; education; ethnicity; gender identity; geographic background; language(s) spoken; marital/partnered status; physical appearance; political affiliation; race; religious beliefs; sexual orientation.

In this definition it is clear that culture and diversity are related.  The people with whom I spoke used general terms when talking about diversity, but they did not explain specific details about how we are diverse.

          After doing these interviews this week, one thing is clear.  We, as educators, must do a better job of making people aware of what culture is and celebrate the diversity of the United States and, indeed, of the world.  Perhaps if we put more effort into understanding and appreciating people from cultures different from our own, there would be more harmony in the world at large.  It will not be easy, however, because people/nations want to be in control, to have power.

          I look forward to learning more about culture and diversity so that I can do my part to make the world a better place!

References

Laureate Education, Inc. (Producer) (2010). Culture and Diversity. [Course Media].

            Baltimore, MD: Walden University.

University of Tennessee, (2003). What is Diversity? The University of Tennessee Libraries

            Diversity Committee.  Retrieved from the University of Tennessee website using the

            Google database:  http://www.lib.utk.edu/diversity/diversity_definition.html

Reflection on Family Culture

Representation of my Family Culture

            When I first read this assignment, in my mind I began thinking about things I would take for survival.  Those things would have been dependent upon where I would be living.  However, since I am choosing things that represent my family culture and not tools for survival, it changes somewhat the things I would choose.

            The most important thing to me is my faith.  Doing devotions and prayer every day is a part of my routine.  The Bible is what I would take.  It offers me guidance and strength as I face difficult circumstances in my life.  It also provides hope for the future and grace to forgive myself and others.  It gives me examples of how to treat others with respect and dignity, even those different from myself.

            I would also bring a photo album.  It would help me explain to my new found friends the environment in which I lived.  It would also help to explain to others my family structure and how important relationships are to me.  It would bring me comfort as I thought about those who did not survive or were sent to a different location.

            The third thing I would bring would be my laptop. In this day and age it is how I connect to the world around me.  I can use it to resource information I might need about the new culture into which I will be immersed.

            The third thing I would bring would be my laptop. In this day and age it is how I connect to the world around me.  I can use it to resource information I might need about the new culture into which I will be immersed.

            While I would be upset about having to give up two of the three items that I had brought with me, it would not bother me considerably to have to give them up.  I have learned that things are not important.  Relationships are.  Since my immediate family is with me, I would be perfectly content.  I might be able to download the pictures to my laptop before I left. I could use my laptop to find Bible passages that give me strength and comfort.  The laptop could also offer information about the language and culture of my new location.  I could also use it to find work and directions for getting wherever I needed to go.

References

Harris, S. R. (2008). What is family diversity? Objective and interpretive approaches. Journal of

Family Issues, 29(11), 1407–1417. Retrieved from the Walden Library using the SAGE Premier 2010 database.

Laureate Education, Inc. (Producer) (2010). Family cultures: Dynamic Interactions [Course

Media]. Baltimore, MD: Walden University.

        

            

Reflection on a Resarch Simulation

Reflections on a Research Simulation

            I was very nervous thinking about taking a research class.  It had been a long time since I had done a formal research project.  I know that I have a great deal of respect for people that do research now.  Learning how to read research papers to look for supporting data for your own research helps to save time (Lepuschitz, J.K. 2011, p.3).  Going forward, I will pay special attention to research that has been done when reading articles or reviewing curriculum and resources for our Head Start program.

There are many factors that must be considered when writing a research paper.  Even before beginning a research project, research has to be completed to determine if there is support for your research topic.  Being a methodical person, it was reassuring to know that there is a process to be fulfilled before the research project can come to conclusion.

            There are several steps to consider when doing a research project.  First, a topic has to be chosen.  It should be something that stirs passion in the researcher.  Next other people’s research must be read to find support for the research paper.  Then a specific research question can be developed.  Choosing a design for the research is important as well.  Will it be quantitative, qualitative, quasi-research, or a mixed methods methodology?  Data will be collected based on the design choice. The data collected is then analyzed, conclusions are drawn and results are shared (MacNaughton, G., Rolfe, S.A., Siraj-Blatchford, I., 2010, p. 14).  Ethical issues have to be examined.  Using equity in research also helps to validate the project.  Because of the brain research done in the 1990s, we know that children can play an active role in research.  Their ideas should be valued.

Choosing a research question was one of the most challenging aspects of the simulation.  It took a while to narrow down the topic.  Finding other research about my topic was difficult as well.  Changing the words I used in my search seemed to be helpful.  Deciding on a research design also took some time.  Just when I thought I had it figured out, another factor would need to be considered.  I had to step back and look at the overall project to finally decide that a mixed methods approach would be the best.

Going forward, I will be more critical about the articles I read in early childhood.  I will more carefully examine the methodology of the overall research project.  Seeking out work from other countries will help me to gain a global perspective and perhaps, acquire ideas about possible solutions to issues in the United States.  Throughout my journey through the Master’s program, I am constantly reminded of the importance of staying current in the early childhood field.

I want to extend my gratitude to my fellow classmates.  You offered encouragement and support.  Some asked great questions of me.  In your different roles in early childhood you bring different perspectives to the concept of research.  I have enjoyed reading your personal comments and continue to wish you well as you pursue your Master’s Degree at Walden University.

References

Lepuschitz, J.K. (2011). A Practical Guide to Reading Research Articles. Laureate Education,

            

             Inc. Baltimore, MD

MacNaughton, G., Rolfe, S.A., Siraj-Blatchford, I. (2010). Doing Early Childhood Research:

International Perspectives on Theory & Practice (2^nd ed.) New York, NY: McGraw-Hill.