On our way to school the other morning my daughter asked me, “Why are most of the people who do construction work Latino?”
“That would be a better question to ask a Latino person who does construction.”
She was silent for a moment and then said, “But I don’t know and Latino people who do constructions and I don’t talk to strangers. Why do YOU think a lot of construction workers are Latino.”
Continue reading “The Stereotype of Latino Men in Construction”
Until today, my posts have been about experiences with my older daughter. This is the first post specifically about my younger daughter. For years she has been by our side while I talk with my older daughter, but this is the first time the conversation was just the two of us. It may have helped that her older sister was gone for the morning.
Continue reading “Because There Aren’t Enough Black Fairies”
About a week ago, I was supervising my daughters as they played on a playground. This was a new playground for us. It was pretty typical. A ground cover of wood chips, slides, bars to climb across, walls to climb up, etc. They also had six swings, two for babies and toddlers, two traditional and, less common two adaptive swings. These swings are typically blue or red, look like an upright reclining chair, and have four chains connecting them to the cross bar; two in the front and two in the back. They are designed to support children who do not have the size, core strength or muscle tone to sit on the other swings. Also rare for playgrounds were the rubber walkway/ramps that wove through the wood chips. Each ramp lead to a piece of playground equipment. I took brief notice of these features, but I didn’t consider them something worth pointing out to the children. I was wrong.
Continue reading “Why Don’t We Ever See Children With Disabilities at the Playground?”
This article was originally published at https://kristiepf.com/the-elephant-we-fail-to-see-guest-blog/. It was published with a focus on early childhood education, but the concepts apply to all level of education.
It was mid-April. The speech pathologist, occupational therapist, school psychologist, family and I, the early childhood special educator, were gathered around a large round table two feet off the ground, all sitting in child-sized chairs for Jose’s kindergarten transition meeting. It was our fifth of seven kindergarten transition meetings that spring.
Continue reading “The Re-imagining IEP and IFSP Meetings”
Continue reading “Why Educators Need to Talk About Gender”
Nearly all professionals in preschool through fifth grade are statistically identified as a woman. This information alone has set the stage and tone for many conversations regarding gender in the profession. That said, like everything else related to identity, gender in the profession of education is complex.
A few months back, after reading the book Separate is Never Equal, my daughter, Addi asked me:
“Daddy, why are the white people so rude to Sylvia’s family?”
Continue reading “Stereotypes, Bias, Prejudice, and Discrimination: Explaining “Normal” to a Seven Year Old”
Continue reading “How Patriarchy Has a Grip on Early Childhood Care and Education”
As a teacher, father, and advocate, early childhood care and education has been central to who I am since 2003. Over the years, a handful of experiences have helped me understand what it truly means to be a man in the lives of young children. Some have been funny, others worth a casual nod. But far too many have been disconcerting. They lead me to feel like men don’t belong in early childhood care education (ECCE).
The term “stay woke” was originally coined by musician Erykah Badu in her 2008 song Master Teacher. In the song, Badu sings, “Baby sleepy time, to put her down and I’ll be standin’ round until sun down…I stay woke.” I was introduced to this song last March on an episode of the highly recommended podcast, Code Switch.
At the time, I was sitting on a bus riding through downtown Denver. My destination was a regional conference where I was scheduled to deliver a presentation titled: Facilitating a Developmentally Appropriate Conversation on Social Justice and Equity with Young Children. The presentation was built around my personal experiences growing up, talking with my daughter, Addi, and reflections from my twelve years as an early childhood educator. At the core of the conversation was how Addi and I work to be woke. This second of the three blog series outlines three lessons I have learned. We must Engage!
Continue reading “Supporting a Child Who Wants to Become Woke: Engage!”