The document provides instructions for an assignment asking students to reflect on their various identities and how they have shaped their lived experiences and perspectives. Students are prompted to consider identities including race, gender, culture, ethnicity, sexual orientation, socioeconomic status, religion, ability, and other aspects. For each significant identity, students are asked to examine associated privileges and disadvantages, as well as how values and beliefs may have resulted. Students then analyze how their cultural perspectives influence their professional interactions with children, families, communities and colleagues in various areas.

1. *PLEASE REACH OUT WITH ANY QUIESTIONS*WATCH:
https://youtu.be/wdMQrKUnZogTEMP
*PLEASE REACH OUT WITH ANY QUIESTIONS*WATCH:
https://youtu.be/wdMQrKUnZogTEMPLATE:
https://docs.google.com/document/d/1lGIyL3njMNjonCOncqQxstAGQGg5zQI3TQiLlo32eQ
4/edit?usp=sharingWith which identities do you identify and how do they intersect to
impact your lived experience, both past, and present? Examine your positioning in society
from the privileges and disadvantages (such as being the recipient of bias) each of the
following identities affords you. What values and beliefs do you hold, as a result of your
identities, including cultural? Identify several areas (as listed above and described in the
course) that stand out to you as especially significant and/or interesting in your own
personal and/or professional life. Identify your beliefs and/or behaviors in those
areas.Below is a list of possible identity and cultural aspects to explore (draw upon course
content for more ideas and details). You do not need to explore all of them. Focus on the
relevant aspects of your identity.RaceGenderCultureEthnicitySexual
OrientationSocioeconomicReligionAbility and disabilityOther identitiesCultural
ValuesHealth beliefs and practices—what is the meaning of health and how it is maintained,
cause of disease, response to itChild-rearing—what values are important to instill, what
behaviors are taught, when and by whom, what methods, if any, used for correction and by
whomLearning and education—what is expected for early learning, who teaches it, the role
of parents, the role of teacher/educators, other participants, methods formal or informal,
the responsibility of the childFamily—role of parents, children, other members, who are the
assumed members included in “family”, how decisions are madeElders—how are older
members of the family treated, views toward older people in society, the responsibility of
older peopleBoundary lines for property and space—where, if at all, are the boundary lines
for possessions and space, how do you know when these lines have been crossedTime—
how is time viewed, how can this view be violatedExpression—who talks, how much, what
about, to whom, what is not talked about, when do they talk, ways of initiating a
conversation, what language(s) are used and when/for what purpose, role of or
expectations for silence, place of emotional expression, methods of communicating pleasure
or dissatisfaction in social settings, appropriate behaviors for listeners or speakersNew
acquaintances—what is the response to new people, how are they received or welcomed,
what behaviors used in greeting, expectations of new people, what it would look like to not

2. receive a newcomer; if you are the newcomer, what are the rules for how to enter into a
group that is already working together?Spirituality—what is the role of spirituality, faith or
religion, who and in what ways is expected to participate in spirituality, what does “good”
spirituality look like, how does it influence, if at all, other values and practices?Helping
others—how is helping others in your family, circle of acquaintances or in the community
viewed? How does one ask for help? Who do you ask for help? What types of help are
acceptable to ask for or give?Any other aspects that are meaningful for you…there are
many!Lastly, reflect on the development of your identities over time. You may choose to
explore your childhood, adolescent, and/or adulthood development, in the context of your
family of origin and later relationships.For writing Part 2, assess how your experiences,
values, beliefs, and behaviors (expressions of your cultural perspectives in Part 1) influence
your professional interactions with young children and families, communities, and
colleagues. Think about the cultural aspects you’ve discussed in Part 1 and write to critically
analyze how they impact your professional sphere. Address strengths and challenges in
communicating across differences, including culture, bumps you may have encountered.
Include here considerations for strategies you might use to enhance your professional
practice and interactions across cultural differences. Reference course content to support
your writing in this section.Note: Be thinking about what elements from this assignment
you may want to incorporate into your Professional Philosophy Statement.ASSIGNMENT
RUBRIC:https://docs.google.com/document/d/1T8zB8Lp0ykTDM-
nirnEHAs68X4azN14DeBtNYqPB3kw/edit