Creating Affirming Environment

The childcare setting that I envision will have an area where families and children are welcomed.  There will be a table and chairs so parents can sit and talk with me and other staff.  In this area I will depict family pictures of all the families in my class.  The purpose of the pictures is so children see themselves and their families are welcome and worth depicting in the center.  The look and sounds of the room reflect the family cultures and daily lives of those children (Derman-Sparks & Edwards, 2010).  I will have an area where the children enjoy circle time and on the walls of this area I will display pictures of other ethnic and cultural groups that were not displayed in the family pictures.  Then once you feel confident that all currently enrolled children and families are visible in all parts of your learning environment, the next step is to look at which other people; groups and families from the larger society are missing and then bring in more diversity (Derman-Sparks & Edwards, 2010).  In the music area I will provide the children with instruments from different countries such as Africa, South America, US, etc.   I will also have a diverse selection of music that reflects the children’s culture in my program and society.  The dramatic play area will include a diversity of foods from different cultures as well as dress-up clothing from different cultures.  Also in the dramatic play area I will provide children dolls that are diverse which will include persona dolls so children can play out different scenarios that they have experienced with these diverse dolls.  Many anti-bias educators use storytelling with persona dolls to introduce stories related to the children’s lives, as well as to broaden their awareness of various aspects of diversity (Derman-Sparks & Edwards, 2010).  The art area will include skin tone crayons, markers and paint so children can create pictures that reflect people realistically.  The reading area or library will include an assortment of books reflecting different cultures, and ways of life so children can become critical thinkers of their community and even the world.

My goal in terms of the environment of my early childhood classroom is to provide each family and child with visibility so that they know that they are respected and valued.  I also want to expose the children to the world as it is diverse and complex and help them make sense of what they see and experience. 

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).