Racial Microaggressions and Difficult Conversations: The anti-bias educator can make a difference! 

I would like to focus on Racial Microaggressions as my challenge and focus on difficult dialogue as my sub topic (Sue, Lin, Torino, Capodilupo, & Rivera, 2009). I chose this topic because I believe that microaggressions are often not “seen” and the conversation revolving around these microaggressions are very difficult.  I think that participating in training on how to be an anti-bias educator will help these conversations become more comfortable. Racial conversations are difficult and they can become threatening conversations, especially when they involve unequal status relationship of power and privilege” (Sue, et al., 2009, p. 184). However, if these difficult conversations are handled effectively, then there are opportunities for learning.

How do we ensure that every educator is an anti-bias educator? 

How do we ensure that every educator is comfortable with these types of conversations?

Sue, D., Lin, A., Torino, G., Capodilupo, C. & Rivera, D. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183-190.

Professional Goals

I believe that one goal to become more effective in my role is to immerse myself in the early childhood field by reading literature, conducting research and participating in local and global conferences. More importantly, I think it would be advantageous to specifically attend conferences that focus on public policy. By understanding how public policy works and how to make changes to policy, I would be more effective in my professional role.

I have heard of Quality Stars throughout my professional meetings. However, I didn’t take the time to truly understand this system until I read about QRIS. I would like to become more involved in the New York State Quality Stars program. Understanding their goals and mission will enable me to be more effective in my role as a member of the Albany Promise Action Team. Also, I could be part of the professional development team that prepares workshops related to the Quality Stars program for prekindergarten and kindergarten teachers.   

Critical thinking is an important skill for young children to develop. Although, NAEYC has emphasized the importance of engaging students in higher level thinking rather than memorizing facts, there is a lack of professional development for early childhood educators on how to foster higher level thinking in young children. I would like to conduct research on this topic to provide more evidence in hopes that a system would be put in place for early childhood educators. I think it is important to better prepare educators to foster critical thinking skills in young children. This can lead to improved teacher preparation and valuable professional development. In doing this, educators will have the opportunity to implement best practices and teach young children how to think.

Always Learning

As I have progressed through one of my early childhood courses I have learned quite a bit about the early childhood field. Since I have been discussing fostering critical thinking skills through play I have been examining research and early childhood programs in the United States and several other countries. One country that stood out was Finland’s educational program. Finland educators are valued and they are considered experts in their field. They participate in a high level of teacher preparation and they are active in the developing the curriculum. One of the core components of their education system is teaching young students a way of thinking. Teachers focus on problem solving, developing thinking abilities and analytical thinking (Lankinen, 2010).

I also have learned about the ten pillars of a good childhood. I am inspired by the thought of how simple but powerful these pillars are in possibly promoting positive outcomes for children and their families. I believe that all early childhood programs need to follow the ten pillars of a good childhood and use these pillars to promote positive social change in polices and practices in the field (ACEI, 2013). I believe that the early childhood field should use these ten pillars as a foundation of education at the local and national level in order to promote positive outcomes for children and their families. Here are the ten pillars of a good childhood:

1.     Safe and secure places for living and learning, 
with access to health care, clothing, and nutritious food

2.     Strong families and loving, consistent caregivers

3.     Social interactions and friendships

4.     Creative play and physical activity

5.     Appreciation and stewardship of the natural environment

6.     Creative expression through music, dance, drama, 
and the other arts

7.     Education that develops the full capacities of the child—cognitive, physical, social, emotional, and ethical

8.     Supportive, nurturing, child-friendly communities

9.     Growing independence and decision making

10.  Children and youth participating in community life.

Here are some resources that may be of interest if you are looking to learn about education programs.

The Ten Pillars of a Good Childhood: http://www.decadeforchildhood.org

Darling-Hammond, L., Chung Wei, R. & Andree, A. (2010).  How high achieving countries develop great teachers. Stanford Center of Opportunity Policy in Education-Research Brief.

Doliopoulou, E. (2006). Systems of early education/are and professionalisation in Greece. Retrieved November 27, 2013 from http://www.ifp.bayern.de/imperia/md/content/stmas/ifp/commissioned_report_greece.pdf

Konstantina, R. (2012). Quality of care and education provided by Greek day-care centres: an approach from researcher’s and early childhood educator’s perspective. Early Child Development and Care, 182(10), 1335-1348.

Lankinen, T. (2010). Basic education reform in Finland-How to develop the top ranked education system? Finnish National Board of Education, 1-39.

NAEYC. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Position Statement. 

Project Base Learning

Project Base Learning is an excellent approach to foster learning in early childhood. Not only does it foster learning but it also fosters excitement for learning. This approach enables students to explore real problems. It is active, engaging and fosters critical thinking skills through problem solving and play. PBL encourages children to participate in active inquiry and solve complex questions.

Imagine designing and building model roller coasters for Great Escape or designing a new house for the three little pigs so the wolf can’t blow their houses down.

As a teacher I always tried to integrate subject areas based on a theme. However, recently I began to truly understand project base learning. Now I think about purposely developing projects that will foster learning and excitement. More importantly, I think about stating a problem that the children need to solve. It is amazing to watch them discuss and solve problems related to the project.

I had the opportunity to create and implement the roller coaster project. I did a STEM (Science, Technology, Engineering and Math) project at my previous elementary school. I worked with a 4^th grade class but not all the students are on a fourth grade level. There are several that are on 1^st grade and 2^nd grade level. This was the challenge:  

You are an engineer and you have been asked to design a new roller coaster that is both safe and innovative. You will think critically about motion by analyzing and questioning the concept of motion. You will do this by experimenting with force, acceleration, velocity and position activities.