Creating Affirming Environments

Creating Affirming Environments

 Setting: The idea about having a walkway from Adriana Castillo from our video resource would be applicable for my setting(Laureate Education, Inc., 2012). There would be a walkway as the entry to the main door so we can see who in coming in and out and as a safety net for crossing and transportation. The indoor and outdoor environments would be safe, clean, attractive, and spacious. The floors would be carpeted of course. There would be a little room where parents can communicate with staff as well as to observe the children at work and play.  In the doorway there would be a bulletin board with signs welcoming families in different languages. On entering the classroom, there would be children’s sign in sheet as well as parents’ volunteering sheet to be completed before and after class dismissal. There would be an area for quiet time with pillows, stuffed toys and books to provide opportunity for privacy and solitude. There would be a multipurpose room for physical activities as well family time activity like dad’s night or family night or cultural night. The amount of indoor space would vary according to the number of children in the program. More space than the minimum would be preferred, although too much space can be a problem if not properly arranged. The key word is usable--space that would cater for interactions between children and involvement of children in activities. The environment would be attractive, colorful, and have children's work and other pictures displayed at children's eye level. Individual spaces for children to hang their clothing and store their personal belongings would be provided in a variety of ways.

The outdoor environment would have child-sized play things like; basketballs, bats, hoopla hoops, low spinners, and jungle gym to cater for all children including those who are physically challenged. There would be chalk boards, paint boards, and an outer sand pit for outdoor interactions and play.

Elements: Activity areas would be defined clearly by spatial arrangement. Space would be arranged so that children can work individually, together in small groups, or in a large group and self-regulate. Space is arranged to provide clear pathways for children to move from one area to another and to minimize distractions. The defined areas would include; block building, socio-dramatic play, art, music, science, math, manipulative, and quiet book reading. A great way to implement anti-bias materials into your program is using a variety of books, puzzles, dolls, games, and music (Sparks, & Edwards, 2010). Other activities such as sand/water play and woodworking would also be available on occasions. Children would be provided separate space arranged to facilitate a variety of age-appropriate activities and permit sustained work on projects. Children who are physically challenged would have resources available for use at all times. Sturdy child-sized furniture would be made available in defined areas. Materials for each area would cater for individual differences, culture, diversity and social justice. Books from different cultures would be included in all areas and there would be music from all over the world. Age-appropriate materials and equipment of sufficient quantity, variety, and durability would be made readily accessible to children and arranged on low, open shelves to promote independent use by children. Materials would be  rotated and adapted to maintain children's interest and to provide continuity and visibility in children’s culture. There would be cultural consistency for the children and families (Sparks, & Edwards, 2010).

 Feelings of Respect: On the first home visit with families I would establish family partnership. This would help me in learning about different children and their families’ home culture. There would special celebrations where children and families can bring in images from their culture to share and discuss with other families. This would help with the avoidance of bias, stereotypes and prejudice. I would like to have cultural nights where children and families can share their culture in food preparation, music, dance, dress, language and artifacts. Children and families need to feel respected and thus the environment as well as the activities should be able to make children and families feel respected and a have a sense of belonging.  It is vital to children’s healthy developments and the future life success to develop healthy and respectful relationships and interactions with all kinds of people (Sparks, & Edwards, 2010).

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

Laureate Education, Inc. (Producer) 2011. Welcome to anti-bias learning community.