Creating Affirming Environments

Creating Affirming Environments

Larry D. Jackson

Walden University

Strategies for Working with Diverse Children

EDUC - 6358 - 6

Dr. Lisset Bird-Pickens

March 15, 2014

Creating Affirming Environments

First I would like to look at opening an authentic early childhood setting or a family child care home as a need for each individual child and family to develop and not for any other un-related reasons. I think it also really depends on the individual opening a family child care home. This individual would have to work towards accomplishing anti-bias goals, and to be an effective educator for children, and their families. This person would also have to have good strong ethics which includes ethical responsibilities to children, families, and colleagues. NAEYC Code of Ethical Conduct (2005) states “To create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and physical development and that respect their dignity and their contributions.” Recognize and respect the unique qualities, abilities, and potential of each child. To develop relationships of mutual trust and create partnerships with the families we serve. To welcome all family members and encourage them to participate in the program” (Children, 2005). I would incorporate these to ensure that every child and family feels welcome and respected.

Before opening my family child care home, I would check my materials to avoid “covert isms.” Derman-Sparks and Olsen-Edwards explained covert isms as “indirect, subtle, and hidden which includes the invisibility of certain kinds of children and families in classroom materials; teaching methods that do not take into account cultural learning styles; publishing industries that solicits and focuses mainly on the dominant groups, and who is and isn’t represented on the faculty in teacher-training programs” (Edwards, 2012 p. 24).

Upon opening my family child care home one idea I would start with is from the tour of Adriana’s care home, and that is the name of my family child care home. The name should reflect an anti-bias attitude towards children and their families and have a welcome feeling.

To initiate relationships and interactions with children and families I would have an entrance in the front of the building where I can greet the children and their families. As stated in the media segment Adriana Castillo explained “the entrance is a place to greet the families and to get them to sign-in. It also helps as a place for the separation of child and parent” (Castillo, 2012). According to Derman-Sparks and Olsen-Edwards “ensuring that every family feels welcome and comfortable creates a crucial foundation for mutually respectful relationships. It is an essential first step in an anti-bias classroom” (Edwards, 2012, p. 37).

I would provide diverse and anti-bias materials that would have a tremendous influence on children’s developing views of the bigger world. In my curriculum planning I would have anti-bias themes. Some of my materials for these themes would come from as Bj Richards stated “a variety of sources, such as catalogs, the internet, yard sales, and bookstores. These would include books, music, DVD’s, dolls figurines, block people, puzzles wall hangings, blocks and Legos (without bias packaging), dramatic play props, and drawing materials in a range of skin colors” (Edwards, 2012, p. 52).

My intentions as Adriana Castillo stated “are to keep families and children together” (Castillo, 2012). I would have a safe environment that would feel like a home. I would have safe furniture such as rocking chairs and ottomans for the children and their families where they would feel comfortable. My nap room could also serve as a place “for the children to be calm and help them make their own transition, because, sometimes it hard for separation for the parent as well as the child” (Castillo, 2012).

I would have near the bathroom storage shelves, also carpet, rugs pillows (for quiet time), tables and chairs and easels. I would have an area for a block, a toy area, sleep area, and an eating area. I would have my supplies separate from the children’s supplies, and each child would have their own cubby for their personal belongings for toileting.

Regularly during circle time I can go around and support discussions and activities about people’s attributes. I like using persona dolls or puppets or even reading a story before-hand to get the discussion started. Bj Richards stated “I answer all of the children’s questions about differences as accurately and matter-of-factly as I can. I regularly open up conversations about children’s various attributes, skin color, eye shape, gender anatomy, ability aids.

My rationale for my choices is to establish relationships and interactions with children and families, along with the visual and material environment, and daily curriculum to create an anti-bias learning community.

References

Castillo, A. (2012). "Welcome to an Anti-Bias Learning Community". (J. K. Lepuschitz, Interviewer)

Children, N. A. (2005). Code of Ethical Conduct and Statement of Commitment. Washington D.C.: NAEYC.

Edwards, L. D.-S. (2012). Anti-Bias Education for Young Children and Ourselves. Washington D.C: NAEYC.