EARLY CHILDHOOD EDUCATION GOOGLE+

Posted on June 24, 2019

Farewell: Time Well Spent

While in the early childhood program, I have learned and appreciated much vital data
about working and supporting young children, families, and the ECE staff within my
community and the Walden University faculty. Three deeply learning from this program
that I will continue to cherish and pass on to future educators: (1). Globally, to overcome
the many issues relevant to social justice, a transformation of more equitable
procedures, policies, and practices need to be established to rectify social changes for all
children, families, and educators. Therefore, a growing need for inclusive social learning
must be skillful orchestrated and allied among communities of families, advocates,
organizations, and policymakers to increase cultural strengths and promote the
awareness to revise early childhood programs/ services which will continue to include
children of all cultures. (2). I have also learned that a good leader/mentor must
demonstrate many positive skills and abilities from different groups of leadership
practices to directly inspire and/or motivate without exhibiting coercive powers over
others. (3). A reminder to educators from Merging Visions, Passion, and Practice quoted
Emma Goldman, “No one has yet fully realized the wealth of sympathy, kindness, and
generosity hidden in the soul of a child. The effort of every true education should be to
unlock that treasure” (Laureate Education, 2011).

My long-term goal is to continue seeking partnerships/relationships in developing new

communities of practice for the benefit of education; enhancing all children’s healthy
development. I will consistently help implement strategies that will promote inclusion of
education beyond my surrounding communities and state. Sonia Johnson cited in
Merging Vision, Passion, and Practice, “We must remember that one determined person
can make a significant difference, and that a small group of determined people can
change the course of history” (Laureate Education, 2011). Professionally, as stated in the
Interconnections, Part III, “ I will continue to learn and grow for myself and others by
Interconnections, Part III, “ I will continue to learn and grow for myself and others by
connecting and interacting with other colleagues in mutual agreement to resolve issues
and trends related to education and social justice, childhood afflicting, as well as
promoting families’ well-being. Due to the enormous effort of the Walden’s Early
Childhood Education field; creating various ethics guidelines which positively influenced
our professional journey throughout this Master’s program and assisted us on the path
to advocate for all children, families, and ourselves, I am very proud to have been a
successful contributor to my extended colleagues participating in the field of education.
Walden University’s staff have prepared us for our future professional endurance and
encouraged our persisting dispositions of lifelong learning”(Laureate Education,
2011). disposition of life long learning (Laureate Education, 2011).

References:

Laureate Education, Inc.,(2011). Interconnections, Part III. Retrieved from Walden

library resources.

Laureate Education, Inc.,(2011). Merging vision, passion, and practice. Retrieved from
Walden library resources.

To Dr. Embree
Farewell to my Master’s of Education colleagues (2019): Much love and have a
prosperous new adventure on your early childhood journey!
A word cloud that illustrates my experiences/learning in the Master’s of Early Childhood
Education.

Favorite Quotes:
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Posted on June 15, 2019

International Community of Early

Childhood: Jobs/Roles
For this blog, I have chosen three international organizations that is relevant to
advancing my Capstone Project on improving parental engagement in the early/head
start center in which I am employed. These community of practices/agencies have a
commitment to enhancing the lives of young children, families, ECE, and diverse
communities, globally.

I know that by now, everyone should have heard about the oldest breakfast cereal in
the world. Well if you haven’t then, let me introduce you to the owner and producer of
Kellogg’s Cornflakes; Will Keith Kellogg. You probably wondering what he has to do with
early childhood education? W.K. Kellogg founded the W.K. Foundation Family
Engagement Grantee Cohort in 1930, here in the United States. The Foundation’s
mission is to empower parents as leaders and key decision-makers in education. As cited,
the foundation consists of 30 exceptional organizations from 18 states and the District of
Columbia that develop and implement modified family engagement models in early
childhood education. The W.K. Kellogg Foundation Family Engagement Grantee Cohort
visualizes their commitment to create a variety of resources, creativity, and insights that
are useful to improve conditions for vulnerable children and their families to success in
education, work, and life. The diverse and reflective groups of grantee organizations
work toward the effectiveness of racial and ethnic demographics of children, families,
and communities they serve. A Program Officer of Health Equity and Maternal &
Child Health is a current employment position I would like to venture into. This person
is required to serve under the direction of the director or vice president to ensure
is required to serve under the direction of the director or vice president to ensure
integration of the program strategy. The chosen candidate’s duties include identifying
and nurturing opportunities for affecting positive systemic change within communities,
and executing programming efforts that are aligned with organizational direction. This
position requirements and experiences include a Master’s degree related to the assigned
areas like program designs and development, networking, community change,
experiences in racial equity, community engagement, and leadership development as
well as other additional experiences and skills aimed at building and maintaining
strong, authentic relationships, effective communication, public health
networking/partnerships with local, regional, and national contacts. I think by viewing
and learning more about this foundation and job position has given me some important
ideas on leadership/mentor roles for which I am seeking for this project (W. K. Kellogg,
2014).
The Organisation for Economic Co-operation and Development (OECD) works on
education that helps individuals and nations to identify and develop the knowledge and
skills that propel better jobs and better lives, generating prosperity, and promoting
social inclusion. Within this organization is a program called the International
Assessment of Adult Competencies (PIAAC) which assesses and analysis adult’s skills like
literacy, numeracy, and problem-solving; gathering information and data on how these
adults use their skills at home, work and in their community. According to Schieicher
(2016), because “social cultural has a major impact on people’s literacy skills in
Singapore, Chile, Germany, Indonesia, and the United States, the evidence from the
Survey help countries better understand how education and training systems can
nurture these skills. As children of parents with lower levels of education have lower
proficiency than those whose parents have higher levels of education, even after taking
other factors into account. One reason for policymakers’ usage of the survey data is to
identify at-risk populations.” The assessment focuses on cognitive abilities,
interaction/social skills, and physical/learning skills. I believe this organization will be a
helpful community of practice for improving parents’ skills and knowledge in my project
therefore, it will enable them to better participate and engage in their children’s
education as well as becoming a part of a community of social inclusion. The
organization sponsors summer and winter internships; young professional and associate
positions for undergraduates who would like to explore the world and gather with
others to help built a better world of world of work for all.

National Association for Family, School, and Community Engagement (NAFSCE) mission is
National Association for Family, School, and Community Engagement (NAFSCE) mission is
to advance high-impact policies and practices for families, schools and communities
engagement that promotes children’s development and improve their achievements.
The organization also partner with W. K. Kellogg and federal, state, and district policy
makers to provide the necessary needs for every children’s successful early education.
Although, there is no job opportunities in this organization, you can become an
individual member or an organizational member. The memberships allow you to
participate in professional learning programs that help improve skills and knowledge of
family engagement through collaborative study, skillful negotiation, and professional
communication. These individual’s opportunities are provided to administrators,
teachers, parent liaisons, researchers, and other professionals of early childhood
education to use resources; to frequently question, reevaluate, refine, and improve
family engagement strategies and knowledge. The organizational membership is for
school superintendents, districts and state education leaders, and out-of-school program
administrators. I will be a good candidate for this organization because I can meet
regularly with other members through online discussions and blogs to gather necessary
feedback and information, share my vision and experiences, then gain knowledge about
my challenge in this project. By collaborating with various members, I will obtain the
professional knowledge to improve my skills which will inspire parents to become more
engaged in offering educational support to their children (NAFSCE.org).

References:
References:

National Association for Family, School, and Community Engagement. Professional

learning. Retrieved from https://nafsce.org/.

Schieicher, A. (2016). Why skills matter further results from the Survey of Adult Skills
[Video file]. EduSkills OECD in Organization for Economic Co-operation and Development
(OECD). (n.d.). Retrieved from http://www.oecd.org/home/0,2987,
en_2649_201185_1_1_1_1_1,00.html/Walden edu library.

W. K. Kellogg Foundation Family Engagement Grantee Cohort (2014). W.K. Kellogg

Foundation. Retrieved from https://www.wkkf.org/.

Posted on June 1, 2019

Jobs/Roles in the ECE Community:

National/Federal Level
“Parental engagement in schools is a shared responsibility in which schools and other
community agencies and organizations are committed to reach out to engage parents in
meaningful ways to actively support their children’s learning and development”(Center
for Disease Control and Prevention, 2019). A list of inspiring national organizations and
federal agencies that are designed to help foster the growth and development of
children, families, and the early childhood field.

The Centers for Disease Control and Prevention (CDC) is one of the world’s
recognizable national/federal health agency that create strategies for parent
engagement in school health to give schools a framework for engaging parents in school
activities” (CDC, 2019). I have numerous of associates and childhood classmates who
activities” (CDC, 2019). I have numerous of associates and childhood classmates who
work for the CDC-based in Atlanta, GA. If I move there by the time I have retired and
seeking a laid-back job, I want to become a mission supporter (supporting CDC frontline
positions by negotiating and procuring contracts or typing memos for CDC directors).
According to their job requirements, “you do not need to have experience in medicine or
science to work at CDC and positions are available for a variety of non-medical,
technical, and/or administrative professionals” (CDC).

National Parenting Education Network (NPEN), a national umbrella organization

which utilizes the Parenting Education process to provide support and empowerment to
parents by promoting positive parent-child relationships, family relationships, and
family life experiences. This organization also provides groups or individuals resources
like parenting classes/workshops, counseling, home visits, online course; books,
newsletters, journals, and magazines published by professionals in the parenting areas
of studies. Through this network, parents gain knowledge; learning to establish and
maintain a close, nurturing, emotional bond with their children. Parents foster their
children’s healthy cognitive, physical and social/emotional development however,
parents can teach their children information and skills needed to thrive” (NPEN, 2019). I
did not see any job opportunities but, you can apply for membership and/ or donate to
the organization’s efforts at their online website.

Children’s Aid Society fosters parenting and family stabilization; ensuring that
children are safe and thriving. The organization have created a parent and caregiver
engagement program. In this organization, I would like to be a Community School
Director working with principals and other school leader to ensure that barriers to
learning are eliminated and/or significantly reduced. The director designs, implements,
and supervises program to support holistic development of all students through
programs like family support, parent engagement, and well-health.

Qualifications for the position of Community School Director

Bachelor’s Degree in Social Work, Education or related field; Master’s Degree

Preferred
3-5 years successful experience working with traditionally underserved student
 populations including English Language Learners, students involved in the child
welfare system, students living in poverty, and students who are homeless or
marginally housed
Experience leading and supervising a diverse staff to achieve team and individual
goals and outcomes
Familiarity with the Positive Youth Development Framework and Principles of
Social Emotional Learning
Exceptional communication skills, especially in communicating sensitive topics to
diverse audiences
Flexibility to manage multiple priorities in a constantly changing environment
Commitment to professional development and continuous quality improvement
Bilingual Spanish/English Skills a plus. (Children’s Aid Society, 2019).

References:

Children’s Aid Society. Retrieved from https://www.childrensaidsociety.org/.

Centers for Disease Control and Prevention (CDC). (2019). Retrieved from
https://www.cdc.gov.

National Parenting Education Network (NPEN, 2019). Retrieved from https://npen.org/.

Posted on May 18, 2019

Exploring Roles in the ECE Community:

Local and State Levels
Referring to Wenger (2006), Communities of practice is a growing number of people and
organizations in various sectors who focus on sharing a concern or passion for
something they do and learn how to do it better as they interact; to improve social
changes pertaining to a specific social issue that affects communities of children,
families, and the ECE development (p.1). When it comes to advocating and supporting
children with disabilities, three local, state organizations, or communities of practice
that interest my passion are described below:

Mississippi Department of Education “ensures a bright future for every child. The State
organization of members seeks to create a world-class educational system that gives
students the knowledge and skills to be successful in all aspects of life and to flourish as
productive citizens and parents. To make this vision a reality, all students including
children with various disabilities must be given multiple pathways to success. Therefore,
teachers and administrators must continue to meet the challenges of this ever-changing
landscape of public education” (Mississippi Dept of Education, 2019). Since, my passion is
advocating for future inclusion on behalf of children with various disabilities, a current
job opportunity of interest in this communities of practice is Staff Officer III for the Office
of Special Education. “The Staff Officer III is responsible for organizing, process, and
ensuring compliance of grants and contracts in the Office of Special Education. Special
skills and experiences required for candidates are; being punctual, dependable, and a
positive team player who can effectively communicate in writing and verbally as well as
interpret and present data to a variety of audiences, manage priorities, maintain detail,
and meet deadlines in assisting with the goals and objectives of the Office of Special
Education Strategic Plan” (MS. Dept of Education, 2019).
Association of University Centers on Disabilities (AUCD): “Mississippi Chapter’s mission is
to improve policies and practices on culture/diversity that is inclusive of race, ethnicity,
age, disability, religion, sexual orientation, gender identity, and socio-economic status of
all people with developmental and other disabilities; their families, and communities by
supporting members in education, research, health and service activities. While
celebrating leadership to Civil Rights in this communities of practice networks, I would
like to take on the role of Director, Disability Cultural Center (DCC). The Director’s
responsibilities for this opportunity include promoting an inclusive environment that
facilitates the advancement and development of students, staff, faculty, and other who
are affected with varying disabilities through advocacy, policy development, and
institutional intervention to support diversity. To attain this position, a person must
master effective leadership and project management skills, exceptional verbal and
written communication skills,and the ability to engage with the diverse student body in
programs and implementation. Also, the chosen candidate must have knowledge and
experience of issues related to disability from a cultural and social justice perspective. A
Master’s degree in Disability Studies, Education, and/ or related field is required for all
applicants” (AUCD, 2019).

The Inclusive Schools Network: Inclusion In Action is a “network of partners working to

promote awareness about the benefits of inclusive education practices around the world
promote awareness about the benefits of inclusive education practices around the world
by holding events and activities. Their mission is to show all students that disability is a
powerful identity and a natural part of human experience. They provide empowerment
to student to work forward toward equality in their communities. The educational
resources promote the idea that we are all on the same playing field disable or not.
Therefore, society is only strong if we see everyone as value” (Inclusive Schools Network,
2018). In this network, I would like to become a peer supporter who encourage allyship
for children without disabilities and improve ideas for how to enhance and encourage
peers to work together. A supporter must demonstrate empathy toward all cultures’ age,
disability, religion, ethnicity, and socio-economic background. Also, a supporter must
show commitment to the program/ organization, effective communication and listening
skills that transpire positive relationships/partnerships. A peer supporter should be
experienced and knowledgeable about issues of various disabilities, education, and
families of children with disabilities. I am passionate about children with various
disabilities because they are many vulnerable persons in our communities, families, and
around the world who need our voices of advocacy, and support especially, when it
comes to inclusive education and potential relationships.

References:

Association of University Centers on Disabilities (2019). Retrieved from

https://www.aucd..org.

Inclusive Schools Network (2018). ISN: Disability Equality in Education. Retrieved from
https://inclusiveschools.org/isn-partner-disability-equality-in-education/.

Mississippi Department of Education (2019). Retrieved from https://www. ms.gov./MDE

Wenger, E. (2006). Communities of practice: A brief introduction. Retrieved from

https://wenger-trayner.com/introduction-to-communities-of-practice/
 Posted on March 2, 2019

Impacts on Early Childhood

Development: Motivational and Uplifting

Anti-bias work is a lot of DEDICATION. What is it that gives me the strength to continue
when I am tuckered out? Sometimes, an INSPIRATIONAL proposal help me to refresh
myself and be saturated with strength to redeem my life’s purpose. The genesis of all
PERSEVERANCE is the idea that my WORKS are authentic. MOTIVATION is knowing that
what I do matters deeply to children and families around the world. When I experience
feelings that my works are APPRECIABLE, I become overflowing with strength and
ambitious to fulfill my life’s purpose; supporting and nurturing every child, families, and
Early Childhood Education’s advocates whom I encounter along this PREDETERMINED
journey. I will continue to STAND- UP for all personal and professional rights; serving,
embracing diversity with social fairness and justice as well as validating them as they
are.

Although, it is VIGOROUS, I will labor through it all.

Throughout it, you may see me STUMBLE…

 But, you will NEVER see me fail them!!

A note of Thanks to my colleagues: Together, we walk as ONE!

Reference for thank you:

https://www.thank-you-template.com/thank-you-letter-to-you-friend/.

Posted on February 23, 2019

Impacts on Early Emotional

Developmental:UNICEF Australia’s
 Drought
Australia, “The Land Down Under”

One of my life goal is to visit and explore the smallest continent and one of the largest
countries on the Earth. Australia is located in the Southern Hemisphere surrounded by
two large bodies of water; the Indian Ocean and Pacific Ocean, and four beautiful seas. I
have always wanted to explore the Australia’s red sandy Outback and the Bush country.
I want to see its amazing array of prehistoric-like animals which include the Red
Kangaroos, Duck-billed Platypuses, Koalas, Dingoes, Tasmania Devils, and other exotic
mammals of the country. I would also like to view the colorful Great Barrier Reef,
Daintree Rainforest, (yes, a rainforest in Australia), and of course, stand on the Sydney
Harbour Bridge, away from civilization. In Australia, I want to visit the tallest eucalyptus
and rubber trees as well as hear folktales from the Aboriginal around midnight
campfires in the desert. The most intriguing aspect of the Australians is their language, I
love the way they speak and pronounce words. Good day, mate!
 image.adapt.1200.HIGH

Unlike Africa, the mother continent, by stereotyping, Australia is described as the oldest
continent, the “Last of Lands”, and the “Last Frontier” due to its discovery and
appearance (Britannica). To me, Australia resembles a “land that time forgot,” but little
do we know about Australia’s young people is that they struggle with emotional issues
like we do in the United States. Australia’s natural disasters; drought, sudden floods, and
uncontrollable bushfires are challenges that children in this region of the world have to
endure. The devastation of these disasters especially the drought; annually bring much
burden upon the children’s and their families’ lives. “Seventy percent of Australia’s ( a
sunburnt country: a “land of droughts and flooding rains” when they occurs) are
considered to be arid or semi-arid regions, receiving less than 500mm of rain annually.
The severity of the drought (long-term rainfall shortage for over two years have
The severity of the drought (long-term rainfall shortage for over two years have
dramatically affected the children living in the rural areas of Australia’s communities
(Atkinson, 2018).” I ask, “how would you like to live your childhood where, there is no
rain fall for months or years and the intensity of the heat has cracked the earth which is
the source of your life?”

Whitewater-Baldy Complex, Gila National Forest, New…

According to Atkinson (2018), the children in New South Wales, Australia’s rural
communities are suffering through two years of the worst drought in living
memory. Referring to Woods (2008), “children grieve about life changes and experience
emotional stress like anger, depression, and anxiety (p.28).” In the resource video of
UNICEF Australia (2011), the children in rural and remote areas of Australia have said
the drought affects their schooling and family life. The Union Nations International
Children’s Emergency Fund (UNICEF) of Australia is making efforts to ensure that every
child gets a fair chance in life. The organization provide support and advise to
Australia’s government’s stakeholders on how they can support and protect young
children living with emotional grieve. Hoffman and Chavez stated in the video, Strategies
for Working with diverse Children: Learning about fairness: Varying Abilities,” we must
create environments where children recognize and talk about what is fair and unfair;
fostering attitudes and interactions of fairness with regard to children who experience
varying abilities (Laureate Education, 2011).” I believe that humans rights are important
to our everyday lives; no matter where we come from, age, culture, religion, or any other
aspects of our lives, therefore, every child has rights, too, just like adults and their voices
should be heard and taken in consideration. However, the children of Australia’s rural
areas are expressing their opinions and concerns about their well-being and emotional
health due to natural disasters especially the drought. Many children have spoken out
health due to natural disasters especially the drought. Many children have spoken out
about the internalized stresses and burdens created by the drought impact on their
childhood. The children want to be listened to and take action to strengthen the broader
drought responses by getting the attention of government to listen and consult with
them. Derman-Sparks and Edwards (2010) stated that anti-bias environments foster
children’s skills for taking action to make unfair situations fair on behalf of these who
experience any form of prejudice/discrimination (p.133). “Adults can listen to children’s
explanations and help them begin to make sense of their losses, which is important in
coping and creating a “new normal” (Wood, 2008,p.29). The UNICEF is affirming
children’s affections then, ensuring safe physical and emotional environments which
recognize young children’s concerns and presumptions at hand.

According to the Trustee of Columbia University (2010), “specific family and

environmental factors can make a child more vulnerable to social/emotional, and
behavioral problems. Some of the key findings to the experiences that effected the
children’s emotional health and development of various Australia’s regions: Listed
below are the children statements and concerns:

Children and young people told UNICEF Australia that they are struggling under
significant pressures. They are not receiving the support they need to alleviate
some of the worst effects of the drought.
Some children feel like they have had to grow up up prematurely. Many described
the reality of having responsibilities beyond what is reasonable for their age.
Workloads for children on and off farms have increased substantially, leaving
little time for schoolwork and almost no time for play, sport or other recreational
activities.
Children and young people described their days as long and stressful. The longer
the drought progresses, the more diminished children and young people’s coping
reserves will become. Children spoke about not wanting to burden their families
by talking about their feelings and struggles and teachers spoke of the ongoing
stigma associated with recognizing and seeking specialized help.
While a number of measures exist to support relief for families, there are few
child and youth specific interventions (UNICEF Australia, 2011).

A personal and professional reflection that I have gained is that children need multiple
A personal and professional reflection that I have gained is that children need multiple
strong foundations in early years to become successful in beyond home and school.
Adults must work together at creating these secured environments so, children are able
to build on their unique abilities and skills in order to reach their full potentials in life.
Because children’s social/emotional development are internalized reflections of their
environments; what they externally hear and see, much of their negative behaviors are
driven by those environmental and socialized elements. Therefore, adults play
important roles in supporting and nurturing children’s healthy development. These
devastating influences; droughts, floods, and bushfires impacts on the children’s lives of
rural and remote Australia have prompt me to continue to protect and support young
children and their families near and far; becoming an active advocate for human rights;
securing safe places they can call home away from home. Chavez suggested, “we must
first reflect on ourselves, think about our own discomfort level around children with
varying abilities; in turns, questioning how you can transform environments to
accommodate various children with different disabilities (Laureate Education, 2011).
When visiting other countries and different places, you experience their differences and
see how similar they are to yourself. While reading and viewing the resource, I felt like a
part of those children’s families; feeling their pains and suffering throughout the video.
Now, although, I am a donated member of the UNICEF and American Red Cross disaster
programs, I will more than even, support and aid in contributions for helping the many
young children experiencing varying abilities which affects their developmental
learning and growth.

Moving Forward
An agenda for social-emotional development in young children requires:

access to services based on risk factors;

a comprehensive set of screening, assessment and treatment and support services;
use of effective research informed strategies designed to address the child, his/her
family and their environment;
a bold training and human resource development initiative that will equip
providers for young children across all settings with the appropriate knowledge
and skills to meet the needs of young children; and
funding flexibility that supports effective family focused approaches to the
delivery of services and supports.
The principles of strong effective public policies must support: a public health
framework; a developmentally appropriate focus; family-based strategies; and
services and supports in multiple settings including the home and early care and
learning settings (UNICEF, 2011).

References:

Atkinson, S. (2018). How drought affects children in New South Wales, Australia?
Retrieved from https://www.bbc.com/news/av/world_australia-45293115/how-drought-
affects-children-in-new-south-wales-australia.

Australia: History, Cities, Capital, Map, & Facts. Retrieved from https://www.
Britannica.com
Britannica.com

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).

Laureate Education, Inc. (2011). Strategies for working with diverse children: Learning
about fairness: Varying abilities. Baltimore, MD: Author.

Trustee of Columbia University, The (2010). National Center Center for Children Children
in Poverty Poverty (NCCP). Retrieved from
http://www.nccp.org/publications/pub_882.html.

UNICEF (2011). Countries by region” area. Retrieved from

http://www.unicef.org/infobycountry/.

Wood, F. (2008). Helping young children cope. YC: Young Children, 63(5), 28-31.

Posted on February 16, 2019

The Sexualization of Early Childhood

The reading resource, So Sexy So Soon by Levin and Kilbourne (2009) introduced reality
of sexualization among young children in early childhood settings and beyond. As we
have seen and experienced, sexualization is noticeable by gender stereotyping of both
young girls and boys throughout social media channels and marketing industries from
toys, clothes, language, music, and even foods. Today, many industries are using sex and
violence to market their products; which are negative attractions that children are
being exposed to. I will have to agree that over decades, sexual behaviors in young
children has relatively over- expanded in society. Levin and Kilbourne (2009) stated that
children are encountering the issue of sexualization at much younger ages than in the
past even, before they can understand or cope with it. Also, boys and girls are exposed to
images of sexual behavior devoid of emotions, attachment, and consequences. Kaeser
(2011) further proclaimed that a significant number of children are actually
demonstrating sexual interest and/or sexual behaviors at an early age than ever before
in society.

I have personally and professionally being exposed to high volumes of sexualized

environments in various situations. Growing up, I was exposed to sexualization in my
community. Although, I was not allowed to wear provocative and too revealing clothes, I
had friends who would dress like street women just to attract men’s attention not boys. I
though that was rudely inappropriate and selfish of them; exposing their precious
bodies in public caused them to become promiscuous images in town. Even now, young
girls are more than ever, seen as sex images and being used as sexually baits/objects. I
agree with Levin and Kilbourne (2009), “young girls learn that their value is determined
by how beautiful, thin, “hot” and sexy they are through various social media, marketing
products, and what they are exposed to in their environments. Therefore, young males
are taught to judge them based on these shallow and artificial expressions.” While
browsing in different stores, I have observed clothes with indescribable languages
printed on them for young children. Some clothe wear for young girls are even made
and marketed on adult’s fashion especially bras and panties resembling items from
Victoria Secret. Outwears like dresses, blouses, and low-waist pants expose and exhibit
too much of young girls’ private parts from top to bottom.
 Back Camera

Sexualization has greatly impacted young children’s psychological well-being and

behaviors. Frequently, while interacting with young children in the early childhood
programs, I have witnessed sexualized behaviors among children and they are not
ashamed to speak nor act upon it. I wonder where did these little children learn such
mess? Boys and girls are sending sexual notes/messages to each other; talking about
sexual differences, singing derogatory songs before they can spell or say their names,
correctly. Our little girls are wearing dresses that show too much and pants that they
have to squeeze into which provoke others to react in various ways toward them. Levin
and Kilbourne (2009) stated,”what children are learning today about sexualization is
not normal or good for them. Therefore, sexualization of childhood is having a
profoundly disturbing impact on children’s understanding of gender, sexually, and
relationships.”
“Caring and honest adults can do a great contribution to help young boys and girls
develop to their full potential and lay the foundation that they need to develop caring
sexual relationships of their own when they grow into adults. Early childhood
professionals must first become proactive; establish trustworthy relationships with
families, utilize valuable appropriate resources and materials to teach young children
and families about the damaging effects of sexualization and how to regulate what their
children are listening to and watching on various social devices. Educators must help
protect children as much and long as possible from popular culture’s sexual
bombardment; encourage children to show respect to their bodies as well as others, stop
blaming young children for their sexualized behaviors that they learned from
influenced environments. Teachers and parents should work together to support each
other’s efforts to help children cope with issues of early sexualization. The most
important strategy is to create a society that supports the healthy sexual development of
young children and advocate to limit the ability of corporations to use sex to sell to
children (Levin and Kilbourne, 2008; Derman-Sparks, 2010, p. 96).”
References:

Derman-Sparks, L., & Edwards, JO. (2010). Anti-bias education for young children and
ourselves. Washington, DC: National Association for the Education of Young Children
(NAEYC).

Levin, D E., & Kilbourne, J. (2008). So sexy so soon: The new sexualized childhood and
what parents can do to protect their kids. New York: Ballantine.

Levin, D E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon. The new sexualized
childhood and what parents can do to protect their kids (pp-1-8). New York: Ballantine
Books. Retrieved from https://dianeelevin.com/sosexysosoon/introduction.pdf.