What I Have Learned

Throughout this course I have learned about how our interactions as early childhood educators influence children’s identities and development, and so we must be diligent in maintaining anti-bias interactions and practices so we can ensure our influences are positive.

One hope I have with regards to working with children and families who come from diverse backgrounds is that I am able to always provide a welcoming learning environment that demonstrates respect towards all individuals and groups. I hope I always foster and promote love for one another. I hope that I always am sensitive to children and families unique identities and diversity. I hope I guide learning that teaches children what it is to treat one another with equality and fairness. I hope I guide children to identify injustice and how to advocate for themselves and others.

One goal I have with regards to the early childhood field related to issues of diversity, equity, and social justice is that advocates, professionals, community members, and legislature come to realize the injustice done to children across the nation by having out-dated and biased policies that prevent children from accessing quality early child care and education programs, and that new policies and funding aim towards righting that wrong. If society is to be changed for the better, it will take the whole nation’s efforts to do so. Children are worth the investment, and they deserve every effort!

I would like to thank my colleagues for these past eight weeks of insightful discussions and the sharing of stories and experiences. Our interactions have strengthened the learning for all, and I hope to continue our educational journey through the next course!

Creating Art- A Cartoon Strip

This series of pictures shows the learning and growth that has led me to see how anti-bias education is essential to teach children about themselves and one another. Credit for pictures goes to Microsoft ClipArt, as my own drawings by hand would be unrecognizable. An example, I suppose, of how technology can help those of us with different learning and ability strengths and challenges!

 Before delving into the development of children's identities, a teacher may see students as all the same, and approach teaching as though children are all of the same culture and background as him or herself. Then comes the question of why some children appear to be more successful than others.

 The teacher, through readings, discussions, and reflection, comes to understand how complex children's identities are, and how they must be supported in the learning environment with anti-bias education practices.

 In working together, the staff and students learn about one another and themselves, creating strong bonds and feelings of equality.

The teacher is able to view children as their unique selves, instead of fitting them all into the majority culture. Learning and development thrives.

"We Don't Say Those Words In Class!"

Children are keen observers of their environment, but sometimes the language they use to express their observations reflects insensitive phrases or ideas they have learned from other people, media, or environment. I encourage the children to problem-solve amongst themselves if they have challenges with toy parts being stuck or accessing computer programs, as I aim to help them gain some independence and cohesiveness as a group (instead of becoming reliant on adults to fix every problem). A child, having only been in my program for a month and still unsure of everyone’s names, was unable to find the computer game he wanted. I was helping another child at the time, so I reminded him that our 5^th grade students, D.J.* and Harry*, were able to find games, and perhaps he could ask one of them? He proceeded to yell across the room, “Hey! Hey black kid! I need your help over here!” Some children kept playing, others looked around the room for a “black” kid, including D.J., who is of mixed ethnicity. I quickly told the child that we do not call people by color of their skin, and that everyone has a name to use. I did not do any follow up.

The message that could have been communicated to this child by my response is that skin color is not something to be paid attention to- that it is a taboo subject or of no significance. I also reinforced a color-blind attitude towards D.J., sending the message that his differences were not important, and that he should be recognized as a member of the majority group, instead of an individual with differences to be proud of.

An anti-bias educator (and myself, when something like this next occurs) might have responded by talking with the group about skin colors- why they are different, other differences and similarities that children have. The students could to an art activity using skin-colored crayons, examining their own skin color and talk about different ethnicities and cultures, opening up a time for questions and answers so children can put their feelings and observations into words or pictures. An anti-bias educator would also likely have a conversation with the children about how noticing a difference is okay, but using children’s names are important. Playing name games to help the new student learn all the others’ names could help. An anti-bias educator would also speak with D.J. to check on his feelings and understandings of being referred to as “the black kid”.

Supporting children as they make sense of the world around them is important. As an educator, I have a responsibility to make sure the messages I send about diversity of all kind are positive, taking up those teachable moments as they occur.

*names changed