Thursday, February 6, 2014
Evaluating Impacts on Professional Practice
“ISMS” are institutionalized that could lead to discrimination and prejudice, verbal or nonverbal within society. Institutionalized discrimination and prejudice based solely on social identities, which includes one’s ability/disability, culture/ethnicity, economic, class, gender, sexual orientation and race identity all plays a role in which individuals may be treated within society (Derman-Sparks & Edwards). Many people living in an “isms” world where prejudice and discrimination exits in institutions because of social identities hinder them from achieving their potential goals in life. This is the reason why many families today maybe suffering from poverty.
I do not see any consequences young children and their families can expect from me because of the “ism(s)”. I have a greater understanding on how social identity shapes a person’s life. As a professional, I have not had experience with “ism(s)” that would cause me to disrespect young children and their families. Associating with different groups of “ism” will help me to learn, appreciate, adapt and respect the differences and/or similarities of others. I still plan to teach young children to respect the different and/or similarities of each other as well.
There are several ways young children will benefit from learning not to be prejudice or bias toward others. For example, they can build better relationships with parents, professionals and parents can work side-by-side for the well-being of young children, and each child will have the opportunity to provide activities and pictures of diversity into the classroom setting; this can reduce any prejudice or bias feelings they may have toward others. In doing this, it can decrease cultural racism and young children and their families can learn to respect each other and not destroy other cultures (Derman-Sparks & Edward, 2010). In all team relationships, there should communication, collaboration, respect, honesty, a vision of desired outcomes, commitment to achievements, and trust when times get hard on relationships.
Reference
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 (NAEYC).
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Ida.
ReplyDeleteI like your post ! I think how important is to work together parents and teachers for the good well being of the children. Sometimes sexism and racisms have a profund impact and influence for the children development sense and self as others, but we as teacher need to give to them ways to develop anti bias attitude, learn to think critically, and the skills to resolve the problems by themselves. good post
maria
Hi Ida,
ReplyDeleteIt is always a joy to teach young children because; you can see how eager they are to learn. Children are like little sponges they absorb everything you give them. That is why it is so important that as educators, we understand ourselves as not to bring negative identities into the classroom. What better way to change a child’s attitudes on racism or any of the isms is to give them the accurate information? Children look up to adults to show them the right way to learn. The essential part of a child’s life is to fully develop a healthy sense of self that, requires children to know and like who they are without feeling superior to build caring connections to others (Derman-Sparks & Edwards, 2010). Keep up the good work!
Kathleen
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.
Ida,
ReplyDeleteI think that you brought up a very valid point in that living in a world of "isms" will prevent someone from reaching their full potential. It is important for educators to do all they can do that students do not believe that they can only reach a certain point in life just because of who they are. I love hearing about people who go back to where they grew up and tell kids that where they from does not determine their path in life. Being a Seahawks fan, I think of Richard Sherman, who grew up in Compton, graduated the top of his class in high school, and finished college with a 3.7 GPA. He did not let the stereotype of his community and ethnicity limit the way that he thought of himself.