What I Have Learned

I have really been convicted over the past months, and especially as we have looked at diversity, about the importance of supporting identity development in young children.  My hope is that I would create a learning environment and provide learning experiences that reflect the reality and identities of all the children in my class. 

A goal I have to accommodate that wish is to supplement my classroom library with recommended anti-bias children's literature.  I have already started compiling a list of suggested titles found in our course readings.  I have found that children's literature stimulates discussions, clarifies information, and presents another format to process thoughts.  I also plan to incorporate persona dolls into my classroom discussions.  As Pelo (2008) explained, persona dolls help children recognize bias statements, develop empathy, and use critical thinking.  I am anxious to start using them at the beginning of next year so the children get used to them as an integral part of our class chemistry.  

Thank you, once again, to my classmates who expand my thinking and help me see things from a different perspective.  Thank you for encouraging me with your comments - they mean more than you may realize.  I look forward to striving toward the finish line with you.  

Pelo, A. (Ed.). (2008).  Rethinking early childhood education.  Milwaukee, WI: Rethinking Schools.

Diversity

                                                                                

                                                                                 

                     Stigmas, phobias, hate                       

Internal Oppression, anger, isolate

Hush, hush, colorblind

I'm invisible, I don't count

Feelings, confusion, something's wrong

No one to talk to, all alone

Here you are, you are great

Pride, hope, and validate

Listen, clarify, a new point of view

Respected, included, I can cope

Recognize prejudice, empathize, that's not right

Empowerment, responsiblity, find a voice

Start Seeing Diversity

I was involved in a situation where I silenced a child for something he said.  I was a new teacher in the mid-80's, working downtown Milwaukee as a kindergarten teacher.  Our class was somewhat diverse with two Korean children and three African American children and nine white children.  We were taking a walk outside the building to observe the different types of transportation and a city bus pulled up close to where we were standing.  The doors opened and a large African American man got off the bus.  One of our African American boys yelled "Hey, it's Fat Albert".  The man looked the other way and kept walking while the rest of the class laughed.  I looked at the little boy and told him to be quiet and that it wasn't polite to say such things. 

On the one hand, it was appropriate to point out that it wasn't polite to shout out; but, on the other hand I could have taken the opportunity to discuss how people come in many different sizes and that all large African American men are not Fat Albert.  According to Meltz (2001), even if the person the child has made the comment about can hear you, an immediate, matter-of-fact response is more respectful than silencing the child which translates into bringing more shame.

When we returned to the classroom, I could have used some tools such as children's books or pictures showing people with a variety of body sizes and pointed out that I know a large African American man and his name is Paul, not Albert (Laureate Education, Inc., 2011).  Additionally, as Spangler pointed out in Positive Ways Early Childhood Education Settings can Respond to Bias (Laureate Education Inc, 2011), persona dolls could have been used to address how the doll felt when hurtful comments about body size were made and the children could have had an opportunity to develop empathy, realizing then that the comment was not something to be laughed at. 

By not addressing the issue I missed the opportunity for children to learn that "name calling, exclusion, and hurtful teasing" (Pelo, 2006) is hurtful and something we don't want to do.  Additionally, not addressing issues gives children the message that the behavior is acceptable and that (in this case) being big is something to laugh at.

Laureate Education, Inc. (Executive Producer) (2011).  The Positive Ways Early Childhood Education Settings Can Respond to Bias [Multimedia].  Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6357/CH/mm/audio_player/index_week6html 

Laureate Education, Inc. (Executive Producer) (2011).  Start Seeing Diversity: Physical Ability and Characteristics [Course Media].  Retrieved from  http://class.walden.edu/webapps/portal/frameset.jsp?tab_tab_group_id=2_1&url=%2Fwebapps%2Fblackboard%2Fexecutive%2Flaucher%3Ftype%3DCourse%26id%3D_2651072_1%26url%3D 

Meltz, B. (2001, November 22).  Teachings on diversity, tolerance should start early preschoolers can learn it's ok to notice our differences: [Third Edition].  Boston Globe, H4.  Retrieved from ProQuest database.

Pelo, A. (Ed.) (2008).  Rethinking early childhood education.  Milwaukee, WI: Rethinking Schools.