Creating Affirming Environments

If I opened my own Family Child Care Home, I would like to create an anti-biased environment for children and plan a daily-based anti-bias curriculum, which help children recognize value and respect their own identities and others' identities. Things that I would like to include in my Family Child Care Home are:

1. Camera. I would like to use the camera to take photos of children and their families in my program for making books, posters, or some learning materials for my anti-bias curriculum. Children would learn some facts of diversity by "beginning with what they already know and have experienced" (Derman-Sparks & Edwards, 2010, p.5).

2. Books. I would prepare a variety of books, handmade and purchased, which enrich children's interest in reading and introduce human similarities and differences to children. I would make sure that books are age appropriate and non-stereotyping, and provide children to learn about diversity and fairness (Derman-Sparks & Edwards, 2010). If some good books still convey some hidden biases, I would bring it up for children to discuss about.

3. Posters. I would use the homemade pictures and purchased images to present diversity in and beyond our program. Children learn best about people as individuals; in this way, children's knowledge of diversity can be further broadened (Derman-Sparks & Edwards, 2010). Meanwhile, I would hang up flags of children's country in my program, children's family pictures, children's individual mini portfolios, and so on, to nurture their feelings of being proud of themselves and knowing more about other children.

4. Music. During the free-play time, music from diverse cultures and in different languages will be put on for children to sense and appreciate the art of music and language.

5. Dressing-up center. I would provide clothes for girls and boys in different cultures and different jobs. In this way, children are stereotypically limited to a frame in which only boys can be a doctor and girls be a nurse; only white and blond can be a ; princess; etc. (Derman-Sparks & Edwards, 2010).

6. Open-ended materials. I would provide gender-neutral materials for children; as well, art materials such as markers, crayons, and paint, will be provided in a range of skin tones. In this way, they would learn not to hold the biased attitude that only girls can use pink or black and brown are not nice to use (Derman-Sparks & Edwards, 2010).

7. Figurines. Through figurines from diverse cultures with different clothes and backgrounds, children can broaden their awareness of various aspects of diversity (Derman-Sparks & Edwards, 2010).

With all these things in my Family Child Care Home, children would learn better about themselves and the others related to diversity. As well, I would build up partnerships with parents by keeping them updated about what's happening in my program, asking for some information about their home cultures, inviting parents to the program, and so on. Moreover, children's own portfolio will be put in an accessible place for welcoming children with families to read by themselves; a notice board will be at the door, with words in different languages to inform children and parents of daily arrangement. With these, children and families will feel welcome and respected to come to my anti-bias curriculum.

Reference:

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).