Wednesday, June 2, 2021

A Tale of Two Preschoolers Exhibiting Same Behavior

 

While viewing Patrick Briggs’ YouTube recording “A tale of two dollars” made me look at the analogy of preschool age African American versus White age peers exhibiting the same behaviors and the discipline actions along with implicit/explicit bias due to race and/or skin hue.  It is critical to take a culturally responsive strengths-based approach that focus on African American culture incorporating those skillsets not viewing and being through intentionality implementing which build upon strengths, gifts, talents and their interests toward successful educational experiences as the continue in K-12 environments and beyond if desired for productive adults.

“A tale of two dollars” has the viewer to see and state even though one remained flat and other one is balled up they both have the same value and same worth.  Take the analogy to flat dollar bill is white preschooler and balled up on is an African American preschooler who are the same age with goals set to progress in domain skills.  Again, flat dollar (white student) and balled up dollar (African American student) who is seen as not having worth to make required modifications or equity work for successful outcome in your class.  Great teachers see the positive, potential and possibilities the child has inside to tap into their greatness.  Yes, every child is worth the investment but what is the reality given to African American children?

Gloria Ladson-Billings (2009), coined the term culturally responsive or culturally relevant education where teaching is informed by the content in conjunction with the experience’s children/students lived or currently living.  Also, Geneva Gay (2010) further defined culturally responsive teaching identifying primary characteristics that are (1) cultural respect, (2) responsiveness, (3) relevance, (4) rigor and (5) research. 

Based on research conducted by Walter Gilliam (2005) data revealed there are 3 B’s for high percentage of preschool age children being expelled and/or suspended.  The 3 B’s are Big, Black and Boys and I want to add the letter D for those who have been diagnosed with a Disability.  It should be denoted that African American girls are being expelled and/or suspended not far behind African American boys both higher than White and Asian age peers. 

It’s time to look back at the “The Tale of Two Dollars” through the lens of educators being culturally responsive of all children/students enrolled instead of facilitating learning from the White European textbook which most of our 2- and 4-year institutions of higher education in the education, child development and early childhood programs which in return is implemented when becoming a classroom teacher, administrator, early mental health consultant and other related fields.  Let’s take a closer look at the directive given to sit on the carpet/floor, criss cross applesauce, wit hands in your lap with eyes on me (teacher).  The white children follow the directive; however, teacher noticed the African American boys or one in particular is not following directive which is followed by teacher call child’s name repeating sitting directives and if not followed by removal from gathering space to typically a “time out” or “calm space” to get oneself together than return once ready to follow sitting rules.

Therefore, for culturally responsive should understand and comprehend the African Americans are “movement oriented and vervistic (may be considered immature and lack self-control” (Wright and Counsell, 2018, p. 34).  The suggested culturally responsive recommendations would be (1) outline square space with tape which the child can use without disturbing classmates, (2) give child tray with puzzle pieces to put together, (3) place large ball in milk crate for child to bounce on as needed, (4) give child favorite toy or stuff animal and can be added to the list of items the child likes as an option s/he can use during sit quiet time.

Wright and Counsell (2018) stated, “Black boys display vervistic behaviors in the early childhood classroom, teachers will see students with high levels of energy, who are easily excited, physically active when engaged and mentally stimulated, and ‘loud’ when excited or engage” (p. 32).  Therefore, teachers misperceive African American children actions as defiant, oppositional, misappropriate and not adhering to the traditional norm as they were taught in education coursework.

As the educator’s lens see African American preschoolers entering the classroom with negative expectations of their achievements for while enrolled seeing you as a facilitator of scaffolding learning experiences as they progress through domain skills.  Yes, let’s engrain in adult mindset we see African American children being a “promise, potential, and possibilities (Wright & Counsell, 2018, p. 2) to inspire them towards greatness into adulthood seeing their assets and strengths.  Again, to reduce/eliminate the potential of being suspended/expelled from program becoming more equitable and culturally responsive developing of curricula.  Therefore, to be effective incorporating culturally responsive strength base approach lies deeply in knowing, understanding, cultural identities of African American students and engaging with parents/family members to better facilitate learning. 

Quote:

“There is no power for change greater than a community discovering what it cares about”.  – Margaret J. Wheatley





References

A tale of two dollars retrieved from https://youtu.be/b9Auw0MzW50

Gay, G.  (2010).  Culturally responsive teaching:  Theory, research, and practice.  New York:  NY:  Teachers College Press. 

Gilliam, W. S.  (2005).  Prekindergarteners left behind:  Expulsion rates in state prekindergarten programs (Policy Brief No. 3).  New York:  Foundation for Child Development.

Ladson-Billings, G.  (2009).  The dreamkeepers:  Successful teachers of African American children (2nd ed.). San Francisco, CA:  Jossey-Bass.

Wright, B. L., & Counsell, S. L.  (2018).  The brilliance of black boys cultivating school success in the early grades.  New York, NY:  Teachers College Press. 

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