Do you need this or any other assignment done for you from scratch?
We have qualified writers to help you.
We assure you a quality paper that is 100% free from plagiarism and AI.
You can choose either format of your choice ( Apa, Mla, Havard, Chicago, or any other)
NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.
NB: All your data is kept safe from the public.
My personal background, including both cultural identity and experiences, has much to do with my perspectives and interactions as an educator. Being an immigrant, I am well aware of the value of social support and empathy for others. In addition, having been raised by a single mother, I know the problems that children from single-parent families face, and I can apply this knowledge to my profession. According to Pelo (2008), building a new culture is possible when it is acutely needed, and I am willing to share my experience to help needy children find purpose and meaning in life. Therefore, I consider my personal background an essential aspect that determines my views and career prospects.
To promote equity and justice in our early learning space, we, as ECEC professionals, must overcome any internal barriers that may affect our performance. For instance, Fiarman (2016) reviews the concept of unconscious bias and notes that any unethical forms of interaction, such as racism, hinder the formation of a healthy educational environment. In addition, we should promote appropriate ideas in our community to instill in both adults and children the concepts of equality and justice. Combating stigma, discrimination, and any other forms of social harassment through discussing their negative consequences is a potentially effective mechanism to eliminate such behaviors at an early stage of their inception.
One of the myths that interfere with the ability to talk about race and racism in early care and education settings is associated with the position that children do not see races. Matthews and Jordan (2019) argue that this standpoint is false because natural curiosity at an early age encourages children to discuss and assess those who are different from them. As for adults, one can pay attention to the myth suggesting that only bad, uneducated, and rude people are racists. As already mentioned, internal barriers are significant deterrents if they are not overcome competently. A person can be polite and kind with children, well-rounded, but at the same time racially intolerant. Therefore, this is crucial to fight the stereotypes that form unhealthy relationships in society.
Regarding “single stories” in ECEC practices, one can recall the situations when an adult educator is not familiar with a child’s cultural background or personal history, which, in turn, may affect the interaction process. McIntosh (1989) mentions specific privileges, for instance, male or white ones, and such narratives are fraught with the inculcation of false values and moral principles in children’s minds. Moreover, such stories can also cause misunderstanding between adults and children when an educator, guided by individual views, imposes a personal position. To avoid these situations, following an ethically sound practice should be promoted in ECEC practices.
The idea of the “capable child” forms a special attitude that can be expressed in a more attentive and responsible approach to interaction. As James (2016) notes, educators strive to create an environment in which capable children can express themselves. In addition, their attitude towards them, as well as their parents and the communities they are associated with, is more loyal. This form of interaction can be seen as a style of bias when a child’s individual skills and abilities determine the attitude towards them. At the same time, constant work with children is a way to develop the necessary talents in them. Therefore, when speaking of a capable child, educators usually mean the one who successfully adopts the experience of adults offered to him or her.
References
Fiarman, S. E. (2016). Unconscious bias: When good intentions aren’t enough. Educational Leadership, 74(3), 10-15.
James, V. A. (2016).Becoming a capable child. Early Years Study.
Matthews, K., & Jordan, I. (2019). Our children, our workforce: Why we must talk about race and racism in early childhood education. ExchangePress.com.
McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom.
Pelo, A. (2008). Embracing a vision of social justice in early childhood education. Rethinking Schools, 23(1), 14-18.
Do you need this or any other assignment done for you from scratch?
We have qualified writers to help you.
We assure you a quality paper that is 100% free from plagiarism and AI.
You can choose either format of your choice ( Apa, Mla, Havard, Chicago, or any other)
NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.
NB: All your data is kept safe from the public.