“Relationships
and interactions with children and families, the visual and material
environment, and the daily curriculum all come together to create the anti-bias
learning community” (Derman-Sparks & Olsen Edwards, 2010, p.51). Reflecting
on this statement from our text helped me see what pieces are essential in the
development of an early childhood setting that makes every child and family
feel respected and welcome.
My Family Child Care Home will include the following,
but is not limited to:
1.
Photographs,
books, posters, dolls, puzzles, puppets, dramatic play clothing, and other
supplemental materials that are reflective of children and staff represented in
my classroom. Also other less dominant cultures so that children will become
familiar with others that are different from their own culture, race/ethnicity,
socio-economic status, family structure, abilities, etc.
2.
Occasional
snacks, meals, and music that reflect various cultures. This will allow
children and families to share their culture, connect with others, and also
form a way for children to notice and start respecting differences amongst
people.
3.
A
family bulletin board that will reflect all children and staff in our
community. The family bulletin board is a way to share our personal family experiences
amongst children, family, and staff to create diversity in the child care home.
4.
Notes,
progress reports, handouts, etc. in child’s home language. I will respect the
child and families home language and find ways to accommodate them
appropriately as they transition into an English speaking child care home.
5.
Incorporate
the child and families traditions and honor holidays/traditions reflected in
the facility. Acknowledging and showing interest to learn something new about
others shows respect and makes families feel like they belong in our school
family.
6.
Incorporate
a curriculum that teaches children about respecting others, acknowledging fairness
vs non fairness, diversity, and ways to connect with others. A curriculum that
teaches respect of oneself and others will help start the connection of
creating an anti-bias education.
7.
Respecting
children’s feelings and offering them a place to express them appropriately. Incorporating
a safe place to feel comforted at any time of the day (drop offs, tantrums, etc.)
helps teach children how to resolve conflicts and work with others in
appropriate ways.
8.
“Teaching
to strength” will be a principle incorporated for teacher’s to use inside the
classrooms. “And if we spend as much time thinking about what kind of a learner
is this child, where are their strengths, where are their interests, where are
their natural motivations, as we spend thinking about where could they go next”
(Laureate Education Inc., 2011). When we
scaffold for our children we start at where the child is but offer temporary
support that will help build that child’s educational or social need to their
particular greatest potential (zone of proximal development).
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. Baltimore, MD: Author
