Creating Affirming Environments

If given the opportunity to operate a family child care home I would begin by ensuing that the environment feels like a home to everyone. I envision the space of the child care being in my basement with entry from the side door. I would like to make sure the entry is accessible for persons with disabilities. I would create a warm open environment that is colorful and bright. The room would have windows to provide plenty of natural light. There would be decorative curtains hanging on the windows. I would ensure that there was a bathroom and kitchen are close to the main learning room. The bathroom would have adequate toileting fixtures for young children. I would also like to have a laundry space near the other rooms that are used for child care. I would have a storage unit which holds extra supplies, pampers, clothes and any other necessary items. It would also hold cots for the children to rest on at nap time. There would be near by access to the back yard, which would have out door activities for the children. There would be trees and table/chairs in this space. The table and chairs would be used for snack and meals eaten out doors when the weather is appropriate.

I enjoy bright colors and feel that they represent happiness. The walls of the class rooms would reflect this. The images in the main room would be pictures of diverse families. I would also include images that reflect learning and nature. I like the idea of showing care for nature and environment. I would incorporate many learning tools and activities for the children to utilize. These such items would include books, puzzles, building activities, art supplies, music, home living supplies and more. In the yard I would like to have out door equipment such as bikes/scooters/helmets, gym equipment, and a yard size playground. The toys, materials, and equipment that is placed out for children all influence what children learn (Derman-Sparks & Olsen Edwards, 2010).

As an anti bias educator I need to be aware of the materials I select for the classroom, ensuring that each child in the program feels socially and culturally secure and respected. The environment must be culturally consistent for the children and families it currently serves (Derman-Sparks & Olsen Edwards, 2010).

I would welcome new families by familiarizing them with the set up of the environment. I would discuss daily schedule and activities as well as parent involvement. I would ask parents to inform me of their child's preferences and dislikes. I would discuss their family descriptions, and the families needs and expectations of their experience. Would also would include a communication board that is utilized by the parents, and individual binders which reflect children s development and progression just as Adriana Castillo in “Welcome to an Anti-Bias Learning Community” . (Laureate education, 2012).


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. (2012). Video: “Building on Children’s Strengths” (approximate length: 16 minutes) Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6488776&Survey=1&47=8125722&ClientNodeID=984650&coursenav=1&bhcp=1

What I Have Learned

A hope that I have for children and families of diverse backgrounds, is to have experiences of equality and respect within associations which they exist.  I would like families to have experiences that exclude stereotypical judgments that negatively impact their wellbeing.  I would like children of non-dominant cultures and races to have confidence in their beliefs and inner selves, as well for children of dominant backgrounds to be accepting of others differences.

One goal I would like to set for myself is to continue gaining a sense of awareness related to my personal biases that may have been influenced my media images and societal misconceptions.  By eliminating my own biases I can then use my self-awareness in positive ways.

Thank You everyone for sharing your thoughts and experiences related to anti-bias education.  I enjoyed reading your comments.

Creating Art

People may forget what you said or did, but they will never forget the way you make them feel.

Maya Angelou

If you want your children to improve, allow them to overhear you say nice things about others.

Haim Ginott

In their innocence, very young children know themselves to be light and love. If we will allow them, they can teach us to see ourselves the same way 

Bias is bad,
you’re making people sad!
We need to fight,
cause we have the right.
Bias is bad, don’t you see?
We deserve to be free
Let’s shine like the stars we are,
everyone knows we’re not that far.
Us stars’ will never drop,
but the bias has to stop!!!

By Rosebud Karolanie,
Angel Masangane

"We Don't Say Those Words in Class!"

As soon as I read the instructions for this assignment, I immediately thought of an occasion where my son made a comment that embarrassed me in the grocery store.  We were checking out and I was casually chatting with the clerk.  My son said “mommy is that a man”?    I tried to ignore it, but he only got louder so I had to answer.  I said “no of course not”.  He then asked “why does she sound like a man”?  I replied by telling him that everyone is different, and then I tried to make light of his comments by joking with the clerk.  Luckily she did not take it too seriously, or at least it didn’t appear that way.  But, there were other customers around and I felt put on the spot because of my son’s questions.  When we left the store I told my son that we must try not to embarrass people or say things that might hurt their feelings.

I think that my joking of the situation could have possibly influenced my son in the wrong way.  I don’t want him to think that we should laugh at those with differences.  I also don’t want him to think that we can’t speak of others differences.  The message that I was attempting to send is that we must speak and address these things in an appropriate way that is not hurtful.

An Anti-Bias educator may address such an issue by providing examples that a child can understand that involves feelings and differences; including ways of how to address their curiosities.  Perhaps an educator would explain an alternative way of asking questions while respecting others.

Gender, Gender Identity, and Sexual Orientation

Any related situations, thoughts, concerns, questions, and/or areas of discomfort you would like to share related to children, gender, and sexual orientation

Having my own 4 yr old son I have especially noticed the gender differences in children's toys, movies, and other games and activities.  These differences begin at birth with color specifications of gender.  My son is now at the age where he has begun to recognize social acceptances of gender roles.  For example, there was a commerical on television which advertised talking stuffed animals.  The commercial highlighted the product by using many shades of pink and purple, and most of the participants were young girls.  There was a short glimpse of a boy playing with one of the animals.  My son looked at me and said "That's not for me because I'm a boy, and he shouldn't play with it either".  I don't buy toys for my child that are associated with female gender, but at the same time he has never asked for that either.  In this occasion I responded to my son, "That looks like it is for all kids, boys and girls".   Thinking back I could have expanded on this by asking why he felt this toy is only for girls.  Asking the question would have opened opportunity for discussion about gender identity.

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?

In my profession as a counselor I had an experience where a parent threatened to end services if I ever discussed or encouraged homosexuality with their child (20yrs old).  This happened on the first day of introduction.  I handled it by informing that parent what is discussed will be left to the client will not be shared because it is not required by law once a child turns 13, unless the safety of the child an or others may be compromised.  Working with children in an early childhood program, my response would be much different to feelings of homosexuality.  I would attempt to find out what their fears are and convince them that any views of sexuality of heterosexuality would not be forced upon their child or any children in the program.  I would discuss the importance of creating a nurturing partnership between the facility and all families, and that sexuality beliefs do not play a significant role in children's development. I have not had class room experience or dealt with this issue directly involving families; but I believe that professionals must do their best to compromise and understand the wishes of the family even if they do not agree.  In some cases this just may not be completely possible and the program may not be a good fit for the child.

Reflecting on Communication in the Early Childhood Field

This course has been tremendously enlightening in gaining understanding in methods and perceptions of communicating, as well as collaborative strategies in setting andreaching goals.  I would like to thank each of my colleagues that I have had the pleasure to correspond with during these past 8 weeks and through out this Master's program.  I am looking forward to the next transition and wish everyone much luck and success in the future. 

Adjourning

I have only experienced difficulty adjourning from a group which I was involved on one occasion.  Growing up and through undergrad I played sports year round.  The main sport that I excelled in was fast pitch softball.  Adjourning from my team at the end of each season was a bit tough.  When I was younger, the emotions related to adjourning were not as intense as when I grew older.  This is likely because when I played sports at a young age I had other sports to look forward to, and often I had the same teammates from one sport to the next. 

At an older age playing in college, the last game of my senior year was challenging.  This is because I was aware of the end of my athletic journey as well as the camaraderie that I had formed with my teammates over the previous four years of my experience.  Each season our team set out to accomplish the same goals, to win our division and our conference.  We all had sight of this goal and learned to work together in attempt to achieve it.  Along the way there was much adversity to overcome such as injuries, competition within the team, or individual conflicts amongst teammates, but we depended on each other for success.  So ultimately if we wanted to achieve our goals we had to work out our struggles to the best of our ability.  

Despite the internal challenges that my teammates and I faced, it was difficult to let go of the relationships that I had built as well as the feeling of belonging that I had with particular group of people.  We all shared the same passion for this particular sport and worked equally as hard to reach a desired outcome.  I do believe high performance groups in this sense are not easy to walk away from.

What I did appreciate about the adjournment period was the acknowledgement of each participant of the team at the end of their senior year.  This along with the memorabilia left us with something to hold on to from the group and share with others. 

It is important to have closure to finalize an experience, including in this master’s program.  I believe that we have come to know each other through discussion and blog pots and hopefully can attend the graduation ceremony together at the end of the program.