Creating Affirming Environments

I would create an environment that had images of diverse families and people on the wall.  For example, I would have images of a group of people in different fields from different races.  I currently have this poster in my class and it shows minorities in a range of jobs including women in jobs typically assigned to men.  Derman-Sparks and Olsen Edwards (2010) stated that it is important that “an anti-bias environment is culturally consistent for the children and families it serves” (p. 43).  The majority of the children are from minority families.  Therefore, it is necessary to have positive images for the children.

I would also have diverse reading materials that can be used at reading time.  I would create a play area that had a range of toys and games.  I would not limit children to a boys’ or girls’ area.  Instead, the toys would encourage play for all students.  I would also have arts and crafts in the class to encourage students to draw pictures relevant to their culture and cultural diversity.  Derman-Sparks and Olsen Edwards (2010) stated that “an environment rich in anti-bias materials invites exploration and discovery and support play and conversation in both emergent and planned activities” (p. 43). Therefore, I would use play to teach diversity and anti-bias education in the class.

Reference

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