THE SEXUALIZATION OF EARLY CHILDHOOD

Sexualization of early childhood is one of the most complicated issues that touch the lives of our young children.  This is something that is not taught in the classroom and surely wouldn’t be found in a curriculum.  In today’s society, as educators we encounter more and more issues of homosexuality (gay/lesbian families; masculinity in a child’s sex role; or dealing with aspects of femininity/masculinity) and that’s something we have to deal with.  There are biases in the classroom, children considered to be tomboy or sissies by other children and we must be there to handle such a situation of harassment.  Classrooms are full of children that have to challenge the negative remarks and bullying and we wonder why so much is happening in the class.  

I have a little girl in the classroom and she has a sister in the middle school, around the age of thirteen.  On this particular day, Judy comes to me and told me that her sister had a 13^th birthday party.  She said Ms. Adams, you should have been there, the girls had tiny skirts on and wearing makeup.  This party also included boys that were much older and very little parent involvement.  She saw the boys touching the girls, standing to close, and some even trying to look under their skirts. I listen to some parents when they make the statement, “our children know they are growing up fast”, I wonder why?

Another example that illustrates the exposure of young children to a highly sexualized environment would be the language I hear boy and girls talk in and out the classroom.  This six year old girl amazed me when she used the sex word and I always say be careful what you say and do around children.  She begin to walk down the hall and as I stood to the side and watched her she quickly grab a little boy penis. I came forward and asked her why she did she do that and she responded because it was on TV.  I pulled her to the side and told her not to do it anymore; she’s just a child and act like one. Many children are exposed to sexual messages through the media, cultures and parents.

The third example comes when me and my best friend was out for lunch, along with her two year old son.  While sitting at the table and looking over the menu, her baby starts to cry and she knew he was hungry.  She gradually pulls her blouse up and put a cover over her breast and let her baby suck her milk.  The two year old starts to star and looks at her and looks back down at the baby covered up and sucking the breast.  He gradually and slowly pulls up the shirt, because he becomes aware that something is going on under there.  This is very normal with a little child being curious and looking at his mother finding a way to sooth his brother crying.

I noticed there are kids that expose themselves to television and radio and that’s the way they value themselves.  Many develop low self-esteem, don’t care about anyone else, and don’t respect each other with bad language.  There are many ways you can help students struggle with this kind of sexual communication.  The school district has a policy for children to wear uniforms every day, from elementary to high school.  For this reason, one child can’t be jealous of the other about the clothing they’re wearing and this also help the little girls when they’re out playing and don’t have to worry about playing on the monkey bar or slide. 

Another idea would be to add such gender roles into the school curriculum.  We should be able to ensure that the parents become involved and more importantly, is able to open up and communicate whenever needed.  As an educator, we need to talk openly to our children about a caring relationship and make sure they are provided with age-appropriate material that will help them explore in a safe environment.  There is so much negative and sexual advances in the media today and as a whole.

Ways in which my awareness of the sexualization of early childhood has been influenced by study the topic this week would be I’m really not surprised about this over-sexualized world.  When I was growing up, I could hear songs by Prince and other music artists and would sing alone without a care in the world.  But this topic has really influenced my way of viewing myself in the world and the upbringing of children today.

Evaluating Impacts on Professional Practice

Some way or the other we will or have experience “ism(s)” in our life, either through racism, classism, sexism, or other.  I get so angry and feel rejected when I feel as though I’m being discriminated against. Living and growing up in the South, there are always days when you are discriminated against, in the grocery store, mall, or work.  About three months ago, around the holidays I was helping out at a local day care center in which black and white children attend.  I was a fill in for a lady that was out sick, I overheard one white lady say “who is that?” and “I hope she don’t be here all the time?” as she brought her grandchild to the center.  That kind of statement made me feel as though I was in the wrong place and around the wrong type of people.  I know it’s hard to deal with certain situations, but it’s also hard trying to hold your tongue in your mouth; she didn’t know me and I didn’t know her.  I had to stop and think and bring myself back to reality, not knowing that many people intentionally say things to hurt people feelings.  I did bring it to the attention of the supervisor that was on duty at the time and she spoke with the lady. 

 I look at us as being all equal, but some look at us as being less worthy and this can affect our sense of self.

As stated in the text, young children also show signs of absorbing whatever societal norms, stereotypes, and biases surround them concerning various aspects of their own and others’ identities (Derman-Sparks & Edwards, 2010).  So let’s be mindful and careful about what comes out of our mouth, remember children do listen.

                                                   Reference:

Derman-Sparks, L. & Edwards, J. (2010). Anti-Bias Education for Young Children and

Ourselves, NAEYC. Washington, DC.

Observing Communication

This past week I observe a mother and her young son in Wal-Mart buying grocery.  He looks to be no more than five years old, pushing the grocery cart and was well dress and mannered.  I can say that most of the time when I observe parents in a store with their child/children, they are usually yelling and pulling at their kids, but not this one.  I was so amazed at the way she was communicating with him, it really took  me for a turn.  They pass by the children books, and he noticed a book, picked it up and glance through it.  I noticed she took the time and observe what he was doing and I could hear her ask him “do you want that book” and to my belief he replied back and said “yes mom”.  I can count the number of children on my hand that has been well trained and brought up in a home like that.  In most situations the parents would yell at the child, “put that book down, you don’t have any money and I don’t either!”  We all know that children are sensitive and love to feel accepted and this provides the space for each child to be their unique self (Laureate Education, 2010).

 

            So in this case, the young child picked up the reading book and his mother simply ask him did he want it.  Instead of doing all that yelling that some parents would do, she kneel down to his level and softly asked him did he want the book to take home to read.  This gives the child a sense of feeling important and supported by their mother, not just at home, but also in the community.  So lets continue to give that encouragement as our children moves toward independence. 

 

                                                      Reference:

Derman-Sparks, L. & Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves. NAEYC. Washington, DC.

Creating Affirming Environments

I have always wanted to open up my own Family Child Care Home center in the rural delta of Mississippi.  There are so many children that rely on an older brother or sister to babysit them after school and during the spring/summer break.  I love to see children strive and develop through the help of a nurturing educator.

 

If I was to open up a family child care home it would be important for it to be safe and welcoming.  I would offer many tools for children to learn from and also space for them to play.  After touring Adriana Castillo’s home, I believe I would also display images (family pictures or drawings) of my children, along with their family bringing in cultural items to share in the classroom while promoting diversity (Laureate Education, 2010).  This will give the children/parents a way to connect to the other families that come to my family child care. 

 

          Each month I would create a different anti-bias curriculum that allows children to learn about different foods, cultures, and languages.  As stated in the media segment, Adriana also focuses on children’s interests and this month was emotions, you have so many different emotions that come into a care center every day (Laureate Education, 2010).  One day Jane might be nice and the next day she might be angry, everyone has different emotions and that’s one of the main focus of a child.

 

        I would also like to build a sense of communication, having the family become involved in the morning sign-in or out.  Once children interact with other families and children, this will bring a sense of emphasis on partnership/involvement.  My center would also include a bulletin board with the weekly activities, letting the families know what will be happening in the classroom and outside the classroom.

With this environment, I want to provide enough space for them to learn and also have fun at the same time.  There is so much for a child to learn and explore about themselves; so as we learn together, we will also grow together.  As stated in the text, in many cultures, a teacher is someone to be respected.  We have some families that wouldn’t even consider raising issues of concern.  It’s our job to listen and learn as we talk, and initiate solutions to specific differences (Derman-Sparks & Edwards 2010).

 

                                                Reference

Derman-Sparks, L. & Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves. NAEYC, Washington, DC.

Laureate Education (2010). “Welcoming children in the home.”  Retrieved from http://www.waldenu.edu/

                What I Have Learned

One hope that you have when you think about working with children and families who come from diverse backgrounds

I want to be able to acknowledge families that come from diverse backgrounds.  I want to make them feel welcome, secure and openly to talk to me at anytime of the day.  By posting different cultural activities, such as dancing, eating, and religion on the bulletin board and talking about the different ways children live will help children realize that everyone is different and don’t need to be talked and taunted.  As we sit around in group circles, I want to allow our young ones to be able to talk openly and continue to have that respectful relationship like anyone else.  Because we all know that everyone deserves to be treated right and let’s continue to have social justice for all.

One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice

I want to be able to create social justice for children in the early childhood field.  Being able to let the families, along with their children participate in any activity that is going on related to issues of diversity, equity, and social justice.  Furthermore, I want to be able to talk about the many different issues that are going on pertaining to prejudice and bias in the field of education.

A brief note of thanks to your colleagues

I would like to thank my colleagues and professor for being such loyal individuals to my discussions and blog posts.  I’m looking forward to many of your comments and hope to see you in my next class.  Good Luck and Happy Holidays!!

Start Seeing Diversity Blog:  Creating Art

Thinking about what I have learned in this course about children identities and development and the ways in which each is impacted by bias, discomfort, and trauma.

Diversity is accepting people for who they are in the light

Even though it may cause pain in another person’s eye sight

People come in a variety of sizes, shapes, and colors

But who’s the blame, when everyone decides to take over one another

There’s so much to see on television and through books

I guess that’s the reason why many people give us “that” look

We have been told what’s right and what’s wrong

But we haven’t been told not to leave our comfort zone

This journey is long and tough

But with trust and respect we’ll overpass the rough

So let’s continue to love and respect

Because in the classroom, children don’t see pass the neck

Continuing to bow and give our teachers a hand

The more we learn, the better we’ll be able to stand

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

        I can remember one particular incident when my son, at the age of seven was walking in the sand on a beach.  Out of the blue, here come two men, holding hands, one of the men looking similar to a woman (lip gloss, eye lashes, short pants and plenty of jewelry).   My son looked up at me and said “mom is that two men, do they suppose to be holding hands like that?”  I was absolutely stunned and couldn’t say anything at the moment.  Once I snap back to reality, I told him they was just close friends and decided to hold hands on the beach today. I also told him there’s nothing wrong with holding hands, but some individual have disagreements with people of the same sex holding hands.  This is the reason why we need to listen and be attentive to our children at all times. Even though children may not understand the full meaning of their biased comments, these can become the basis for more developed prejudice if adults do not respond to them (Pelo, 2008).

What messages might have been communicated to this child by the adult's response?  A lot of times when children see couples holding hands it’s a sign of affection for one another.  When I looked stunned at my son, the message that probably was communicated to him was “this just doesn’t look right”.  I wanted to reply to him with a short and comfortable answer because there are so many forms of miscommunication taking place every day in the world.  We all know that children observe everything at home, school, and on outings and we love our children.  But we also know that society has changed since their upbringing, so we must be honest and open with them when communicating. 

An example of how an anti-bias educator might have responded to support the child's (or classroom’s) understanding.  Many children are unaware of the different basis of gender, but they learn from the environment in which they live.  As an educator, having an anti-bias approach help children learn to treat everybody the same and with respect.  We cannot eliminate prejudice, but we can help a child respect the ability to work together with different viewpoints and have the commitment to act against bias relationships.

                                            Reference

Pelo, A. (2008). Rethinking Early Childhood Education.  A Rethinking Schools Publication.