One hope that I will carry with me as this course draws to an end is to have the ability to support all young children and the families I will be working with and learning with in my classroom. I want each child to know I see him/her and I am here for him/her and no matter the differences that other see first, I only see a child that I can learn with.
One goal for the early childhood field is a sense of equity. All too often families must choose care solely based on the costs, availability, or accommodations. Every young children has the right to a high quality equitable program and it is now that the field of early child education needs to start discovering pathways to implement this.
Nigel, Theresa, Margaret, and NaKeisha,
The weeks have been long but the insightful interactions have been truly rewarding. Learning with each of you these past eight weeks has offered me a better understanding of what it is to be an anti-bias educator. Through our discussion posts and our blog interactions, it has been a true pleasure learning with each of you. Best wishes as each of you continue on your journey. Thank you.
Tuesday, June 25, 2019
Strategies for Working with Diverse Children - Farewell
As I continue on the path to be an anti-bias early childhood professional, I hope to be able to garner an environment within my classroom that all young children feel welcome and accepted. I also want for each child to know I will support him/her in all the endeavors of the classroom. I want equity for each person not only in the classroom but also within the community so by fostering this environment of acceptance and support within the classroom, the young children can carry this forth into the daily interactions with others. A young children is only as strong as the support system behind him/her so I want each family to feel a sense of welcoming and support from me. I want them to know I see the struggles and I am here to aid as much as I can, if they are willing to allow.
Mallory and Sarah,
Thank you both for making this course challenging and thought-provoking. I was worried with only a few of us in the course that posts would become stale but week after week you both brought forth new ideas and insights that allowed me to further my learning not only with you but through you. I hope you both the best as you are nearing the end of a this journey. I know each of you have a true passion and heart for the field of early childhood education and development and I am excited for the future of all the young children and families you will be learning and working with.
Mallory and Sarah,
Thank you both for making this course challenging and thought-provoking. I was worried with only a few of us in the course that posts would become stale but week after week you both brought forth new ideas and insights that allowed me to further my learning not only with you but through you. I hope you both the best as you are nearing the end of a this journey. I know each of you have a true passion and heart for the field of early childhood education and development and I am excited for the future of all the young children and families you will be learning and working with.
Saturday, June 22, 2019
Impacts on Early Emotional Development
I chose the nation of Uganda. This nation is one that has fascinated me because I worked alongside quite a few nationals when I served in a combat zone. Each person was always upbeat and positive despite what I felt were deplorable and substandard conditions. Learning more about this nation has offered me an insight as to why, even in a war zone, life can be better for other nationals.
Sanitation, education and health/well-being are the major challenges for young children within Uganda (Muthy & Ntabdde, 2019, p. 6). Sanitation is the need for clean drinking water and living conditions that are not soiled to the point of causing bacterial issues for everyone living in the area. While much has been done to ensure young children have th opportunity and access to education, it is important to note "While 95 per cent of children have access to primary education in Uganda, low public investment in education and rapid population growth have resulted in declining education indicators" (Muthy & Ntabdde, 2019, p. 16). While sanitary living condition need to improve for healthier, the well-being aspect is difficult as violence is still very present. "Gender-based violence and violence against children are widespread in Uganda and need to be addressed urgently as part of a child protection system that works on both prevention and response" (Muthy & Ntabdde, 2019, p. 17). Each of these factor rely upon one another so when one area begins to improve then the others can too.
Health is the core of how a person lives. Without clean and sanitary drinking water the young children are not able to avoid illnesses which in turn causes other struggles for the child and the family. If a child is being abused, this can have severe emotion issues for the child from low-esteem/self-worth to even the health of the child being compromised overall. When a child feels helpless then the biology of the child suffers. If a child is not able to learn or gain knowledge to better him/herself, then the cycle will continue.
Reading through the report, there has been so much that has changed over the years to support this nation and its people. Clean water initiatives as well as education about vaccinations have offered this nation the stepping stone for growing stronger and healthier. While the violence within this nation is disheartening, it is also cultural which is no excuse but for foreigners to come into the areas and experience this it is difficult. Language and cultural barriers would be the most difficult for helping educate others about violence. While here in the United States, we take advantage of many programs and supports to be healthy, clean, and safe, others do not have this. This is something I will always keep in mind when working with young children who immigrate for other nations. Understanding that not only the culture shock but also the mental shock of support and care.
Reference
Murthy, J., & Ntabadde, C. (Eds.). (2019). UNICEF Uganda Annual Report (pp. 1-36, Rep.). Uganda: UNICEF.
Sanitation, education and health/well-being are the major challenges for young children within Uganda (Muthy & Ntabdde, 2019, p. 6). Sanitation is the need for clean drinking water and living conditions that are not soiled to the point of causing bacterial issues for everyone living in the area. While much has been done to ensure young children have th opportunity and access to education, it is important to note "While 95 per cent of children have access to primary education in Uganda, low public investment in education and rapid population growth have resulted in declining education indicators" (Muthy & Ntabdde, 2019, p. 16). While sanitary living condition need to improve for healthier, the well-being aspect is difficult as violence is still very present. "Gender-based violence and violence against children are widespread in Uganda and need to be addressed urgently as part of a child protection system that works on both prevention and response" (Muthy & Ntabdde, 2019, p. 17). Each of these factor rely upon one another so when one area begins to improve then the others can too.
Health is the core of how a person lives. Without clean and sanitary drinking water the young children are not able to avoid illnesses which in turn causes other struggles for the child and the family. If a child is being abused, this can have severe emotion issues for the child from low-esteem/self-worth to even the health of the child being compromised overall. When a child feels helpless then the biology of the child suffers. If a child is not able to learn or gain knowledge to better him/herself, then the cycle will continue.
Reading through the report, there has been so much that has changed over the years to support this nation and its people. Clean water initiatives as well as education about vaccinations have offered this nation the stepping stone for growing stronger and healthier. While the violence within this nation is disheartening, it is also cultural which is no excuse but for foreigners to come into the areas and experience this it is difficult. Language and cultural barriers would be the most difficult for helping educate others about violence. While here in the United States, we take advantage of many programs and supports to be healthy, clean, and safe, others do not have this. This is something I will always keep in mind when working with young children who immigrate for other nations. Understanding that not only the culture shock but also the mental shock of support and care.
Reference
Murthy, J., & Ntabadde, C. (Eds.). (2019). UNICEF Uganda Annual Report (pp. 1-36, Rep.). Uganda: UNICEF.
Creating Art
As I always create one of these for each of my students each year I felt this was the best way to highlight the content and learning of this course. |
| Created through WordArt.com |
Saturday, June 15, 2019
The Sexualization of Early Childhood
The idea of the sexualization that is taking place for young children is astonishing to me. This is truly not a new topic either as I can recall when the JonBenet Ramsey case occurred it was sensationalized on the news and tabloids how she would dress up for pageants. When I began my associates degree I had an instructor who would use the term "prosta-tots" to describe very young girls who are dressed in a very adult manner. My heart goes out to these young children because they have truly became an avenue for their parent(s) to dress them in a manner that is not appropriate at all, and even unsafe in some ways, and also by exposing him/her to material or media that is not acceptable for even most teenage children. My son, who is fourteen, still does not have a facebook account and I monitor his phone, internet, video game, and television activities because of the content that I know is being conveyed and how I have listened to many of my very young students discuss in class.
Just a few weeks ago my nephew, who is eight, recently read the sign of an adult toy store and quickly wanted to know what kind of toys do adults play with.
While having a moment of 'free dance' within circle time, a Disney song is playing but a couple of the young girls in the class are bending over and placing their hands on their knees in order to pop their bottoms out in the same manner as many dancers do in music videos.
A few years ago a popular dance show promoted a group of very young girls dancing in a very sexualized manner and even costumes. You can find the full video on YouTube as well as comments about how great of dancers these young children are.
Young children are always observing, listening, and recreating the scenarios they have witnessed. From violent video games to crude humor in children's television shows. The exposure to overly sexualized ads and other forms of media, young children do not have an escape from these increasingly provocative portrayals of other children. This is turn causes quite a few issues for young children. Girls lack great amounts of self worth simply because she does not look like others or dress in a manner that seems to be how the media portrays all young girls. If a young child is not part of the dominant group then withdraw and depression can begin at a very young age.
I volunteered my son's field day for his middle school and I was floored by what seemed as a lack of dress code. Shorts and tops were quite skimpy in terms of what I would expect a child to wear to school. While I know these teenagers are not young children, the same sexualization is occurring constantly as a child grows. I think parents should be aware and also quite involved with the media and toys a child is using. Simply handing a child a device to occupy the time is not a way to assist a child because of the content being delivered to young children through shows or ads. While I will often compliment a child on how she is dressed or how her hair is done, I think this is something I will curtail with my class this coming fall. I do not want a child to think that they're worth is solely based on the appearance he/she presents with in class. I want to focus on the qualities of the child's character.
Just a few weeks ago my nephew, who is eight, recently read the sign of an adult toy store and quickly wanted to know what kind of toys do adults play with.
While having a moment of 'free dance' within circle time, a Disney song is playing but a couple of the young girls in the class are bending over and placing their hands on their knees in order to pop their bottoms out in the same manner as many dancers do in music videos.
A few years ago a popular dance show promoted a group of very young girls dancing in a very sexualized manner and even costumes. You can find the full video on YouTube as well as comments about how great of dancers these young children are.
 |
| Photo Credit: https://the-end-time.org/2010/05/15/sexualizing-the-young-the-single-ladies-little-girls-dancing-controversy/ |
I volunteered my son's field day for his middle school and I was floored by what seemed as a lack of dress code. Shorts and tops were quite skimpy in terms of what I would expect a child to wear to school. While I know these teenagers are not young children, the same sexualization is occurring constantly as a child grows. I think parents should be aware and also quite involved with the media and toys a child is using. Simply handing a child a device to occupy the time is not a way to assist a child because of the content being delivered to young children through shows or ads. While I will often compliment a child on how she is dressed or how her hair is done, I think this is something I will curtail with my class this coming fall. I do not want a child to think that they're worth is solely based on the appearance he/she presents with in class. I want to focus on the qualities of the child's character.
"We Don't Say Those Words In Class!"
A few years ago when my nephew was about four-years-old, he was standing in line at the donut shop with his mom and he made the audible observation of "Why does that man have a ponytail like a girl?!" about the man standing in front of the two of them. My sister quickly reacted with a "Hush!" follow by "We don't talk about others outline like that.".
A message that could have been communicated to my nephew is that it is never okay to observe others or even ask questions. Also, taking the time to discuss how many men have long hair, even our brother growing up, so simply because a man does have a ponytail it does not mean he is a woman. Everyone is allowed to look or dress as he/she feels or wants to.
An anti-bias educator it would have be vital to approach the discussion in a non-reactive manner. A discussion as to why the child felt this way should be explored by any intentional teacher. This could lead into a discussion of how many people do the same things in varying cultures or simply because the person likes it. Trying to make real and relevant connections is another way to aide a child as an anti-bias educator. Providing text and photos for the children to view and understand in a manner that is able to be processed.
A message that could have been communicated to my nephew is that it is never okay to observe others or even ask questions. Also, taking the time to discuss how many men have long hair, even our brother growing up, so simply because a man does have a ponytail it does not mean he is a woman. Everyone is allowed to look or dress as he/she feels or wants to.
An anti-bias educator it would have be vital to approach the discussion in a non-reactive manner. A discussion as to why the child felt this way should be explored by any intentional teacher. This could lead into a discussion of how many people do the same things in varying cultures or simply because the person likes it. Trying to make real and relevant connections is another way to aide a child as an anti-bias educator. Providing text and photos for the children to view and understand in a manner that is able to be processed.
Friday, June 7, 2019
Evaluating Impacts on Professional Practice
When I think of the difficulties I encounter with stereotypes or prejudice, ageism and ableism are two that great impact with my work with young children.
I will often do more for a young child, especially one who may have difficulties from a varying disability, then I would for another child. I often think of children as not fully capable in a quick moment but when I reflect upon the incident I know the child is fully able to complete the task on his/her own. I had a student this year who had limited mobility with the left side of his body so I would often help him with his jacket when it came to this side instead of truly encouraging him to try his best before offering minimal support for him to put his coat on.
This coming fall I will be in a classroom with 3 year-olds and I have not had too much experience with this age group. I will have to not think of these young children as unable simply because of the age. I will have be very observant in the beginning of the year to ensure I am treating each of these children in a fair manner that does not demean them. While ageism is often only referred to when encountering the elderly population, the same attitude can be seen when working with young children.
Both of these can leave me with a sense of, 'why can you not do this yourself?' but it is actually me who is hindering the child and placing the idea that he/she cannot do something. I need to listen to the child and only support when truly warranted.
Gender stereotyping is a new concept to me as I have never thought much about it until my recent courses. I know there is quite a bit that happens in communities and this presents itself within the early childhood setting. While I reflected the other day with a colleague how I did not have a boy put on a dress this year, this was just different for me as in the past I have always had at least one child explore this and a discussion would be had about how simply because he is wearing a dress he is not a girl as there are many men who wear robes or other types of garments similar to dresses. I want to ensure I am honoring the child as well as portraying a positive attitude about males who dress in a nonconformist manner.
I will often do more for a young child, especially one who may have difficulties from a varying disability, then I would for another child. I often think of children as not fully capable in a quick moment but when I reflect upon the incident I know the child is fully able to complete the task on his/her own. I had a student this year who had limited mobility with the left side of his body so I would often help him with his jacket when it came to this side instead of truly encouraging him to try his best before offering minimal support for him to put his coat on.
This coming fall I will be in a classroom with 3 year-olds and I have not had too much experience with this age group. I will have to not think of these young children as unable simply because of the age. I will have be very observant in the beginning of the year to ensure I am treating each of these children in a fair manner that does not demean them. While ageism is often only referred to when encountering the elderly population, the same attitude can be seen when working with young children.
Both of these can leave me with a sense of, 'why can you not do this yourself?' but it is actually me who is hindering the child and placing the idea that he/she cannot do something. I need to listen to the child and only support when truly warranted.
Gender stereotyping is a new concept to me as I have never thought much about it until my recent courses. I know there is quite a bit that happens in communities and this presents itself within the early childhood setting. While I reflected the other day with a colleague how I did not have a boy put on a dress this year, this was just different for me as in the past I have always had at least one child explore this and a discussion would be had about how simply because he is wearing a dress he is not a girl as there are many men who wear robes or other types of garments similar to dresses. I want to ensure I am honoring the child as well as portraying a positive attitude about males who dress in a nonconformist manner.
Saturday, May 25, 2019
Gender, Gender Identity, and Sexual Orientation
If you have ever used or heard homophobic terms such as "fag," "gay," "homo," "sissy," "tom boy," or "lesbo" as an insult by a child toward another child? Or, by an adult toward a child? Describe what occurred. How might these types of comments influence all children?
Growing up I used may of these words to categorize someone who I perceived as being homosexual or simply did not fit the typical mold that many think is normal. It was not fair and as I have reconnected with some of these old acquaintances through social media, I have apologized for being rude and judgmental. The affects of my words caused pain and that was not fair to this person. Speaking in this manner affects not only the child it is being said to but also any child who witnesses the occurrence This can cause the formation of a bias or stereotype simply by seeing how someone else is treated. If a male child is seen wearing a dress in the home living center and another child calls him "gay" then another child could form the idea that any boy who wears a dress is gay which not true at all.
Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families
Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families
This is completely unfair and unwarranted. For me, this is the same level as asking black history month not be observed because the majority of the class is caucasian. We are a diverse population and by leaving out any diversity we are not being just. I know if I had same-sex parents but only saw hetero-parents depicted in books then I would feel left out or even lost as this is not my reality. Simply reading a book or seeing two people of the same sex in a hugging embrace is not going to "make" a child gay or lesbian and I would reiterate this over and over again to let other know that inclusion of this material is important for everyone.
How you would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child.
I would have to let this parent/family know that my setting may not be the best for him/her. We do allow everyone who has a passion for working with young children do that and his/her sexual orientation bears no weight on his/her ability as an early childhood professional. As there are not too many people who are willing to enter an early childhood setting, I will take any person who wants to do so. We all have bias and stereotypes and that should not be the determining factor of who cares for your child if he/she does do in a manner that is appropriate and caring.
Observing Communication
Teacher and child are both at a small table playing with play dough.
Teacher, "What did you do this weekend?"
Child, "Nothing"
Teacher, "What?! Nothing?! You did not play???"
Child, laughs and replies "I played with my brother."
Teacher, "What did you play?"
Child, "Laser-tag."
Teacher, "Where did you play laser-tag?"
Child, "at home."
Teacher, "Oh, that sounds fun! Where did you get that from?"
Child, "Nana at Christmas."
Teacher, "That is a pretty fun present. What are you creating?"
Child, "I made cupcakes."
Teacher, "What are your favorite cupcakes?"
Child, "Pink ones."
Teacher, "Those sound yummy, I like plain vanilla ones."
Child, "I like those too."
Teacher, "What did you have for breakfast today?"
Child, "Mini-waffles, bacon, and juice."
Teacher, "I like mini waffles with syrup."
Child, "Me too, I had syrup this morning."
Teacher, "Who made you that delicious breakfast?"
Child, "My mom."
Teacher, "How lucky you are to have a mom who makes breakfast for you."
Child, nod his head.
While the teacher and child were conversing, not a lot of eye contact was taking place as each one was taking the time to create with the play dough. Instead of focusing solely on speaking with one another the teacher took this time to learn more about the child and his home. Letting a conversation flow in a manner that not as direct offers each participant a chance to express him/herself in a relaxed way.
The teacher did her best to keep engaging the child in the conversation by asking many questions s well as showing enthusiasm and excitement over the answers she was receiving from the child. Rainer Dangel & Durden (2010) explains how a teacher "incorporates many references to school activities and the children's homes and families in her conversations" (p. 77). Doing this promotes a level of thinking and language for the children to grow with. The teacher from my observation could have tried to offer the child more opportunities to lead the conversation as opposed to asking so many questions. Even if some silence was offered, this should have given the child an opportunity to begin his own questioning.
Since the year is almost done, the teacher does know this child and his family very well but if some of these questions were asked to a child who many not have breakfast made for him daily then it could be a difficult question to ask as the answer could stir strong emotions for the child. Also as the teacher is clearing leading this conversation, she has the control of where the conversation leads. Rainer Dangel & Durden (2010) share "another important consideration in examining teacher-child conversations is the role of power (who decides who talks, when, and about what)" (p.78). If there were topics the child did not want to talk about and the teacher persevered it could lead to the child not feeling worthy or interested in the conversation at all.
While I do try to gain information about a child and have simple conversations with him/her, I do try to let the child lead the conversation. I can often find some common ground or understanding about the topic and this leads to a further dialogue. The chart below is something I stumbled upon recently and it is something I want to work on implementing when my new class in the fall. I want to give children the power words and also that self-with and independence to feel as if he/she is thinking on his/her own. While I have been praised greatly by my coordinator at my current preschool in how I am able to speak with young children and in times of redirection how I am able to remove emotion and state facts for the child to understand, I think in just a regular conversation I need to step back and listen more instead of inserting myself too often.
Reference
Teacher, "What did you do this weekend?"
Child, "Nothing"
Teacher, "What?! Nothing?! You did not play???"
Child, laughs and replies "I played with my brother."
Teacher, "What did you play?"
Child, "Laser-tag."
Teacher, "Where did you play laser-tag?"
Child, "at home."
Teacher, "Oh, that sounds fun! Where did you get that from?"
Child, "Nana at Christmas."
Teacher, "That is a pretty fun present. What are you creating?"
Child, "I made cupcakes."
Teacher, "What are your favorite cupcakes?"
Child, "Pink ones."
Teacher, "Those sound yummy, I like plain vanilla ones."
Child, "I like those too."
Teacher, "What did you have for breakfast today?"
Child, "Mini-waffles, bacon, and juice."
Teacher, "I like mini waffles with syrup."
Child, "Me too, I had syrup this morning."
Teacher, "Who made you that delicious breakfast?"
Child, "My mom."
Teacher, "How lucky you are to have a mom who makes breakfast for you."
Child, nod his head.
While the teacher and child were conversing, not a lot of eye contact was taking place as each one was taking the time to create with the play dough. Instead of focusing solely on speaking with one another the teacher took this time to learn more about the child and his home. Letting a conversation flow in a manner that not as direct offers each participant a chance to express him/herself in a relaxed way.
The teacher did her best to keep engaging the child in the conversation by asking many questions s well as showing enthusiasm and excitement over the answers she was receiving from the child. Rainer Dangel & Durden (2010) explains how a teacher "incorporates many references to school activities and the children's homes and families in her conversations" (p. 77). Doing this promotes a level of thinking and language for the children to grow with. The teacher from my observation could have tried to offer the child more opportunities to lead the conversation as opposed to asking so many questions. Even if some silence was offered, this should have given the child an opportunity to begin his own questioning.
Since the year is almost done, the teacher does know this child and his family very well but if some of these questions were asked to a child who many not have breakfast made for him daily then it could be a difficult question to ask as the answer could stir strong emotions for the child. Also as the teacher is clearing leading this conversation, she has the control of where the conversation leads. Rainer Dangel & Durden (2010) share "another important consideration in examining teacher-child conversations is the role of power (who decides who talks, when, and about what)" (p.78). If there were topics the child did not want to talk about and the teacher persevered it could lead to the child not feeling worthy or interested in the conversation at all.
While I do try to gain information about a child and have simple conversations with him/her, I do try to let the child lead the conversation. I can often find some common ground or understanding about the topic and this leads to a further dialogue. The chart below is something I stumbled upon recently and it is something I want to work on implementing when my new class in the fall. I want to give children the power words and also that self-with and independence to feel as if he/she is thinking on his/her own. While I have been praised greatly by my coordinator at my current preschool in how I am able to speak with young children and in times of redirection how I am able to remove emotion and state facts for the child to understand, I think in just a regular conversation I need to step back and listen more instead of inserting myself too often.
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| Photo Credit: https://letsplaythespeechandlanguageway.com |
Reference
Rainer Dangel, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81.
Saturday, May 18, 2019
Creating Affirming Environments
Many years ago as I began my own education to become an early childhood professional, I had many great instructors who always impressed upon me the important of ensuring all children and families are represented within the setting. This week's post pulls forth that knowledge and reaffirms the importance of this as well as introduces a couple of new ideas to accomplish this task.
Being tasked with setting up an environment that is anti-bias is not a simple feat as this does take quite a bit of consideration to ensure every child and family is included and also the community as a whole. As each community and setting can have such a varying population, it is important to be intentional in this process.
First, I would ensure the welcome area is just that, welcoming for everyone. I would take the times to speak with each family at drop off and do a quick physical assessment of the child mentally. All information such as newsletter, calendar, daily activities, and such will be presented in a manner that can be understood by all families. Within the Laureate Education, Inc. (2011) media segment, it was nice to see how this exchange took place outside in a more neutral area for the children which also led to better separations from the parents but in the instance of a difficult separation an area was offered to ease this transition. I know not every parent can stay in the classroom setting so I know it is important to update a picture book with classroom activities and I am sure to include every child in this album.
Next, transitioning into the classroom I would set up the area to have materials that are diverse and representative of all the children and families in the setting. This includes dolls, books, music, dramatic play, puzzles, sensory table etc. The walls will display posters and pictures of others and also those within the classroom (Derman-Sparks & Olsen Edwards, 2010). All of the materials will be intentional and inviting so the young children will feel included and also interested. While I would have a weekly "helper" on a rotating basis, I would invite the family to share some of their culture through a simple display as shown in the media segment (Laureate Education, Inc., 2011). Offering the family a chance to share more with not only me but also the other children and families builds a better community.
Last, offer a calming area for the children to understand that emotions are typical and we all have them but also knowing how to properly display those emotions. The media segment showed this area as one for the children to transition easily and also to calm down when needed and more importantly understand that emotions are accepted and so are tears (Laureate Education, Inc., 2011). Providing calming and soothing items such as books and stuffed animals is a great way to help these young children work through those difficult times.
Many of this aspects were not particularly new to me and I am surprised when I enter a classroom that is not utilizing these skills and materials. I know I love to be included in an environment so it is important to consider how young children perceive this. The calming space is one that my current classroom does not offer but in some of my past classrooms this was heavily used and always yielded positive results for the entire class.
References
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).
Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author
Being tasked with setting up an environment that is anti-bias is not a simple feat as this does take quite a bit of consideration to ensure every child and family is included and also the community as a whole. As each community and setting can have such a varying population, it is important to be intentional in this process.
First, I would ensure the welcome area is just that, welcoming for everyone. I would take the times to speak with each family at drop off and do a quick physical assessment of the child mentally. All information such as newsletter, calendar, daily activities, and such will be presented in a manner that can be understood by all families. Within the Laureate Education, Inc. (2011) media segment, it was nice to see how this exchange took place outside in a more neutral area for the children which also led to better separations from the parents but in the instance of a difficult separation an area was offered to ease this transition. I know not every parent can stay in the classroom setting so I know it is important to update a picture book with classroom activities and I am sure to include every child in this album.
Next, transitioning into the classroom I would set up the area to have materials that are diverse and representative of all the children and families in the setting. This includes dolls, books, music, dramatic play, puzzles, sensory table etc. The walls will display posters and pictures of others and also those within the classroom (Derman-Sparks & Olsen Edwards, 2010). All of the materials will be intentional and inviting so the young children will feel included and also interested. While I would have a weekly "helper" on a rotating basis, I would invite the family to share some of their culture through a simple display as shown in the media segment (Laureate Education, Inc., 2011). Offering the family a chance to share more with not only me but also the other children and families builds a better community.
Last, offer a calming area for the children to understand that emotions are typical and we all have them but also knowing how to properly display those emotions. The media segment showed this area as one for the children to transition easily and also to calm down when needed and more importantly understand that emotions are accepted and so are tears (Laureate Education, Inc., 2011). Providing calming and soothing items such as books and stuffed animals is a great way to help these young children work through those difficult times.
Many of this aspects were not particularly new to me and I am surprised when I enter a classroom that is not utilizing these skills and materials. I know I love to be included in an environment so it is important to consider how young children perceive this. The calming space is one that my current classroom does not offer but in some of my past classrooms this was heavily used and always yielded positive results for the entire class.
References
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).
Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author
Wednesday, April 24, 2019
Final Entry
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| Photo credit: bemorewithless.com |
Thank you each week for taking the time to respond in respectful and thought provoking ways. Learning with you these past eight weeks has been so insightful week after week. Taking the time to consider our discussion posts and blog entries has inspired me to think in a manner that has more depth than I previously considered. Best of luck on your next and I am excited for your future.
Janie from Wife, mom, teacher and student,
Thank you for your for always adding to each discussion in a manner that would bring an added thought provoking level. By you taking the time each week to bring another level to each discussion and blog entry, I was able to learn more through you that I did not expect. Best of luck as you enter your next course.
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