What I Have Learned

Anti-bias education thus strengthens the possibilities for early childhood care and education programs to implement the profession’s commitment to foster development of the whole child. It supports children in developing fuller, truer understanding of themselves and the world and strengthens their sense of themselves as being capable and empowered to make “unfair” things “fair”. In turn, these social, emotional, and cognitive abilities increase the likelihood that children will be able to navigate the larger worlds of school and their communities constructively and effectively, regardless of experiences they have there. (Derman-Sparks & Olsen Edwards 2010 p.17).

  Through the different topics that I read through, I have learned that the emotional and social development of children all comes down to their knowledge of self and others. Creating an affirmed environment that welcomes children irrespective of who they are, abilities, where they come from, their believes and social economic status comes down to acceptance, tolerance and being responsive.

  One hope that I have when I think about working with children and families who come from diverse backgrounds is creating an affirmed early childhood environment where I will be able to teach children how to respect individuality, different abilities, cultures and family structures. A place where children can easily assimilate and feel welcomed in order for them to develop, socialize and get to their fullest potential.

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to keep creating the awareness of the benefits we all can derive from knowing more about diversity, teaching about diversity in schools and embracing diversity can do to our immediate community and the world at large and the same goes for equity and social justice.

  It has been an educative eight weeks, a memorable one with the help of all my colleagues, I want to say a big thank you to all of you, for the great support you have given to me in one way or another. Wishing you all the best of luck as you continue in the journey of embracing and teaching diversity. Wishing you all a happy holiday.

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).

                                        Start  Seeing Diversity

               

                                 

                                                                                                       

                                      Diversity

                    Diversity is inclusion

                         Diversity is appreciating

                                Diversity is accepting

                                     Diversity is tolerating

                             Diversity is seeing all the rainbow colors, acknowledging them and identifying that they all have their own unique qualities

                             It is respecting me for who I am

                              It is respecting you for who you are

Diversity is like a rainbow bar, if a color is not represented the rainbow will lose its beauty.

                               Diversity is me and you.

                                   “We Don’t Say Those Words in Class!”

Creating a rich anti-bias learning environment sets the stage for discussion and activities about racial and other physical differences and similarities. The richer the environment, the more likely children will ask questions, even in classrooms where staff and children come from similar rachial backgrounds. (Derman-Sparks & Olsen Edwards 2010 p.83).

Children are able to point out differences easily, they are able to point out the differences that exist in body types or when a body does not match the voice that comes out of it. One of my first experience of a transgender actually happened last year in the Philippines in an eatery.  My then 7 year old son noticed that the waiter sounds like a man but was dressed up like a woman. He said “Mummy is that a woman or a man, he talks like a man but looks like a woman”. Honestly I was speechless and at the same time embarrassed, I did not know what to say to him in order not to draw attention to our table.

I was actually shocked that he could notice that the voice does not match the body it was coming out from. So I decided to take his attention from it. Up till this moment I have not addressed the issue of explaining to him if the person that served us that day was either a man or a woman. I guess I am leaving in denials that such people exist. Derman-Sparks and Olsen Edwards explained, “If you can’t think what to say, are uncomfortable responding directly and matter-of-factly to an incident, or later feel you mishandled it, talk to someone you trust to explore your feeling and possible responses. Always go back to the child with your new response”.

The message I believed was sent to my child is that of an abominable question, I most have made him feel that there are certain questions that should not be asked. If I had thought of it rightfully I would have used that moment as a teachable moment to explain to him how most people born as a women or men prefer identifying themselves.

As an anti-bias early educator our job is to help children develop to their full potential, teach them to be empathetic and have respect for differences that exist in the world, and for them to embrace diversity. Be proactive and responsive to children’s questions. Look for opportunities to initiate interactions that offer children accurate information and let them try out their ideas about differences between being male or female and acting like a boy or a girl.(Derman-Sparks & Olsen Edwards 2010 p.95)

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).