Using What I Have Learned

Throughout this course, I have learned about different types of "isms" and how they develop through the "cycle of socialization." I have reflected on my personal biases and experiences with diversity to analyze how they have formed and how I can change them. I have opened my mind and changed my attitude in order to begin working on my anti-bias skills. I hope that through these learnings it will enable me to make all children and families that I work with feel welcome in my program. I hope to make all children visible in my classroom and feel loved and accepted.

One goal that I have for the early childhood field is to join a local group that is working on a diversity and equity issue in your community. If all early childhood professionals worked together in their communities it would make a large change across the nation.

I would like to thank my classmates, my co-workers, my husband, and Dr. Sylvia Klein, my instructor for helping me along this anti-bias journey.

A New Outlook

A new outlook is needed.

All children need to be seen.
To learn empathy and forgiveness.
To be accepted and respected.
To be noticed and visible.
To ask questions and receive answers.
To be loved.

If only we could capture every teachable moment.
If only all parents and teachers knew acceptance.
If only all children were respected.
If only all children received an equal education and opportunity.

Why can't we?
Why can't they?
Why can't you?

If only we had a new outlook on the future.

Noticing Differences Everywhere We Go

Young children are brutally honest to a fault. They will tell you if you have bad breath or your hair looks awry; they lack the tactfulness and sensitiveness that develops overtime. In terms of diversity they notice when people look different and they often comment on it (Derman-Sparks & Edwards, 2010). "They use these observations to construct their self-identity and their concepts about others" (Derman-Sparks & Edwards, 2010, p. 12). The open and hidden messages that they receive from others around them shape their views on these differences and similarities (Derman-Sparks & Edwards, 2010).

I can recall many times when my daughter would comment on the way strangers looked when we were at the grocery store or running errands around town. The most recent incident took place in line at the grocery store. My daughter commented that the woman behind us was "fat." I quietly told her that it wasn't very nice to say that someone was fat and hoped that the woman didn't hear her. Without realizing it, I may have sent her an unintended message with my response. By silencing her and reprimanding her I sent her the message that being of a larger size is not ideal. How do I know if the woman was happy with her weight or not?

If I were to respond in a more supportive, anti-bias manner I could have explained that everyone has a different body type and just because someone is larger doesn't mean that it is fat. There bones and muscles could be larger as well. I do not remember what the woman looked like, I think I just tried to ignore the whole thing because it was a little uncomfortable and embarrassing. We are taught to try not to notice differences in others and especially not point them out, but by ignoring them we may be sending the message that different is bad.

Reference:

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.