Course: EDUC 6164 – 2

Week 8 Blog Assignment

Professional Hopes and Goals

Joanne E. Lynch

Saturday 26^th October, 2013

     Being an early childhood educator, I must prepare myself to teach an increasingly diverse population of young children, as well as, to continue looking for ways to address the diverse needs of these children and their families. Likewise, I do recognize these families, honor, and support them in their values and norms of their homes. However, there is one hope that I have when I think about working with these families and children, and, that is to advance my capabilities to construct on the information and awareness that these children bring into the classroom, specifically that knowledge which is configured by their families, communities, and cultural histories.

     Certainly, one of the goals I would like to set for the early childhood field that is related to issues of diversity, equity, and social justice, is to build positive identities and a respect for differences, by entwining diversity into the structure of the children’s everyday lives. For this reason, I will like them to grow up in a world that is free from bias and discrimination. This means, for social justice to exist in the school, each child in the classroom must be entitled to the same opportunity for academic achievement, regardless of background or acquired privilege. Besides, the children will be taught about justice and discrimination in all forms; with regards to race, ethnicity, gender, gender expression, age, appearance, ability, national origin, language, spiritual belief, sexual orientation, social class, economic circumstances, and the environment.

     Finally, as this course has come to an end, I must say a special thank you to my instructor Doctor Rosalie Parrish and all of my colleagues in Group 2 for imparting their knowledge to each and every one of us. For sure, I must admit that I have learned many new things, as well as, gained new insights from all.

Reference

Daniel, J., & Friedman, S. (2005, November).

Preparing teachers to work with culturally and linguistically diverse children. Retrieved from  http://www.naeyc.org/files/yc/file/200511/DanielFriedmanBTJ11

Deaux, K. (2001). Social identity. In J. Worell (ed.), Encyclopedia of women and gender (Vol. 1-     

            2, pp. 1-9). Maryland Heights, MO: Academic Press.

Course: EDUC - 6164 - 2

Week 7 Blog Assignment

Welcoming Families From Around the World

Joanne E. Lynch

Date: Saturday 19^th October, 2013.

  

     I was informed by my principal that a child of Moroccan family, who had recently immigrated to our country, will be joining my Grade two class very soon. Indeed, I have to make preparation to welcome them, since the first impression that will be given, last forever, for I want to leave a positive impact of this child’s life.

     Actually, Morocco is the most Westerly of the North African Countries, bordering the Northern Atlantic Ocean, and the Mediterranean Sea, between Algeria and Western Sahara. It has a population of over 35 million, and an area of 446,550 square kilometers (172,410 square miles). Morocco is a constitutional monarchy with an elected parliament. Rabat is the political capital, although Casablanca is the largest city. The rich culture of this country is fused with Arab, Berger (Indigenous African) and also other African and European influences. The main religion is Islamic, and the official language is Arabic, Berber is the dialect, and French, which is generally the language of business, government, and diplomacy.

     More importantly, I have five ways in which I will equip myself to be culturally responsive towards this family. Moreover, I will be faced with the challenge of how best to react to this child’s needs. Nonetheless, be poised to meet the diverse developmental, cultural, linguistic, and educational needs for this child to advance, and learn most favorable. Admittedly, various teaching methods and strategies will be used to work with this child, by providing a responsive learning environment that is appropriate for her experiences.

     Undoubtedly, the child will be connected cognitively, linguistically and emotionally to her home language and culture. However, as the early childhood educator, I will ensure that the settings of programs in this field, must acknowledge and encourage the child’s home language, which will intensify the ties between the school and the child’s family. Chang (1993) has posited that, once there is a supporting atmosphere for a child’s home language, it is less likely to waste away through lack of use, which is a situation that could threaten her significant ties to her family.

     However, the child’s capability will be made most use of, by strengthening and constructing upon the skills she brings, when she infiltrates the early childhood programs. Cummins (1989) claims that, education implies drawing out children’s potential and making them more than they were. Additionally, I will present the child with chances to demonstrate her diversity of abilities and competences in the programs. Above all, a learning environment that centers on the child, and authorize possibilities for her to articulate herself across the curriculum will be arranged.

      Certainly, the child’s family has to be actively involved in her learning and development. This will establish a meaningful relationship of the parties in the situation, by promoting linkages between the home and the school. Meanwhile, extensive research on the family’s country of origin will be conducted, so as to be familiar with its culture, as well as other important aspects. Likewise, the child and her family will be encouraged and assisted in becoming acquainted with the cognitive value of knowing the English Language, and provide them with approaches to support, maintain, and preserve their home language learning.

     Finally, I will develop and supply different and innovative strategies for the child’s learning, by using my visionary skills in working with the children in my class, to infuse cultural and linguistic diversity in the programs. Likewise, the child will be inspired to work interactively with her classmates, while I will be providing them with multiple opportunities to learn, and ways for them to exhibit their learning by taking part in program activities.

     Furthermore, I do hope that these preparations will benefit the family and me, because I have a responsibility to the child and her family, by making sure that an equal opportunity is achieved to the best of their ability. Also, being culturally responsive respects the family’s personal identity, and underpins the idea that no family is better or more competent than the other. Hence, having the ethical responsibility to be fair and advocate equality for all children.

References

Morocco facts, Morocco flag-National Geographic. (n.d.)Retrieved from

                   Travel.nationalgeographic.com/travel/countries/morocco-facts/

Responding to linguistic and cultural diversity recommendation. (n.d)Retrieved from

                   www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF