The Sexualization of Early Childhood

Share your reaction to the topic of the sexualization of early childhood.

Children are taught about sexualization as well as gender stereotypes and expectations early on. With that said, while reading “So Sexy So Soon”, I was discouraged, but not entirely surprised by the information given. Sexual representations are depicted everywhere we look. In commercials, movies, television shows, magazines and even children’s books and media segments intended for children. This week’s article explains that there is a difference between sex and sexuality versus sexualization. “When people are sexualized, their value comes primarily from their sex appeal, which is equated with physical attractiveness” (Levin & Kilbourne, 2009, p. 4). We have all heard the harm and confusion that beauty magazines cause for children. They aspire to look like perfect photo shopped models and feel insecure and inferior when they do not. It is amazing to think that cartoon characters are just as easily impacting the way in which children see themselves in comparison to media portrayals. “Long before very young children are aware of or have words for what they are doing, they internalize a profound sense of “rightness” and familiarity with the particular way the people in their culture behave” (Derman-Sparks & Olsen Edwards, 2010, p. 58). It is important for us as educators to understand that by preschool age children are beginning to develop group cultural identities and other social understanding. This can be a very delicate, confusing and abstract process especially for those children who do not closely match the “dominant culture ideal” (Derman-Sparks & Olsen Edwards, 2010). This cultural ideal can easily be associated to the way in which a specific sex should look or act.

Provide three or more examples, from your personal or professional experience, that further illustrate the exposure of young children to a highly sexualized environment. Explain the implications this may have on children’s healthy development. Include ideas you might have, as an early childhood professional, to best respond to these concerns and to reduce the negative impact on children.

When I was teaching a grade two class, I was shocked at hearing some of my young female students singing Rihanna’s song S&M, while doing a very risqué dance in the hall. They were obviously mimicking what they had seen watching a music video. I think that parents need to not only filter what young children are exposed to, but have open discussions about what children are seeing and doing openly. I have seen many media examples such as beauty pageant television shows for children such as Baby Beauty Queens or Toddlers and Tiara’s. These children are wearing skimpy clothing, tons of makeup and embodying artificial beauty (fake hair extensions, air brushing etc.) these young children are being subjected to sexualization at such an early age and they are showing other children that this is the expectation for them as well. Exposure to this sexualized expectation can impact and impede on a child’s healthy development for various reasons. “Such lessons will shape their gender identity, sexual attitudes, values, and their capacity for relationships, for love and connection that they take into adulthood” (Levin & Kilbourne, 2009, p. 2). Finally, even the dolls and shows intended for young children offer very stereotypical and highly sexualized examples to young girls about what they should look like and how they should act. Both educators and parents need to be aware that these messages are being received by young children and that they could be consciously and unconsciously affecting their view of self and their opinion of themselves and others.

Describe the ways in which your awareness of the sexualization of early childhood has been influenced and/or modified by studying the topic this week.

As I mentioned, I have been aware of the sexualization of childhood for quite some time and it is something that we discussed within other courses as part of this program. This week’s resources and assignments, however, made me think about the way in which sexuality and sexualization has evolved through media representations. How the expectations have changed and therefore the way in which gender norms are perceived have changed as well. Sexuality is much more overt in today’s media, however, I believe that the messages and expectations have always been there. All of the examples I referenced above related to female children. I do not know if this is a coincidence, if I am more sensitive to female sexualization because I myself am female or if female children are targeted more often. This week’s tasks made me reflect and ponder this question as well.

References:

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

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: http://dianeelevin.com/sosexysosoon/introduction.pdf

Blog Assignment Week 5: Evaluating Impacts on Professional Practic

Recall that in previous courses in this program you have learned about child development, family systems, and the significant influences adult relationships have on children's social, emotional, and cognitive growth and the forming of social identities. Next, think about what you learned about classism, racism, gender stereotyping and sexism, and other"-isms" prevalent in our society. Consider the ways in which these "–isms" influence people's well-being. Now, imagine that you are an early childhood professional who is experiencing one or more of the "-isms" in your personal life. i.e., people are reacting to you with stereotypes and prejudice.

How might such experiences affect your own emotional, cognitive, and physical well-being? How might this impact your work with young children and their families? Describe in detail the consequences you might expect for the children and families with whom you work while you experience specific "–ism(s)" in your own life. Include specific examples either those you have and/or are experiencing or ones you would anticipate.

                Throughout this program we have examined the effects and causes of many isms. We have even discussed the social, emotional and developmental effects they can have on a child’s well-being. During the work throughout this program my definition and understanding about what the term diversity means has deepened. As I have already stated, before within this course I overlooked many of the “isms” and had not at all considered family culture as crucial components that coincide with diversity. It is amazing the influence that we as educators can have on a child’s view of the world. It is our duty to ensure that we are offering unbiased opportunities for children to feel secure, powerful and safe while deciding on and deciphering their roles as individuals. It is important to note that I truly believe that everyone faces some form of discrimination, prejudice, or stereotypes in one way or another. Personally, I have experienced sexism against being a woman. I hate bringing my car to the garage for mechanical work because I feel as though my opinion is often overlooked and ignored. I have faced inappropriate advances and tasteless jokes in my personal and professional life. I believe that my experiences in dealing with this ism could interfere with my work with children and their families because I may take situations dealing with sexism to heart and find being objective difficult. I have shared this experience before but one specific example is when I was asked by a father to only address him and not his wife during conferences etc. If I had news about his son or needed to get in touch with anyone regarding their son I was only supposed to reach out to the father. I found these directions extremely hard to follow because they infuriated me and made me feel as though he felt that women were beneath men. I needed to put my biases and opinions aside in order to benefit the student.

           Children are growing up in a world full of contradicting ideas. They are taught that all people are created equal and therefore should be treated as equals and yet they live in a world in which this is definitely not the case. “In general, children have a deep desire for fairness. They want to be treated fairly, and they have a natural inclination to want the world to be fair for others. When children have the means to think about what they see, hear and read… they are more equipped to analyze their world” (Derman-Sparks & Olsen Edwards, 2010, p.155). It is our duty to show people that this should be the case by teaching an anti-bias curriculum and supporting true diversity within the classroom.

References                                               

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).

Week 3 Blog Assignment: Observing Communication

Observation can be a powerful tool for expanding your understanding of mindful communication and taking note of which communication strategies seem to work well and which ones do not. For this Blog Assignment, observe an adult and young child communicating and reflect on how the ways in which the adult engages in interactions demonstrates the kinds of effective communication you have been learning about this week.

Select a location for your observation. The possibilities are plentiful in everyday venues like a park, beach, community center, store, or on public transportation. A preschool or other early childhood setting also can provide an opportunity for you to see adults interacting and conversing with children.

This week I went to a children’s clothing store with a girlfriend and it was a wonderful opportunity to watch adults and children communicating with one another. During this observation I noticed several very different forms of interaction. Children having fits and parents tugging at them to leave the store, attentive adults asking their child their opinion on clothing choices, children playing and running around the store unsupervised and a father playing hide and go seek with his son while the mother did some shopping. The children in the store ranged from newborns to young children roughly six to seven.

                I think that it is important to note that it is impossible to gauge the way in which children and adults regularly communicate based on one quick observation. With that said, I really admired the way in which one mother asked her son his opinion on the clothing she was purchasing. They were deciding between two monster sweatshirts one orange and one blue depicting different monsters complete with a hood. The mother could have easily just bought the one she preferred but instead she valued his opinion, asked him questions and gave him some voice to form his own identity. 

Kolbeck explains that her first job as an educator is to teach the children to communicate with each other. One of the ways she can support this learning is by truly listening to the students (Laureate Education, 2011). I think that the mother in the above referenced example did just that. She asked her son questions about his preferences and really listened to his reasoning. I think that adults underestimate children and their ability to know what they want and justify their reasoning. If this ability to effectively communicate is taught early on it is a skill that can last them a life time. I think that the parents or adults who were not involving the children exhibiting examples of children misbehaving. “Listening to children seems so simple. But when you’re fetching water to clean up the paint area, wondering where the CD has disappeared to, and waving to a mother coming in the door, trying to listen to a child following behind you can become challenging” (Stephenson, 2009). I think that the example Stephenson gives with regards to educators can easily work in reference to parents and the way in which their busy lives and the everyday hustle and bustle can often hinder a parent’s ability to take the time to truly listen to their children.

I believe that when a child feels like they are truly heard, they feel valued and important as does any human being. I think that what I learned most from this task and from the way in which I communicate with children is the importance of ensuring that, even when busy, to take the time to truly listen to my students so that they know that they are appreciated and that their ideas and opinions matter.  

References:

Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Author

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=37131016&site=ehost-live&scope=site

Blog Week 2: Creating Affirming Environments

                It has always been a goal of mine to open up my own Reggio Emilia learning center. It was not until this program that I realized the importance of the visual and material environment and the unconscious messages that they may convey. Derman-Sparks & Olsen Edwards (2010) state that “The toys, materials, and equipment you put out for children; the posters, pictures, and art objects you hang on the wall; and the types of furniture and how you arrange them all influence what children learn. An environment rich in anti-bias materials invites exploration and discovery and supports children’s play and conversations in both emergent and planned activities” (p.43).

As an anti-bias educator I want to ensure that my classroom adheres to the needs of each of my students as individuals. “When children do not see families like their own portrayed in books and play materials and elsewhere in the program, and when their home language is not supported, they can internalize a message that the program thinks there is something unimportant or wrong about their family and therefore about them” (Derman-Sparks & Olsen Edwards, 2010, p.58). Furthermore, this program has taught me the importance of collaborating and creating partnerships with families. With that in mind, I really appreciate the way in which Adriana put a great deal of thought into her interaction with parents and the way in which she made them feel welcome. She had a sign in station with information and photos about the center and encouraged family participation along with an “open door” policy (Laureate Education, 2011). It was evident that Adriana knew the students in her care and the family members. She had a special area that allowed each family to share their culture. For example, one family brought in a collage of pictures and each month a different family would be invited to share who they are and where they come from with the class (Laureate Education, 2011).

With regards to materials, I would want to ensure that poster choices, books etc. depict a wide range of cultures so that every child can see his or herself depicted in the classroom. I think that it is also important to note that even children’s cultures who are not part of the student body should still be represented to celebrate the diverse world we live in. I grew up in a very small town and had little to no experience with many different cultures until moving to a larger city center. “Creating and assessing your learning environment is an ongoing process. Your materials will need to change over time to reflect each new group of children and families” (Derman-Sparks & Olsen Edwards, 2010, p.44).

I would ensure that my classroom environment accurately and nonstereotypically reflects all children, families, and staff members within their daily lives. I would also ensure that children and adults from various racial and ethnic identities and groups within the community, families from a range of economic groups and even cultures not present in the community are all accounted for and fairly represented. People will disabilities of various backgrounds and diverse family structures would also all need to be represented in order to have a classroom that is truly diverse (Derman-Sparks & Olsen Edwards, 2010, p.43).

References:

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. (pp.32-52). Washington, DC: NAEYC

Laureate Education, Inc. (2011). Strategies for working with diverse children: Building on children’s strengths. Baltimore, MD: Author

Blog Week 8: What I Have Learned

One hope that you have when you think about working with children and families who come from diverse backgrounds (any format and any length)

I hope, and it is my conviction that I will do all that I can do in order to ensure that all children and families within my care and classroom feel as though they are respected, seen and valued. I want to ensure that I create partnerships with families so that together we can meet the needs of every child.

One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice (any format and any length)

As a result of the learning I have gained from the past eight weeks of this course and through my learning within this program in its entirety, I understand and appreciate the need to teach diversity and anti-biased education in a more profound way than ever before. A goal that I have and maintain is the desire to develop a deeper awareness of issues that involve diversity. As I mentioned in my discussion post this week, a goal that I have for myself is to remain current and knowledgeable through professional development and my own study. In my first diversity course, I reflected and realized that to me, culture was based solely on a person’s race. I have discovered and now have a deeper understanding that diversity encompasses much more.

A brief note of thanks to your colleagues

I want to thank you all for a great eight weeks of learning and professional growth. I wish you all much success in all of your future endeavors, and hope that our paths cross again. Thanks!

Blog Week 7: Start Seeing Diversity- Creating Art

My “art” this week was inspired by John Lennon’s song Imagine. I used photos and clipart that to me, convey the meaning and importance of diversity and anti-bias education.

 

Imagine there's no heaven

It's easy if you try

No hell below us

Above us only sky

Imagine all the people

Living for today...

Imagine there's no countries

It isn't hard to do

Nothing to kill or die for

And no religion too

Imagine all the people

Living life in peace...

You may say I'm a dreamer

But I'm not the only one

I hope someday you'll join us

And the world will be as one

Imagine no possessions

I wonder if you can

No need for greed or hunger

A brotherhood of man

Imagine all the people

Sharing all the world...

 

You may say I'm a dreamer

But I'm not the only one

I hope someday you'll join us

And the world will live as one

-“Imagine” by John Lennon

Blog Post Week 6: "We Don't Say Those Words in Class!"

A time when you witnessed an adult (or yourself) reprimand or silence a child after he or she pointed out someone they saw as different (e.g., "That lady talks funny," " That man only has one leg!" "Why is that man so pretty!"). Include what the child said and what the adult did or said in response. (Note: If you cannot think of a specific time ask a friend or family member.)

                A few years ago my friend and I took her daughter (six years old) to the Mall of America in Minneapolis during a long weekend. Coming from a smaller city center she was rarely exposed to different ethnicities and cultural diversity. A group of Indian woman wearing bindis walked by and she asked us “What’s wrong with their heads”? Her mom hushed her to be quiet and no conversation took place afterwards.

What messages might have been communicated to this child by the adult's response

                I believe that several messages could have been communicated and misconstrued as a result of my friend’s response. First, she was shamed about asking a question about people who are different from her. “Young children need caring adults to help them construct a positive sense of self and a respectful understanding of others. They need adults to help them begin to navigate and resist the harmful impact of prejudice and discrimination (Derman-Sparks & Olsen Edwards, 2010, p.11). Secondly, not answering her question made it seem like associating with people different from her is bad or inappropriate. “Learning about culture and fairness involves two dimensions: children’s development pf a positive cultural identity, and their comfortable, respectful interaction with the cultures of others” (Derman-Sparks & Olsen Edwards, 2010, p. 55).

An example of how an anti-bias educator might have responded to support the child's (or classroom’s) understanding.

                I think that the situation could have been better handled if my friend just explained the culture of the group she asked about. She could have also explained to daughter that curiosity and questions are normal and encouraged but that she should ask more discretely.

“What children, ask, say, or do about any aspect of their own or others’ identities and differences are the wonderful “teachable moments” of anti-bias education. How you respond to these opportunities is a central part of effective teaching with young children. When children make comments that reflect discomfort, stereotypes, or rejection of an aspect of diversity, they may stir up your own hurt or anger about prejudice and discrimination” (Derman-Sparks & Olsen Edwards, 2010, p.32)

References:

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.