Creating Affirming Environments

My vision of an anti-bias learning environment would involve making sure all parents and their children felt welcome in the center. I would post a bulletin board entitled “Our Family”. The bulletin board would be visible upon entering the center. I would have pictures of each child and teacher’s family posted on the bulletin board. I would want this bulletin board to reflect every person and their family in order to demonstrate that we are one big family. I would display pictures and posters around the room that reflect the children and families in the center and from the community. I would want to post information where parents will remain informed on a regular basis. I thought it was very interesting how Adrianna Castillo (Laureate Education, Inc., 2011) used a message board for parents to write down important information that was to be shared with the teacher. I would adapt this by placing a clipboard at the entrance where parents could write important notes or information to be viewed by the teacher. I would hope that parents felt comfortable talking with me or writing me notes of anything they felt I needed to know about their child. I would want to use materials that encourage the children to explore and engage in their learning environment. Materials should invite children to explore and discover and should support children’s play and conversations (Derman-Sparks & Edwards, 2010).

 

Materials:

Books – I would purchase books about diverse families, cultures, identities that reflected children/families in the center and in the community. I would use books that were interesting, colorful, and inviting to the children. I would also use books that we created as a class. I think it is important for children to be part of the process of designing books that reflect who they are, what they know, and their interests.

Music – I would use a variety of music that reflecting my students’ interests and their cultures.

Dolls, Puppets, and People – I would use a variety of dolls/people from various cultures, races, and abilities. Dolls, puppets, and people help children engage in conversations and help them ask questions about things they do not understand or feelings they may have.

Puzzles – I would place a variety of puzzles in the centers where diverse people and families are represented. These also encourage children to engage in conversations about people, families, and cultures.

Art Supplies – I would place a variety of art tools and materials in the art center. I would use colors, markers, paints, pencils, scissors, and glue. Paper, paint, yarn, and crayons would include skin tone colors. I want my students to create art where they feel they are truly represented and valued.

Dress Up Clothes – I would place a variety of clothes and accessories in the dramatic play area where students can dress up in garments from various cultures and identities. I would also include costumes that represent various roles and occupations.

 

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.(Producer). (2011). Strategies for working with diverse children [DVD]. Welcome to an anti-bias learning community. Baltimore, MD: Author