Creating Affirming Environments

“An environment rich in anti-bias materials invites exploration and discovery and supports children’s play and conversations in both emergent and planned activities” (Derman-Sparks, & Olsen Edwards, 2010).

In my Family Child Care Home, the setting would be inviting and welcoming.

My ideal early childhood setting would be a learning place that embraces multiculturalism. Children are exposed to diverse cultures in their daily base and different kinds of learning activities in regard to the curriculum.

In the classroom
A bulletin board will be used as the gallery for displaying family pictures as well as children’s exciting moments from home to school. Another small bulletin board will be used as for parent-teacher information and communication.
The classroom will be divided into several area, and it is also be used for nap time area. These areas will be: circle time area, reading area, dramatic corner, science area, art work/academic area.
Circle time area, students will have morning and afternoon circle time, storytelling/ whole class learning activities. Students learn to sing songs in English and Chinese, engage in discussions related to the learning unite of inquiry, as well as participate in whole class activities.
Reading area, sofa and cushions are placed in this area to make it look cozy and comfortable. Children can choose books in different languages, stories happened in different countries, or represent different cultures.
Dramatic corner, different types of dressings are provided, such like Doctor’s coat, workman’s uniform, Princess’s dressing, and chef’s uniform. There are toys related to culture difference, such like baby dolls in different color of skin, or props represent for different culture. Children are able to establish their social relationship with their peers, and build the social skills of communication and conflict solving.
Science area, children are encouraged to explore their inquiries by observing and using scientific materials. In this area, children learn how to cooperate and collaborate through working on same discovery activities.
Art/ academic area, different kinds of drawing tools are provided for children to create their own artworks. Besides the artworks/ academic works related to the curriculum, children are free to express themselves through drawing and painting, as well as doing some cutting and pasting. Their art work will be also displayed in the classroom so that they are encouraging to talk about their ideas, identities, cultures, and anything that they are interested.
There will be another small room used as the dining area. We serve food from different regions and cultures, so that teachers will talk about culture difference with children during the dinner time.
In my class, we have our show and tell activity, so that children sometimes bring in their favorite toys which also represent their family cultures. We learned different simple languages from each other through conversations, and we also celebrate international day that embrace all nations and cultures that my class student stand for. In addition, parents are invited to attend our class activities and parent workshops. There will be parent class representative who is responsible for liaising the whole class parents and teacher so that good partnership will be established to affirm a positive learning community. “Relationships with children and families, the child’s environment and curriculum all help to create an anti-bias environment” (Derman-Sparks & Edwards, 2010).

Reference:
Derman-Sparks, L. & Edwards, J.O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children