Answers to the Discussion Questions and the Peer Posts should display substantial thought and preparation, including connections to course concepts

March 28, 2024March 28, 2024 Discipline: English
  • Answers to the Discussion Questions and the Peer Posts should display substantial thought and preparation, including connections to course concepts.
  • The length of the initial responses for the Discussion Question(s) will be 300 or more words (due Thursday) and no less than 100-150 words for Peer Postings focused on the course concepts (due Sunday).
  • Reply to at least two (2) initial posts (2 points will be deducted if the minimum is not met).
  • Discussion Questions and Peer Postings that are less than the required length will lose points even if submitted on time.
  • Discussion posts posted after the end of the week on Sunday will not be accepted without instructor approval.
  • It is highly recommended that responses to peer reflections occur over a minimum of two (2) days so thoughtful discourse and collaborative conversations are presented.

DISCUSSION TOPICS

  • Describe three techniques you have employed across two settings (Work, Class, Home) to demonstrate or facilitate awareness of oppressive systems that impact diverse and multicultural children and what could be done to mediate cultural conflicts.

Reply melissa

I have employed schedule, education and taking responsibility at home and work. How I have implemented schedule at home and work is I have a routine at home that I do. I make sure my homework is done on time or before the due date, I eat right and get sleep. At work I keep the child I work with on a schedule. He eats and plays and then naps at a certain time everyday. I keeps the child on routine and to understand rules and time. Education is implanted at work because I teach the child and we do activities like going outside, doing art, reading and much more. I implement taking responsibility in all aspects at home, work and class because I take responsibility of someones well being of their child. I take responsibility of myself as well with being accountable and reliable getting to work on time. I am taking responsibility in class because I make sure all my work that is due is turned in on time or early. I do what I am asked to do for the class. 

As I continue these strategies throughout my life I am also thinking of others feelings and thoughts. I always try to allow people around me to be themselves. I encourage kids and adults with questions so they can explain and tell me not me tell them. I think by allowing others to be themselves it can help with diversity and culture. It gives an open eye to people that no one is perfect and everyone is different. We all do the same things in life like eat, sleep, talk but we do them differently.  

 

These techniques can be implemented thorough out anyones life and anywhere. As stated in our book “Diversity in Early Care and Education” Chapter 4 it talks about schedule and how it can play a big part in a child’s life with sleeping and eating. These are two contrasting patterns which occur in the beginning of life, which taking in food and going to sleep are intertwined. I like how the book states the schedule may not start on day one, but caregivers and parents can can get into the pattern and establish a schedule going forward. (Gonzalez-Mena, 2008). 

  Gonzalez-Mena, J. (2008). Diversity in Early Care and Education (5th ed.). McGraw- Hill.     

Reply fred

Curated Storytime with Diverse Books: For my 6- and 7-year-olds, storytime is an essential component of their daily routine. I carefully select books with diverse characters and settings that also subtly introduce concepts of fairness, justice, and empathy – books like Matt de la Pena’s Last Stop on Market Street or Yangsook Choi’s The Name Jar provide accessible narratives that explore social issues while celebrating diversity communities. These sessions encourage my children to reflect upon these characters’ experiences by making connections between character experiences they experience with fairness or kindness they experience in their lives – making interactive storytelling sessions possible and encouraging reflection as part of daily routine.

2. Modeling Inclusive Behavior With Play: My focus with a 2-year-old and 1-year-old lies primarily on play as one of the primary ways in which they learn about and make sense of the world around them. Through inclusive play with dolls, action figures, and toys from diverse cultural backgrounds I aim to normalize diversity from an early age and create storytime narratives together that emphasize themes like cooperation, understanding, and celebrating differences – this approach provides an indirect way of setting children on a path toward understanding and appreciating diversity.

3. Engaging in Cultural Activities Together as a Family: Engaging in cultural activities as a family experience that transcends age-specific learning is an enriching family activity, whether that means cooking dishes from different cultures with older children while younger ones play with food-themed toys or listen to music from various parts of the globe during playtime. These simple yet meaningful activities serve as tangible demonstrations of cultural diversity while subtly instilling values such as respect and appreciation of differences.

Through tailored activities and approaches, I hope to foster an environment at home in which understanding, empathy and respect for different cultures and experiences is embedded from an early age. I consider this crucial for creating individuals who understand oppressive systems while becoming contributors towards creating an equitable and inclusive society.

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