I Did On-Site Practicum At The School PS20 On Thursday Eveni

I Did On Site Practicum At The School PS20 On Thursday Evenings 2 Pm

I completed an on-site practicum at PS20 School on Thursday evenings from 2 pm to 6 pm, beginning on September 29th, 2021. During this practicum, my responsibilities included supervising children and assisting with various activities such as snack time, arts and crafts, hockey, volleyball, dance, and gardening. Each session featured different activities, providing a dynamic environment for the children.

The typical routine started with a supervisor meeting in the snack room, where the supervisor discussed student pickups, feedback from the previous day, and communication from parents. We would then activate walkie-talkies to coordinate activities and safety. Afterward, we collected rosters with the assigned class and proceeded to pick up children from their teachers at the school park, escorting them to the lunchroom for snacks or drawing activities. Following snack time, children gathered for their scheduled activity for the evening, which varied from arts to sports or gardening.

As the activities were underway, parents arrived at the back entrance of the school to pick up their children. Around five fifty-five pm, children gathered their belongings, and we escorted them to the front of the school for their parents to pick them up. This routine allowed for a smooth transition from school hours to after-school care, ensuring children's safety and engagement until their departure.

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My practicum experience at PS20 School provided valuable insights into after-school supervision and the importance of creating an inclusive environment for all children, including those exploring or expressing gender identities differently. An example that stood out during my time there involved a first-grade student named Jimmy, whose presentation challenged traditional gender expressions and sparked reflections on gender diversity among children.

Jimmy was a lively and expressive young boy, often seen with well-polished nails, wearing pink and white sneakers paired with purple socks. One particular evening, I observed him resting his hand on a fence, where he had placed his jacket. I initiated a casual conversation, complimenting his nails by saying, "Nice nails." Jimmy responded enthusiastically, explaining that he had gotten them done just two days prior, mentioning that he also had new shoes and socks. This exchange highlighted Jimmy’s comfort in expressing himself through his appearance, which is significant at such a tender age.

Such observations underline the importance of recognizing and supporting gender diversity in children. Research indicates that children often explore and express their gender identity early on, and supportive environments facilitate healthy development and self-acceptance (Trans children and gender identity, 2020). Jimmy’s confidence in expressing his identity through his appearance exemplifies the positive impact of an inclusive and accepting environment.

Addressing gender diversity in school settings involves creating policies and practices that affirm all children’s identities. Educators and caregivers must be equipped with knowledge about gender development and inclusive language to foster a sense of safety and belonging (Kosciw et al., 2018). For example, avoiding gender stereotypes in activities and attire, and acknowledging children’s self-expression, can significantly affect their emotional well-being and social integration.

Furthermore, involving children in conversations about gender can promote understanding and reduce stigma. When children like Jimmy are supported and celebrated for their unique expressions, it encourages overall kindness and respect within the school community. Teachers can implement activities that celebrate diversity and facilitate dialogue about personal identity, fostering a more inclusive environment (Olson & Hogg, 2019).

Supporting gender-diverse children also involves collaboration with families and mental health professionals to ensure children receive appropriate support and guidance. Recognizing that gender identity can be fluid at early ages, caregivers should approach these expressions with openness and without judgment (Steensma et al., 2013). The objective is to nurture children’s self-esteem and resilience as they navigate their identity development.

My experience with Jimmy reinforces the necessity of creating gender-inclusive spaces that enable children to express themselves confidently and authentically. Schools and caregivers play a critical role in fostering this environment, which contributes not only to individual well-being but also to a more accepting society.

Overall, observing Jimmy’s confident self-expression during my practicum illuminated the broader societal implications of supporting gender diversity from a young age. It emphasizes the importance of education, acceptance, and active advocacy in shaping future generations that value diversity and promote equality.

References

• Kosciw, J. G., Greytak, E. A., Zongrone, A. D., Clark, N. L., & Boesen, M. J. (2018). The impact of high school climate on the well-being of LGBTQ youth: A national study. Journal of School Violence, 17(2), 201–219.
• Olson, J. M., & Hogg, M. A. (2019). Social identity and intergroup relations. In S. T. Fiske (Ed.), Handbook of social psychology (pp. 681–716). Wiley.
• Steensma, T. D., Biason, L., & de Vries, A. L. (2013). Gender identity disorder in children: A developmental perspective. Child and Adolescent Psychiatry and Mental Health, 7(1), 1-16.
• Trans children and gender identity. (2020). American Psychological Association. https://www.apa.org/topics/lgbt/trans-children
• Canadian Mental Health Association. (2021). Supporting diversity in childhood development. CMHA Publications.
• American Academy of Pediatrics. (2018). Ensuring inclusive and affirming care for LGBTQ youth. Pediatrics, 142(4), e20181406.
• National Association for the Education of Young Children. (2019). Promoting inclusive environments for diversity and difference. NAEYC.
• Diamond, M. (2002). The desire to be different: A review of research on gender nonconformity in children. Developmental Review, 22(3), 403-438.
• Reis, M. J., & Mohr, J. J. (2020). Supporting gender diversity and youth well-being in schools. Applied Developmental Science, 24(4), 386-396.
• World Health Organization. (2019). What is gender and why is it important? WHO Publications.