Creating Affirming Environments

As anti-bias early childhood educators we should begin to strive to create an environment that our students can see themselves in.  Our students learn as much from what they can’t see as what they do see.  Our toys, materials, equipment, posters, books, etc. should all represent the both the children we work with as well as other groups we do not work with.  Our materials should be free of stereotype and bias; and if they are not those materials should be used in whole group for discussion as examples of stereotype and bias. As much as children should avoid exposure to stereotype and bias they should also know how to identify it when they see it (Derman-Sparks & Edwards, 2010)(Pelo, 2008).  

In an anti-bias classroom, the furniture should be arranged in a way that reflects the students and their learning.  Children should have a whole group meeting area, tables for smaller groups as well as areas for individual work if needed.  Arranging it this way gives them experiences in working with others who are both alike and different (Derman-Sparks & Edwards, 2010)(Pelo, 2008).  

As we know the world is not a small classroom; it is much bigger than that and children are exposed to all sorts of people in all sorts of situations.  The world is one large classroom!  In addition to our children seeing themselves in their own learning environment they need to see others as well.  Our classroom should reflect different ranges of economic status, different racial and economic groups, people of diverse family structures as well as people with disabilities or ages doing all sorts of activities (Derman-Sparks & Edwards, 2010)(Pelo, 2008).       

One thing an anti-bias educator can do is create a family environment homework assignment where responses can be used to help find ways to represent the children in the classroom. This family homework assignment should recruit information such as: list a family’s 3 favorite books, bring in something red (or another color) that represents their family, bring in a family portrait or drawing, choose a book for a family book report, write about when a family member saw something unfair and tried to fix it, bring in or list games families like to play, write about earliest memories of school or write about a mistake you made and tried to fix.  These types of assignments can be used to create bulletin boards, play areas, classroom libraries, class books, etc. that represent students and their families.  If choosing to do this type of assignment please be sure to not include activities that might exclude children because of socio-economic status such as drawings/photos of family homes or pets. Not all children have those (Derman-Sparks & Edwards, 2010)(Pelo, 2008).  

This can be a daunting task to anti-bias educators due to lack of resources and time.  But any change in the right direction is good for students. This is something that can be done gradually over time!  

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

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