What I Have Learned

       When I think about working with children and families who come from diverse backgrounds my hope is that each individual feels that they belong and feel that they are part of the program’s community. My hope for is children not to feel different or think that they don’t fit in. My hope is for everyone to embrace and respect the differences that make us unique and special.

       One goal that I would like to set for the early childhood field related to issues of diversity, equity, and social justice is that educators take the time to understand to benefits and importance of anti-bias education. It is the time for all educators who work with diversity to become knowledgeable about how to create environments where all children feel safe, respected, and supported.

      It is that time once again to show my gratitude and appreciation to everyone for sharing your thoughts, knowledge, and support. The discussion boards and Blogs gave me the opportunity to learn through the experiences you shared each week. I am grateful to learn from so many caring educators who only want the best for children and their families!J Dr. Klein, thank you for your continued support, encouragement, and feedback that you provided for us on a weekly basis! I appreciated your weekly announcements with words of encouragement…they helped to fuel my thoughts each week!!

I wish everyone continued success!!! We are almost at the finish line

Take care,

Stephanie

Creating Art

      

       Throughout this course I have had the opportunity to not only learn more about diversity and anti-bias education, but I have learned so much about myself. This week we were asked to create a piece of art representing what I have learned, so I decided to write two poems. The first poem I wrote with my children and the second one I did on my own using my reflections about this course!

This is a poem called, “Diversity” written by myself and my two children

(Maggie age 11, Ben age 13, and my age???)

Diversity

D is for our differences that are so great

I is for inclusion so no one is left at the gate

V is for variety where no one is the same

E is for embracing everyone so there is no shame

R is for respecting the different races

S is for seeing that people come from different places

I is for individuality where everyone is different from the rest

T is for great teachers who do anti-bias work the best

Y is for the “YES” to ending bias, prejudice, and discrimination!!

                     

                                                           Stephanie, Ben, and Maggie

A child’s drawing of diversity

Diversity

Who am I? Who are we?

We are seen so differently.

The way we dress and the food we eat

Should not matter when we meet.

What I know about prejudice makes me sad

Because treating other unfairly is very bad.

We need anti-bias teachers to make children smile,

But remember changes seem to take a while.

Don’t give up as we must be persistent

As we need to teach people who are resistant.

We need to respect the differences we see

So children can say, “I am happy to be me!”

                                                                                                                     Stephanie Ray

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

Why do we “Shh” children when they ask us questions or make a statement when they see a person who looks different than they do? Children use their observations to learn about others.

They ask us questions or make statements because they are curious not rude. Think of the message that we give children the we stop them from asking questions or shh their curiosity!

I have experienced many times where I have witnessed an adult silence a child after they pointed out someone who looked different.  One example in particular occurred when a child I worked with noticed one of the educator’s body type/size. The educators and children were having lunch in the lunchroom and a child who was sitting at my lunch table looked over at the other table that was beside ours and she looked at the educator as said, "Sandy, your bum is too big for that chair. You are fat like Santa. Why is your bum so big?" Well, what do you think went through the minds of all the educators that were in the lunchroom? This comment made us very uncomfortable, uneasy, awkward, and feel other range of emotions about what this child had just expressed. The child did not say this to mean; she said this because she made an observation about how this educator was different. I did not shh this child, but my reaction was not any better as I sat there in silence for a few moments. Two other educators told her that what she said wasn't very nice and that she hurt Sandy'a feelings. 

What did our messages communicate to this child? My silence and the other educators' comments gave this child the message that what she said was wrong, when in fact she did not have a malicious intent. According to Derman-Sparks & Olsen Edwards (2012) we did not use this opportunity to help this child have a better understanding of differences. Children pick up on cues and can formulate conclusions about issues that adults do not talk about such as; body type/size and can feel emotional tensions from adults (Derman-Sparks & Olsen Edwards 2012). Our reaction may have given this child the message that we shouldn't make comments or ask questions when we see the differences that surround us. 

  

What I found interesting about this situation was that Sandy was the person who not only responded appropriately, but she handled the situation beautifully. She responded instantly and explained to this child about how everyone is unique, special, and different. Sandy said to her that everyone is made differently and she talked about different heights, color of eyes, skin, hair, shapes of noses, etc. She asked this child, "How weird would it be if we all looked the same?" It was great that Sandy did not pretend not hear what this child said. This was a learning opportunity for the rest of us as we understood the importance of talking about our differences and how lucky we are to be surrounded by diversity. She also taught us to answer children immediately and honestly so they don't feel tension or uneasiness when they ask questions regarding diversity. How Sandy handled this situation is a great example of how an anti-bias educator might have responded to support this child's understanding. 

Reference Derman-Sparks, L., & Olsen Edwards, J. (201). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.