Evaluating Impacts on Professional Practice

If I were experiencing some type of discrimination in my work place, I would imagine that it would interfere with the relationships that I build with families. The relationship may be effected because of elevated stress or anxiety levels pertaining to my work environment. It may cause a barrier to working to my full potential and providing the support that children and families need. I could imagine if I displayed my unhappiness in the work place, parents may feel uncomfortable with in my presence and question my value to the program. This could hinder my communication and collaboration efforts with families; which is necessary to incorporate in early education programs. Also children sense when adults are stressed or bothered. If I carry my emotions in to my work environment, children may not feel comfortable with my interaction. This may have a negative impact on their formation of early childhood years, and poor memories of their first years of school.

Observing Communication

My observation took place in my beautician's home. My hair stylist runs her salon out of her home. She has one 3 yr old son who I think is just adorable. When I arrived my stylist set up some activities for her son in his room as well as a television program. He played and watched quietly for over an hour. I commented to her that her son is very independent, and I am a bit surprised that he has not entered the room after all this time. Just as I said this her son came out. He began asking his mom for food, naming off several different things. She replied to him “no, that's why I fed you a big meal before she arrived so you wouldn't interrupt me.” It was obvious by his response that he understands he must listen to his mom and also wants her approval.  But even with this knowledge he still communicated his needs.  He began to ask “I'm not hungry mommy?” He repeated this several times until she directed him back to his room. The child stayed in there another 30 minutes then returned to ask again “I'm not hungry mommy?” She again stated that there was no way he could have been hungry because she fed him prior to my arrival. By this time I had been there over 2 hrs. I kindly suggested that she tend to her son and I didn't mind waiting. After a snack her son again began playing with his toys independently. He pretended to race his car around the room. At one point he stopped and said “Mommy, your the best mommy I ever had.”

I noticed that the child was communicating his hunger and desire for a snack. When asking outwardly did not get him what he wanted, he then began to question his mom about his own needs until she responded to what he wanted. I do not believe that he would have stopped stating in the manner of a question “I'm not hungry mommy?”, until he received what he wanted. I believe that this child figured out a way to communicate his need, likely from past experience pertaining to his mom's work environment that also serves as his home. Many children may have whined and tantrumed in this situation of feeling ignored, but he remained calm and persistent.

When communicating with children, they need to feel respected. It is important not to close children off with the walls of our assumptions( laureate Education, 2011). We should be receptive to their communication styles. In the communication example I observed I felt that the mom was not receptive to the child's communication in this situation. She was preoccupied with her business. I feel that she could have taken the time to explain to the child in clear concrete words what she wanted while paying attention to his needs. For example, She could have said I will get you a small snack now, and then when I am finished I will make you lunch. Using the words now and then would have given him an idea of what was to expect, and provided confirmation that she was being attentive to his needs. When the child finally received what he was asking for, he was grateful and felt connected by stating “your the best mommy I ever had”.

This example taught me that children are unique in their communication styles. Although they are unique children really only desire respect and to be heard just as adults do. There are some occasions when I as well become preoccupied with my own tasks and may not listen attentively to my son. This occurs mostly when I am doing homework. I make it a point to communicate to my son what homework means and why it is important. Talking about this with my son has helped both of us because he now doesn't feel that he is being purposely ignored and he allows me some quiet time to get my work done. Also we make use of our free time by spending time doing something special together. Although this is working now, he still tells me that he'll be glad when I'm done with school. I tell him soon.

Laureate Education, Inc. (2011). “Communicating with Young Children” (approximate length: 10 minutes) Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6488776&Survey=1&47=8125722&ClientNodeID=984650&coursenav=1&bhcp=1

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.